Analysis For Georgia’s Primary Chinese Phonetic Teaching

In recent years, China has established hundreds of Confucius Institutes and opened many Confucius Classrooms all over the world, and in 2010, Lanzhou University established its Confucius Institute in Free University of Tbilisi in Georgia. During the whole year teaching in one middle school belonging to the Confucius Classroom, the author found that phonetic teaching is of great importance in TCSL, which is also the difficult part to teach and learn. Different from Georgian which is phonograph, Chinese is ideograph. In addition, Georgian has no tone, but Chinese not only has four tones, but also has some special phonetic changes such as the unstressed words,’r’-retroflexed words and tonic variation. The recognition and the pronunciation of Chinese are also important but difficult to students. Besides, excepting for the polyphone and unstressed words, when the tone is different, the Chinese character will be different. And sometimes although the tone is same, the character is also different. In order to let the students recognize and read out the Chinese character correctly, the first step is leaning Chinese phonetic alphabet-----Pinyin. And Pinyin takes a very important part in phonetic teaching, which contains the teaching of initials, finals and tones. During the process of phonetic teaching, I am fortunate enough to gain access to the original material about students learning phonetic system. I find and conclude some key learning points which are common, regular and difficult, then I record them. Through comparing the difference of phonetic system between the Chinese and Georgian, I find out some reasons why some phonetic parts are difficult to students. Additionally, I adapt the contrast analysis theory and error analysis theory as the Theoretical support of my essay. According the the reasons and fruits of my teaching practice, I comp up with some effective teaching methods and teaching strategies. In my opinion, it will be beneficial to me to know the difference between Chinese and Georgian. It also provides a useful guidance for the teaching in the future. All of these can help me to have a more particular knowledge of the phonetic laws about the Chinese learners from Georgia, and also can provide some useful suggestions and proposals for other Chinese teachers in TCSL.