| Chinese tone teaching has been the important and difficult part in Teaching Chinese as the Second Language. For those beginning learners of no-tone background, tone study becomes prominent. So far, there has been a lot of study emerging out, focusing on the input or the output of Chinese tone study. However many papers focus on either of the input and output, ignore their relevance. In addition, most studies analyze their problems from their mother tone background, not from the perspective of categories,which focus their study process.In order to solve the three problem, this thesis has been divided into seven parts. First chapter gave a brief introduction about how this idea came and how it has been studied. Second chapter introduce our study object, study contents as well as the process. Third chapter studied the tone input in different contexts. Similarly, Fourth chapter described the tone output in different contexts. Fifth chapter summarized the main conclusion in the former two chapters and find the relevance between the tone input and output by the SPSS. Sixth chapter analyzed the Tone Rhyme Categories acquisition of the learners and explained some key mistakes in their tone study. Finally, the 7th chapter summarized our important conclusion and proposed some advice for Chinese Teaching.Through our study, we got important conclusions:We demonstrate that the tone input and output is obviously relevant with each other according to the SPSS and output is better than input.,although the input and output vary from the context.Secondly, their tone rhyme categories gave us a clue to explain their mistakes in Chinese tone acquisition. Their difficulty in "High-Low" leads to their problems in distinguishing T2&T3. Their tendency to "Level" make them prone to pronounce a tone as T1. The problems in Rise-Fall make if hard for them to Distinguish T1 and T2. Overall, these conclusions can provide new light on our Chinese tone teaching. |
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