| The main content of this chapter is the analysis study of error Malagasy students use to make in pronouncing the third tone. Through the questionnaire analysis we found in the first part:it can be seen that Malagasy students use to make serious mistakes pronouncing the third tone and second tone. Sometimes the third tone of two syllable words is confused with the light tone it is more misheard and confused in the second and third tone. The main problems on the combination of tone is in the half tone. Before and after the third tone it can be mistaken to second tone apart from the light tone case. Most of the students do not master the connection of the third or fourth tone. As for disconnection all students master tone monosyllabic words, in addition to the "third+light" tone combinations, including double syllable words tone pronunciation error that occurs mainly in the sound. The master of other tones is pretty good, but the main problem with double syllable words for Malagasy students is in the "third+second tone" and "third+ light" tone.As for the ability of the rising tone in disyllabic words, Malagasy students pronouciation is still relatively good, but dealing with three or four syllables repeatedly without connection there is not so much serious problem. These error sources have two main reason, first one is "objective reasons" including the complexity of Chinese tones, teaching materials, teaching methods and "subjective reasons "including the mother tongue influence, Malagasy students learning by their own way. The paper also provides some effective teaching strategies for learning the Chinese third tone:Malagasy students should be trained learning tones, overcoming the influence of mother tongue, constantly updating the teaching methods, explain to students the all the mistakes and correct all the kind of mistakes, explaining the importance of tone and third tone in teaching and arranging the foreign language teaching in the classroom. |
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