The Teaching Experiment Research On The Marking Forms Of Third Tone Sandhi Of Double-syllable Words

Native speakers of Chinese can naturally pronounce " Ban shang " and " Yang ping " of third tone sandhi in the actual speech. However, learners who learn Chinese as a second language always speak with an " foreign accent" more or less. Third tone sandhi is very difficult to learn for those who learn Chinese as a second language. However, the current teaching material only has a brief introduction to the rule of third tone sandhi and marks the words of third tone in basic form. Mr. Hu Bingzhong (1985) and Mr. Chen Yachuan (1989) proposed to use the marking form of third tone sandhi to mark in teaching and learning, "(?)" indicating " Ban shang " and "(?)" indicating " Yang ping ". With regard to the marking forms of third tone, we choose double-syllable words of third tone sandhi as the object and analyze the voice data and the results in the combined way of experimental phonetics and statistics.Groups have a great effect on learning two-syllable words of third tone sandhi which means the marking form of third tone sandhi is clearly superior to the marking form of basic third tone. The marking forms of third tone sandhi "(?)" and "(?)" show both the basic third tone and third tone sandhi. Not only are they consistent with the books in tones, but also for students they are easier in pronunciation of change tones. This hypothesis has been verified by Two-Way ANOVA. Hopefully, the final conclusion could provide some enlightenment for Chinese teaching.The paper is divided into five chapters:The first chapter introduces the reason for choosing the topic of this article, the meaning and review of this research. In summary of research, the writer summed up researches on the two-syllable words of third tone sandhi and divided the rule of two-syllable words of third tone sandhi into two categories A and B according to the actual tone after the change; then combed the teaching and acquisition of third tone sandhi from the past to the present and explored the ways of the marking forms of third tone sandhi and the study of FO normalization.The second chapter introducing the overall experiments design of different marking forms of the two-syllable words of third tone sandhi is mainly divided into three parts:the pre experimental preparation, the experimental operation and data processing after the experiment. It should be noted that the eight subjects are selected from Confucius Institute of Saint Thomas University.In the third chapter, firstly subjects'phonetics samples of citation tones are analyzed in pitch extraction, FO normalization, T-value normalization and so on. And then phonetics samples of double-syllable words of third tone sandhi are analyzed in the same way. What's more, the characteristics showed by the subjects' FO Contour and T value curve are summarized and explained. Errors which were made by the subjects in double-syllable words of third tone sandhi are also summarized and explained.In the fourth part, the teaching effectiveness of the marking form of Tone sandhi and the marking form of basic tone is tested by Two-Way ANOVA and the analysis revealed that when Chinese learners study the two-syllable words of third tone sandhi, groups teaching in the marking form of third tone sandhi and in the marking form of basic third tone are the main factor. The other three factors of categories of tone combination, levels of Chinese language and word familiarity have no effect on Chinese learners. And the results of statistical analysis are explored. Then we put forward suggestions about the teaching materials, teaching and acquisition. For the teaching materials, mainly the rule of third tone sandhi should be increased and introduced systematically, and the marking forms "(?)" and "(?)" should be applied to third tone sandhi. Teachers and students who learn Chinese as a second language should primarily raise awareness of two-syllable words of third tone sandhi and make use of the marking forms of third tone sandhi in teaching and learning.Chapter five is the conclusion. The author summarizes the main points and verdict of this thesis and proposes the further study.