A Study Of Chinese Tone Learning In Xinjiang Bilinguals

Our country is a multi-ethnic country,as a result of the Han nationality's subject position in the economy,culture and population,Chinese conducts the second language and inter-ethnic communication language for other minorities.Tone,one of the important features of Chinese speech,is also an emphasis and difficulty in learning Chinese for minority students especially for those whose native languages are non-tonal languages.Some minorities in XinJiang have their own native languages,for example,the Uygur,Kazak and Kirgiz.The three languages are all non-tonal languages and Chinese is tonal language,which makes it difficult for Xinjiang minority students to learn Chinese tones well in the process of learning Chinese.With the popularization of mandarin Chinese,we urgently want to understand Chinese tones learning difficulties,break through the difficulty and solve the problems.In the study,we selected some minority college students from Xinjiang as the subjects and selected some one-syllable words and disyllable words as experimental materials.After the experimental analysis of students' ability to recognize and distinguish tones,we analyzed the problems of Xinjiang minority students in the acquisition of Chinese tones according to the experimental results.We discussed the problems,analyzed the causes of errors,and then put forward the corresponding suggestions to provide reference for the second language learners in Chinese tone learning.This paper includes six parts.The first part is the introduction.We introduced the research background,research significance,research purpose,research methods and research innovations;the second part is the review of literature.We introduced the research status of Chinese tones from two aspects;one is the acquisition of Chinese as the first language,and the other is the acquisition of Chinese as the second language.We analyzed the deficiency of previous research,and then put forward our research questions;the third part is the experimental research.We set up three experiments:one-syllable word tone recognition experiment,one-syllable word tone distinction experiment and disyllable tone distinction experiment.We introduced every experiment from five aspects:subjects,experimental materials,experimental design,experimental process and experimental results;the fourth part is the analysis and discussion of the experimental results.We analyzed and discussed the experimental results from the participants' different Chinese levels,different minorities and different genders;the fifth part is the intensive training experiment of one-syllable word recognition and distinction.We explored the training effects on the ability of tone recognition and distinction;the sixth part are some corresponding suggestions and the study proposal for Xinjiang minority students in learning Chinese tones.We drew the research conclusions,put forward the conclusions and summarized the research deficiency.We analyzed the tone acquisition of Xinjiang minority students by means of experiment and studied their tone recognition and distinction ability.The conclusions are as follows:(1)the one-syllable word tone recognition experiment shows that Chinese high level group is significantly higher than the low level students in the ability to recognize different tones;girls' ability to recognize Chinese tones is significantly higher than boys;the ability to recognize Chinese tones for different minority students is different,but there is no fixed tendency;(2)the one-syllable word tone distinction experiment shows that Chinese high level group is significantly higher than the low level students in the ability to distinguish different tones;girls' ability to distinguish Chinese tones is significantly higher than boys;Chinese characters,sound and form have different effects on different students because of their different Chinese levels and minorities;Chinese high level students are free from the impact of Chinese characters' sound and form,but it disturbed the Chinese low level students;Chinese characters' sound and form has no fixed effects on different minority students;(3)the disyllable word tone distinction experiment shows that Chinese high level group is significantly higher than the low level students in the ability to distinguish different disyllable tones;girls' ability to distinguish disyllable tones is significantly higher than boys;the ability to distinguish disyllable tones for different minority students showed no consistent results;(4)the intensive training experiment shows that the participants'ability to recognize and distinguish Chinese tones is significantly higher than before the training.