Error Analysis And Teaching Strategies Of Chinese Finals Pronunciation Made By Elementary Chinese Learners From Laos

By means of modern experimental phonetics,from visual and calculable perspective,this paper systematically analyses Chinese Finals Pronunciation errors made by 20 Elementary Chinese Learners from Laos,sums up their errors in learning Chinese finals and suggests relative teaching strategies,with the purpose to help them find and correct errors to grasp the correct pronunciation of Chinese finals and communicate effectively in Chinese.Based on Contrastive Analysis,Interlanguage theory,Error Analysis theory,and the basic principles of Chinese phonetic teaching as a foreign language,this paper was organized by combining qualitative analysis and quantitative analysis,synchronic study and diachronic study,description and explanation,information and theories.The subjects included the experimental group of 20 Lao students who are learning elementary Chinese and the reference group of 2 Chinese students whose mother tongue is mandarin.Firstly,the experimental group took questionnaire investigation and Chinese finals reading test which includes three parts: the Chinese final table,100 Syllables table and 406 Syllables table.Through strict hearing by three teachers who teach Chinese as second language,it is summarized that errors made by the 20 Lao students are commonly existing in the finals“ü[y]?e[?]?uo[uo]?ou[ou]?ie[i?]?ei[ei]?üe[y?]?u?i[uai]?en[?n]”.Secondly,by applying quantitative analysis method of experimental phonetics and using the Praat speech software revised by Bei Xianming and Xiang Ning,the average data of F1,F2(F1,F2,F3 of “ü[y]”),spectrogram and simple vowels phonetics distribution of both groups are extracted to help analyse and describe the Chinese finals pronunciation errors made by the 20 Lao students.Thirdly,by the method of experimental phonetics,combining synchronic study and diachronic study,and based on the interlanguage theory and the error analysis theory,this paper concludes that the errors are mainly caused by two factors — the negative influence of Lao and learning strategies;Finally,according to the causes of the errors,the corresponding teaching strategies are put forward and analyzed empirically.