Analysis Of Chinese Phonetic Acquisition Study And Teaching Strategy From Thai Students On Primary Stage

With the rapid development of China's economy,China's influence in the world is increasing.Especially as a friendly neighbor of Thailand,having more and more exchanges with China.In response to the rapid development of "Chinese hot" in Thailand,China sends a large number of Chinese teachers to teach in Thailand every year.Therefore,higher requirements are also raised for Chinese teachers in Thailand.Phonetic teaching is the the basis and key in Chinese teaching,and more Thai students start to learn Chinese,so Chinese phonetic teaching for zero-based students is paramount.This paper makes an analysis of the Chinese phonetics errors in Thai vocational schools.Language comparative analysis theory,misanalysis theory,intermediary theory and voice experiment were use,and that phonetic deviation was analyzed scientifically accurately,and the correspond teaching strategies were put forward.There are four chapters.In the first chapter,mainly summarizes the purpose and significance of the research in this paper,providing a brief overview of the history and current situation of Chinese phonetic drift research on the zero-based students of Thailand vocational school,and introducing the three theories needed by the research institute.In the second chapter,first,the author collected a sample of students from Pattaya school in Thailand.Secondly,a speech experiment was conducted,in which the consonants and vowels used the method of speech recognition,and the tone used the speech experiment method.Finally,the statistical analysis of Thai students' errors in the acquisition of Chinese language and the error rate.In the third chapter,The author made an error analysis of Thai students' Chinese phonetic acquisition in the primary stage.The types of errors are described in this paper.The main types of consonant errors are : the mixed reading of flat tongue and cocked tongue,the mixed reading of clear and turbid opposite sounds,the aspirated consonants being read as un-aspirated consonants,the pronunciation parts and the pronunciation methods.In the fourth chapter,The author proposed targeted teaching strategies based on the types of errors and the causes of errors.In the consonant teaching,the combination of paper blowing method and gesture method,sequential method,and multimedia technique-animation display method can be used.The vowel teaching can use the sound method,the old belt new method,and the reduction omitting method;the tone teaching can use exaggeration combining with gesture method,sequence method,interpretation and gesture,interpretation and animation,and focusing on the method of distorting the disyllabic language.There are many kinds of errors in vowels,such as the deviation of the front position of the tongue,the backward position of the tongue,the incomplete or unstable rolling of the tongue,the unstable pronunciation and the difference of the pronunciation organs.Tone is mainly divided into monosyllabic tone and disyllabic tone.There are some errors in monosyllabic tone,such as not high enough tone,low starting point of tone,slow pronunciation,no up-tone,and incomplete down-tone.The major types of phonological variations in disyllabic language are: falling tone ahead of time under the influence of the latter syllable,confusion of the cognition of the variation law,and errors in the reading of "no" before falling tone.Furthermore,the author analyzes the causes of the errors,which are mainly caused by the negative transfer of mother tongue knowledge,the negative transfer of target language knowledge,the negative transfer of cultural factors,the learning environment factors and the learner's own factors.The conclusion summarizes the full text and points out the shortcomings in the article and asks for guidance.