Experiments And Researches Of Chinese Monosyllabic Tone Among Cambodian Students Who Learned Chinese In Their Native Language Environment

The paper takes ten Cambodian students who learned Chinese in their native language environments as subjects of Chinese monosyllabic tone experiments and gets the relevant data from perception tone experiment and acoustic tone experiment.The paper concludes the error types of Chinese monosyllabic tone of Cambodian students on the basis of the detailed analysis of the experimental data and puts forward the corresponding teaching strategies under the principle of combining education with recreation.Part 1 is the purpose and significance while explaining the related research on the world.Part 2 is the Perception Experiment on Chinese Monosyllable Tone of Cambodian Students.In this part,the tone input capability of Cambodian students is investigated by their listening to standard Chinese pronunciation.The results show that the rising tone is the hardest one to acquire,the falling-rising tone is the second one,then the level tone,the easiest one would be the falling tone.Second,the most confusing tone is the falling-rising tone.Cambodian Students can easily get confused by the rising tone and the level tone,or by the falling-rising tone and the rising tone.Third,the two tones which can be easily confused bidirectionally are the level tone and the falling-rising tone.Part 3 is the Acoustic Experiment on Chinese Monosyllable Tone of Cambodian Students.In this part,it comes out an systematic acoustic description and analysis and it shows the characteristics of monosyllable tone acquisition among Cambodian students.The tone output capability is also included.Four conclusions can be drawn in this part.First is the pitch range.The pitch range of Cambodian students is smaller than native Chinese speakers.Second,.Cambodian student’s difficulty of learning decreases from falling tone,level tone,falling-rising tone and the rising tone.Third,only three Cambodian students show a good comprehension on the level tone while other students do not.Fourth,Cambodian students do not easily learn the lengths of four tones.Part 4 is the teaching strategies which are based on not only these two experiment but also my two years’ teaching experience.I put forward five ways to help Cambodian students learn tones of Chinese.Part 5 is the summary,including the conclusion,innovation and deficiencies of this research.