A Study Of The Acquisition Of First Level Chinese Vowels By Sultan Students

Due to the differences of learners' mother tongue,learners from different countries will show different learning difficulties in the process of acquiring Chinese.This paper,based on the study of the similarity of the Chinese and Arabic-level vowels,studies the common-time and diachronic study of the first-class vowel acquisition in the Sudanese students,based on the study of the similarity between the Chinese and Arabic-level vowels.And whether the difficulty degree of the Chinese vowel acquisition of the Sudanese students is in accordance with the contrast analysis theory,the speech model theory or the mark difference hypothesis.The first chapter is the introduction.This part mainly introduces the present situation of Arab students' acquisition of Chinese phonetics,and puts forward the research ideas and methods of this paper.The second chapter,the basic conditions and characteristics of the first-level vowels in Chinese and Arabic respectively are introduced.Through the comparative analysis,there are 7 Chinese-level vowels,which are[a]?[(?)]?[i]?[u]?[y]?[(?)]?[(?)],there are six vowels in Arabic.Is a short vowel[a]?[i]?[u]and a long vowel[a:]?[i:]?[u:].The vowel resonance peak parameters of Chinese and Sudanese Arabic pronunciators were extracted by Praat software.Through the comparison of acoustic parameters and vowel pattern,the similarity levels of the first-class vowels in Chinese and Arabic were determined.[a]?[(?)]?[i]?[u]is a similar vowel,[y]?[(?)]?[(?)]is a strange vowel.There are no identical vowels in these two speech systems.The third chapter makes a study on the acquisition process of Chinese first-level vowels among Chinese and Senior Sudan students.Through the analysis of the accuracy and concentration of the pronunciation and the analysis of the vowel pattern,the acquisition order of the Chinese primary vowel of Sudanese students is understood.The experimental results show that the acquisition order of Chinese vowels of Sudanese boys is as follows:[u]>[a]?[i]?[y]?[(?)]>[(?)]?[(?)];The order of acquisition of Chinese vowels by Sudanese girls is as follows:[u]?[a]>[i]?[y]>[(?)]?[(?)]?[(?)].It can be seen from the results that the vowels with strong markers are more difficult to acquire than those with weak ones,which basically accord with the marked difference hypothesis,and do not conform to the theory of contrastive analysis and the theory of speech learning model.In the fourth chapter,the author puts forward some suggestions and countermeasures on the vowel teaching and learning of Sudanese students by the results of experimental analysis.In the fifth chapter,concluding remarks.On the basis of the previous experimental results,this paper puts forward the shortcomings of the paper and the part to be studied in depth.