The Analysis Of Errors In The Acquisition Of Chinese Tones By Uzbekistan Students

Tonal teaching is an important part in the Chinese Phonetics teaching,and it is also a major difficulty in the process of studying Chinese for foreign students.For international students whose mother tongue is a non-tonal language,they have not touched tones and have no awareness of tones.Therefore,the phenomenon of "foreign accent" is prone to occur during pronunciation.In the course of teaching Chinese as a foreign language,the author found that after two semesters of Chinese study,Uzbekistan's foreign students are more accurate in the pronunciation of single-tone tones,but there exists different errors when they learn the pronunciation of double-tone.In order to understand the causes of tonal errors of international students,and propose some reasonable and effective tonal teaching suggestions,the author takes six Uzbekistan foreign students at the elementary level of Chinese as the research object.And then combined with the error analysis theory,the author uses phonetic experiments to acoustically analyze single-tone and double-tone of Uzbekistan's foreign students.This article is divided into seven parts.The first part is the introduction,which expounds the reasons for choosing this topic,the purpose and significance of the research,and the relevant review of the research on the tone acquisition of international students in the academic circle.The second part introduces the experimental design and experimental methods,including the experimental objects,the word list of this experimental survey,the extraction and processing of the fundamental frequency.The third part analyzes the tonal values and patterns of the four tone types of Chinese single character tones in Uzbekistan,and compares them with the native speakers,at the same time,a comparative analysis of the monophonic pronunciation of different genders speakers is made.After research,the following conclusions are obtained: international students have the best acquisition of detonation;rising tone and falling-rising are easily confused;the tone range of the high and level tone is lower;the decreasing amplitude of falling tone is not enough;boys have better vocabulary skills than girls in the acquisition of single-tone.The fourth part is an acoustic analysis of 16 groups of Chinese double-tone tones read by Uzbekistan students,By comparing the pronunciation of double-tongues of nativespeakers,the following conclusions are obtained: Uzbekistan's foreign students don't realize to change the tone when learning Chinese double-tongue,they just simply replaced the pronunciation of the two-tone tone with the pronunciation of the single-tone tone.In addition,in the double-tone learning process,students do a good job in the acquisition of high and level tone;the student has less errors in the learning of falling tone group than rising tone and falling-rising groups;the pronunciation of the rising tone and falling-rising groups is similar,tuning is not change in these two tone's groups,and still exist many errors.The acquisition of the falling-rising group is worst,all of the students don't realize to change the tone in the falling-rising double-tone.The fifth part specifically analyzes the reasons for the errors in the tone learning,including the complexity of Chinese tones,negative transfer of mother tongue,negative transfer of target language knowledge,textbook layout is not good enough and teachers' teaching methods,language environment and learning attitude.In the sixth part,in order to reduce the mistakes in tone learning and improve the ability of foreign students to learn Chinese tones,some targeted teaching suggestions are put forward.Specifically,it includes cultivating tone awareness,adjusting the teaching sequence of single-tone tones,extending the tone teaching time,and using acoustic experiment software to assist tone teaching.The seventh part summarizes the research findings of this paper,and puts forward the deficiencies and future developing directions.