An Experimental Analysis Of The Acquisition Of Chinese Yes-No Question Intonation By Intermediate And Advanced Thai Students

From the perspective of generalized intonation,this paper uses acoustic experiments and contrastive analysis methods to extract the Yes-No Question sentences intonation of Chinese native speakers and intermediate-advanced Thai students from the aspects of pitch,length,and intensity.Describe and analyze the characteristics of the Chinese Yes-No Question intonation acquired by Thai students,and compare them with native Chinese speakers to find out the problems they have encountered,analyze the reasons,and make relevant teaching suggestions.The main conclusion of this article is: from the perspective of the pitch of Chinese Yes-No Question sentences,Thai students have the problem that the whole sentence range is too narrow,and it does not improve with the improvement of Chinese level.The pitch of unmarked question sentences generally shows a downward trend,and the lower limit position is unstable;the upper and lower questions with "?" Are unstable,and the pitch of Thai women generally shows an upward trend.From the perspective of phonetic length,the average length of each prosody word of Thai international students is unstable;it is difficult for international students to grasp the extent of each syllable extension of unmarked yes-no questions;The value position is unstable.From the aspect of phonological strength,it is difficult for foreign students to grasp the position of the syllable with the lowest volume in the whole sentence.It is impossible to accurately locate the syllable with the lowest volume at the end of the sentence.These problems of Thai students at the intermediate and advanced levels are mostly affected by the characteristics of Thai interrogative sentences.Aiming at the specific characteristics exhibited by Thai international students,this article puts forward the following teaching suggestions: teachers should improve intonation teaching consciousness;Arrange a reasonable teaching sequence;use transfer to correct errors in a targeted manner.