Experiments And Researches Of Chinese Monosyllabic Tone Amang Zambia Students With Elementary Chinese Language Level

This thesis started from two aspects of listening and discriminating experiments and acoustic experiments.The acquisition of Chinese single-tone tone for 10 Zambian students with elementary Chinese proficiency was conducted with comprehensive data collection and statistical induction.Based on a comparative analysis of the two experimental results,the main types of errors are summarized,the causes of errors are discussed,and corresponding teaching suggestions are proposed.In the listening and discriminating experiment,the acquisition order of monosyllabic tone input and output is the same,that is,the third tone is the best,followed by the first tone and the fourth tone,and the second tone is the worst.This shows that the output and input abilities of Chinese vocabulary learners from Zambia are highly relevant.The error rates and types of misreading and hearing were basically the same: The second tone has the highest error rate,and the next is the first tone.The types of errors are mainly the second tone misreading as the first tone,the third tone and the fourth tone,and the first sound misreading as the second tone.The rate of hearing errors is 84% and the rate of misreading is 78.7%.The rate of hearing errors is slightly higher than the rate of misreading,indicating that its ability to perceive Chinese monosyllabic tone is slightly lower than its output ability.In the acoustic experiment,there are certain errors in the tone contour,register,and tone value of the monosyllabic tone.Among them,the acquisition order of the tone contour and tone value is exactly the same,and the acquisition of the fourth tone is the best.The third tone and the first tone are the next,and the second tone is the worst.The main error manifestation is that the third tone value is lower in the falling section and higher in the rising section;the first tone value is generally lower;the tone of the second tone is descending and rising and the tone value is similar to the third tone,and it is easy to mix with the upper tone.More importantly,the tone register is narrow,such as the lowest point of the register is higher and the highest point is lower.A comparative analysis of the data from the audiometric and acoustic experiments shows that there are both similarities and differences between the twoexperiments.The same point is mainly manifested in the most difficult to learn the second tone;the difference is mainly reflected in the most easily-acquired monosyllabic tone.The most easily learned in listening and speaking experiments is the third tone,and the most easily acquired in acoustic experiments is the fourth tone.According to the research,it is concluded that the negative transfer of mother tongue,mandarin language,and target language is a common aspect of Chinese students' Chinese monosyllabic tone acquisition;at the same time,there are also factors such as learner individual differences.Combining my own teaching experience,this article finally puts forward teaching suggestions in four areas: easy to difficult teaching,differentiated teaching,comparative teaching,and Praat software-assisted teaching.Similarly,some of auxiliary tests is designed to help students of elementary level Chinese in Zambia Acquired in monosyllabic tone.