Analysis Of Chinese Phonetic Errors Of Hungarian Middle School Students

Phonetics teaching runs through all stages of international Chinese teaching.Phonetics is the first language element that learners come into contact with.Cultivating a good phonetic appearance is not only conducive to learners' second language acquisition,but also closely related to the development of teaching Chinese as a foreign language.Based on the teaching practice and phonetic experiment,this paper explores and analyses the errors of Hungarian middle school students in Chinese phonetic acquisition through two different phonetic experiments designed on the basis of comparative analysis theory,error analysis theory and interlanguage theoiy.And this paper also tries to explore the causes of these errors,and then gives specific teaching suggestions for these errors.This paper consists of five chapters.The first chapter is the introduction,which introduces the origin,theoretical basis and research methods of this paper,and defines several concepts used in this paper.Chapter 2 is the main part of this paper.It mainly introduces and describes the phonetic errors of Hungarian middle school students'performance in two phonetic experiments.In order to avoid the influence of a single experimental context on the subjects' phonetic errors,two different types of experiments are designed,in which these experiment takers are under different request and mental states.The first phonetic test is a rigorous test.The content of the test is carefully designed and the results of the tests are entered into the credit system as a result of the students' achievement.In a prepared mental state and in a non-communicative context,the students only need to read out the Pinyin on the test paper.Because the whole experimental process does not involve the communicative process,it's called a phonetic experiment of "non-natural context" in this paper.The second pronunciation test includes the content of the text read aloud by the students and the teacher-student question-and-answer.In the semi-real context,the students answer the teacher's questions according to their own real situation,which has certain characteristics of natural communicative context,so it is called "natural context" in this paper.Two different groups of experimental data show that Hungarian middle school students have many kinds of errors in Chinese initial,finals and tones,and there are some similarities and differences in the forms and rates of errors in different experimental contexts.The third chapter discusses the causes of these errors,mainly from the negative transfer of mother tongue,the over-generalization of target language knowledge,the impact of the Chinese Pinyin Program,the impact of classroom teaching of Chinese as a foreign language,learners' own reasons,monitoring system to language performance.Chapter Four combines the author's teaching experience and practice,and puts forward some teaching suggestions for initials,vowels and tones,as well as suggestions for teachers of Chinese as a foreign language,Chinese teaching classes,compilation of Chinese textbooks and other aspects.The fifth chapter summarizes the research of this paper,states the shortcomings of the research.