Acoustical Experimental Study On English Fricative Acquisition Of Mongolian Student

Fricative is an important part of the consonant system,and it is also one of the difficulties for Mongolian students in learning English.In view of this,this article uses second language acquisition theory,interlanguage theory and comparative analysis theory as the theoretical basis,and uses fricative acoustic space analysis and fricative pattern methods to conduct acoustic experimental research on Mongolian students’ English fricative acquisition.The full text is composed of five parts: introduction,chapter one,chapter two,chapter three and conclusion.The introduction part mainly elaborates the reason of the topic,the purpose of the research,the related theoretical basis and the general situation of the second language acquisition research.The first chapter is based on a brief introduction to the pronunciation characteristics of fricatives in English and Mongolian,observes the distribution characteristics of fricatives in the two languages on the acoustic space map and pattern map,and further compares and analyzes the three pairs in English and Mongolian Similar phonemes /s-s /,/?-? / and /h-x/.The study found that gravity of similar phonemes are similar,English fricatives /s/,/h/ have a greater degree of dispersion,Mongolian fricatives /s/,/x/ have a smaller degree of dispersion.English fricatives /?/has a smaller degree of dispersion,and the Mongolian fricative /?/ has a greater degree of dispersion.The second chapter investigates the Mongolian students’ fricative acquisition status by using methods such as the observation of language maps and the comparison of frequency spectrum analysis,the comparison of acoustic spatial distribution and pattern map,and the analysis of independent sample T test.The study found that the target language and interlanguage fricatives have significant differences in the majority.The main difference lies in the low spectral center of gravity of the interlanguage fricatives /f/,/v/,/θ/,/?/,and the greater degree of dispersion.There are larger friction gap and weaker friction.The the relative value of the gravity and dispersion between interlanguage fricatives /e/,/s/,/?/ are unstable.The interlanguage fricatives /z/ and /h/ have higher gravity and lower dispersion values、smaller friction gaps during pronunciation and stronger friction.Chapter three compares the length and intensity of the fricative between the target language and the interlanguage,and the relationship between the average length of the interlanguage’s fricative in the static distribution map of the fricative <CD-CA> is:/v/</z/</e/</?/</h/</θ/</f/</?/</s/,the magnitude relationship of the mean value of fricative intensity is /h/</z/</e/</v/< /?/</f/</θ/</s/</?/,so the length and intensity of voiced fricatives are less than that of unvoiced fricatives,similar to the target language.By observing the characteristics of the length and intensity distribution of the fricative <CD-CA> dynamic distribution graph,it is found that students have different levels of mastery of each English fricative,and they have a better acquisition of the fricative /?/,the acquisition of f/,/v/,/θ/,/e/,/s/,/?/,/h/ is in an unstable stage,and the acquisition of fricative /z/ is poor.On the whole,compared with the target language,the interlanguage’s fricatives /f/,/θ/,/s/,/?/,/h/ have shorter length and weaker intensity,and the interlanguage’s fricatives /v/,/?/ have shorter length and strongger intensity,while the interlanguage‘s fricatives /e/ and /z/ are shorter in length and similar in intensity with target language.The conclusion part summarizes the above research content and puts forward the unsolved problems.