An Experimental Study On The Acquisition Of Chinese Monophthong By Sri-Lankan Students

In the research field of acquisition of Chinese phonetics by Sri-Lankan students,previous studies have mainly focused on the study of Chinese tones,but ignored the study of the acquisition of Chinese monophthong.In this thesis,the Sinhala and Chinese monophonies are compared by means of acoustic experiment and the vowel pattern theory,and the acquisition of Chinese monophthong by Sri-Lankan students is further analyzed.Based on the results of the acoustic experiment,this thesis explores the errors and their causes in the acquisition of Chinese monophthong by Sri-Lankan students,and finally puts forward some specific teaching suggestions.From the perspective of traditional phonetics,this thesis compares Sinhala and Chinese monophthong systems,and makes a table of similarities and differences between Sinhala and Chinese monophthong based on the phonetic scatter figures of Sinhala and Chinese monophthong.Based on the comparison results,it is concluded that the same and similar monophthong in Sinhala and Chinese is [i],[a],[u] and [o].The unique monophthong in Chinese is the part that Sri-Lankan students are prone to make errors in the acquisition process.Next,based on the Chinese monophthong acoustic data of Sri-Lankan students and the experimental results,this thesis compares the acoustic scatter figures,the degree of phonetic data concentration and the figures of vowel pattern with the relevant data of Chinese students,and finds out the Chinese monophthong errors of Sri-Lankan students.It can be concluded that gender has little influence on the acquisition of Chinese monophony by Sri-Lankan students.There was no error in the acquisition of Chinese unit sounds i[i] and o[o],and the Students had a good acquisition of ü[y].The students had the lingual position’s errors in a[a] and u[u].In addition,-i[?],-i[?],er[?r] and e[?],which are unique to Chinese,are the most obvious parts of the errors of Sri-Lankan students.It can draw conclusion that the main reasons for the errors are negative transfer of mother tongue and target language,as well as the influence of learning strategy and learning environment.Finally,according to the errors and their causes in the process of acquiring Chinese monophthong by Sri-Lankan students,this thesis puts forward some teaching suggestions from three aspects: learning attitude,teaching methods and learning methods.