Experimental Study On The Disyllabic Chinese Tonal Acquisition Errors Of The Elementary American Students

For international students from non-accented languages,Chinese intonation is one of the major difficulties in learning Chinese phonetics.Therefore,at the early stage of learning Chinese,we should pay attention to the teaching of Chinese intonation to prevent the phenomenon of "foreign accent".In this paper,three American beginner learners of Chinese were used as the main subjects of the study,and two kinds of experiments were conducted on them: pronunciation and auditory recognition.In this experiment,we used experimental phonetics to extract the fundamental frequency data of tones,and then normalized the fundamental frequency data and used the logarithmic relationship between frequency and pitch to plot the absolute duration tone curves of the same tone but in different positions and combinations of tones.In this paper,we analyzed the learners’ acquisition of Chinese bisyllabic tones in terms of tonal value,tonal type and duration,and concluded that the learners had mispronounced the third tone as the second tone,confused the first tone with the forth tone,and insufficient transition between the second tone and the forth tone.Secondly,this paper summarizes and concludes that the experimental subjects misheard the third tone as the declensions and the second tone as the third tone through the listening and recognition experiments.This paper analyzes the causes of the errors in terms of the negative migration of the native language and the negative migration of the target language,and proposes "teachers should focus on the tone of the previous syllable in the pronunciation practice of Chinese bisyllabic words"based on the causes of the errors such as "the modulation characteristics of Chinese tones"."The teacher should focus on the tone of the previous syllable in the practice of Chinese bisyllabic words.