Research On The Biased Error Of Tonal Acquisition Among Students Learning Chinese In Norwegian Middle School

Chinese tone has always been the focus and difficulty of Chinese phonetic learning.With Chinese walking out of the country,it seem that "the whole world is speaking Chinese".For the lack of Chinese language environment,foreign accent is still the obstacle for Chinese learners to overcome.For a long time,experts and scholars,as well as front-line Chinese teachers,spare no effort to study the acquisition and biased error of Chinese tone among the foreign students and local students in different countries,analyze the reasons and put forward the corresponding teaching suggestions and strategies.But the research is mainly concentrated in Japan and South Korea,Southeast Asia,the United States and some European countries where Chinese teaching is more mature.And the research object is more involved in students who study abroad,and mostly adults.In the basis of the theory of comparative analysis,error analysis and previous studies,this paper select two groups of Norwegian middle school students(one group learning Chinese for three months and another for more than one year)as the research object to analyze their tonal error in Chinese monosyllabic and disyllabic words.We first listen and analyze the students’ audio-visual document about Chinese tone,the subjects were generally read the first tone as second tone in monosyllabic words.In addition,the results of the analysis show that the vast majority of the disyllabic words are read into the combination of "entering tone and first tone" or "entering tone and second tone".This is closely related to the influence of the learner’s mother tongue.Based on this,we conducted statistics on the tone of the monosyllabic and the disyllabic words of the two groups of students,examined the error of the students’tone marking and further compared the error type of tone reading with tone marking,and then concluded the difficulty of tone acquisition and the common performance of tone error among the middle school students in Norway.Finally,we analyze the reasons of the occurrence of the tone error and combine the factors such as the learning characteristics of the middle school students in Norway,and put forward the tone teaching strategies and suggestions relevant to the Chinese learners in Norwegian middle school.The survey results of the pronunciation of the monosyllabic and disyllabic tone in Norwegian middle school students show that in the process of the learning Chinese monosyllabic tone,mistake focus on the fourth tone,mainly for the misreading of the second tone;and for the different Chinese language learning length,the performance of the error type is also different.Chinese beginners have more tone errors and the error type are more concentrated,and the main errors are shown in the case of the first tone,However,there is less tone errors among the students learning Chinese for more than one year,and the type of errors are more scattered,especially in the fourth tone and light tone,misreading for the first tone and second tone and the third tone.The survey of the disyllabic tone of the middle school students in Norway shows that in the Chinese disyllabic sound acquisition process,they have a lot of errors,whether it is a combination between four tones and four tones,or between the four tones and soft tone.And misreading types are concentrated in the performance of misread as combination "entering tone and the second tone" With the difference in the length of time to learn Chinese,students in the disyllabic tone error performance is different.Chinese beginners have a large number of errors,and more concentrated,the error concentrated in the "entering tone and first tone" or "entering tone and second tone"While the number of tone errors in the students who have studied Chinese for more than one year is less,but the types of errors are more and the distribution is more decentralized.The distribution of "entering tone and first tone" is significantly lower than that of beginners.According to the survey results of tone marking errors in monosyllabic and disyllabic words,the Norwegian middle school students have less errors in the Chinese monosyllabic tone,and the errors are mainly concentrated on the second tone.And with increasing Chinese learning time,the performance of monosyllabic tone marking errors are also different.The number of errors form Chinese beginners is significantly higher than that of Chinese students who have studied Chinese for more than one year.However,in the error type of marking second tone into first tone,the rate of pupils who study for more than one year is higher than that of beginners.Students who are learning Chinese for more than one year are hard to distinguish first tone and second tone;and in the Chinese disyllabic tone marking,the overall error rate of Norwegian middle school students is high,and did not show a certain regularity.With the increase of Chinese language learning time,disyllabic tone marking errors are not the same.The number of tone marking in Chinese beginners is significantly higher than that of students who have studied Chinese for more than one year,but students who study for more than one year are likely to use light tone or not marking.In the acquisition of Chinese tones,due to lack of Chinese language environment,easy to be affected by the negative transfer from mother tongue,coupled with limited learning time,lack of practice opportunities,the Norwegian middle school students exist many errors,and have common regularity.The general regularity of tone error is helpful for Chinese teachers to carry out targeted teaching design and practice in the process of the actual tone teaching,so as to improve the students’ learning efficiency and help the students to overcome the foreign accent as possible as we can..