Experimental Analysis Of Chinese Vowel Acquisition Among Myanmar Students With Primary Chinese Level

Second language acquisition is an important topic of foreign language teaching profession. Studying the characteristics of Chinese learners of the acquisition is to carry out more targeted teaching. In this paper, we investigate the Chinese vowel acquisition of Myanmar students, taking the four Myanmar students with primary Chinese level and Chinese students with standard Mandarin pronunciation as the research object. Vowel on acquisition of foreign students, before people have had some discussions, but for the Myanmar students learned the difficulties of Chinese vowel errors of no one. Therefore, this article on the primary level of Chinese students studying in Myanmar issued by the Chinese Vowels for larger sample collection, sample survey method by using experimental phonetics of the analytical tools and quantitative and qualitative analysis method of combining learning students in Myanmar Have the characteristics of Chinese vowel acoustic analysis of a comprehensive and systematic manner. In this paper, we study the performance of vowel errors and difficulties of Chinese Vowel Acquisition among Myanmar students, by the Spectrogram and data measured Praat software, and trying to find reasons for bias in order to be able to choose more suitable teaching methods to help them studying Chinese more quickly. This paper includes three experiments:first, the experiments of examining Chinese level 1 vowel acquisition among Myanmar Students with Primary Chinese Level; second, the experiments of examining Chinese level 2,3,4 vowel acquisition among Myanmar Students with Primary Chinese Level; third, Myanmar level 1 vowel acoustic experiments.This paper includes five parts:The first part, Introduction. First, The part has recommended the reason of the selected title; then introduces the research results and research status of Chinese Phonetics acquisition at home and abroad, and summarizing the theoretical basis of this paper and based on this paper through the use of theory; Finally, in the consolidated Based on the results of previous studies to determine the content, research methods, purpose and significance and innovation of this paper. The second part investigates the specific circumstances of Chinese level 1 vowels Acquisition with Myanmar students. The third part investigates the specific circumstances of Chinese level 2 vowels, level 3 vowels, level 4 vowel Acquisition with Myanmar students. The fourth part investigates characteristics and bias conditions of Chinese Vowel Acquisition among Myanmar Students with Primary Chinese Level. The fifth part is the conclusion and the remainder of this paper, which summarizes the experimental results, the inadequacy of proposed papers and Next to be further in-depth study of the Department.In this paper, we investigate the Chinese vowel acquisition of Myanmar Students with Primary Chinese Level comprehensively and systematically, with the method of experimental phonetics, using of of the vowel pattern theory of Mr. Shi Feng. After experiments the following conclusions:(1) Level 1 vowel, the better acquisition of Myanmar students is the Chinese and Myanmar similar vowels /i,a,u/. Vowel phonemes in the approximation of Myanmar or Myanmar migration of certain vowels caused by the lack of significant deviation from the vowel, including:/γ,y,(?),(?)/. (2) The co-articulation between segments of Myanmar students' Level 3 vowels is also poor. Myanmar students' level 2 vowel exist the bigger openness and convergence unnaturally, which are full of every sound, more like a simple combination of two vowels, not like a complex vowel. Their tongue of level 2 vowels /(?)/ in /ia,i(?),y(?)/ are pushed forward towards the position; Their tongue of level 2 vowels /(?)/ in /ua,u(?)/ are pushed backward towards the position; This shows that Myanmar students /ia,i(?),y(?)/ openness become bigger, and tongue are pushed forward towards the position because of the influence from the front, high vowel/i/, Their/ua,u(?)/ openness become bigger, and tongue are pushed backward towards the position because of the influence from the back, high vowel/u/and the /u/ strong side of the circular lip action. In addition, their tongue of level 2 vowels /(?)/ in /i(?),y(?)/ are pushed forward towards the position, which may be influenced by the mother-tongue approximated phonemes /□/. (3) The co-articulation between segments of Myanmar students' Level 3 vowels is also poor. Myanmar students' level 3 vowel have the bigger openness and is influenced by front-nasal and back-nasal. Myanmar students tongue of level 3 vowels/a,(?)/in/au,an,a(?),(?)i,(?)(?)/ are pushed forward towards the position; their tongue of level 3 vowels/a,(?)/ in/ ai,(?)u,(?)n/ are pushed backward towards the position; Their bigger openness and tongue of level 3 vowel /(?)/ in /(?)r/ is pushed backward towards the position; Their bigger openness and tongue of level 3 vowel /(?)/ in /(?)u/ is pushed backward towards the position, which are influenced by mother tongue /o/. (4) The errors situation in Level 4 vowels and level 2 vowels and level 3 vowels are similar. The co-articulation between segments of Myanmar students' Level 4 vowels is also poor. Myanmar students' level 4 vowel exist the bigger openness. Myanmar students' level 4 vowel /(?)/ in /i(?)n/ sound good; their tongue of level 4 vowels /a,(?)/ in/iau,ian,ia(?),ua(?),i(?)(?),u(?)(?),u(?)(?)/ are pushed forward towards the position; their tongue of level 4 vowels/a,(?)/in/i(?)u,uai,uan,u(?)i,u(?)n,yan,y(?)n,y(?)(?)/ are pushed backward towards the position.The author suggests that the conclusions and data can be made through the software for the foreign language teachers based on teaching and research in order to promote foreign language teaching in voice teaching voice play a role, but also hope that more of the language-loving teaching and research are concerned about the Chinese vowel acquisition.