Phonetic Contrast Of Chinese‐French And Analysis Of Monosyllabic Word Of Chinese Phonetic Errors Made By The Primary Level French Students

The phonetics has always been a major difficulty for Chinese learners; the students of different country because of interference by their mother tongue have different characteristics in the process of acquisition of Chinese speech. In the process of teaching the author found that the French students often show some general regularity bias, so decided to conduct this study.This dissertation takes21French students studying in Xi’an International Studies University as research subjects, design phonetics test tables and the background questionnaire, and get the result of bias rate of form of initials and finals, and the bias type of Tone, through listening experiments and acoustic analysis, and then speculate the cause of the bias and propose appropriate teaching suggestions. In addition to the conclusion, the paper is divided into three parts:Part I: Introduction. In this part the author briefly described the purpose. content and process of the paper, summed up the status quo of the research, elaborated the theoretical foundation.Part II: phonetics comparative analysis of Chinese and French. Contrast the two languages of Chinese‐French from the initials, finals and syllable structure, and predicted voice bias the students may appear.Part III: bias analysis and teaching suggestions. This is the main part of this article. Get the bias rate and form through statistical analysis of experimental results, summed up the bias type of tone from the acoustic analysis results, respectively speculated the bias cause, and then proposed the teaching suggestions.Initials bias forms can be summarized as10‐type, mainly reflected in Voicing aspirated sound, tongue tone, flatted retroflex and gums stops. Finals bias mainly reflected in four: Tongue tone i, front‐nasal vowels and post‐nasal vowels, retroflex, and. Tonal bias mainly reflected in plus tail in the end of certain word, the word length is short of the fourth tone, confusion of the second tone and the third tone. This paper respectively analyze the bias causes in Negative impact of migration of the mother tongue, the misleading of the Chinese Phonetic Alphabet, the lack of knowledge of the target language phonetic, the interaction of the phonetic elements and students’ individual learning strategies. And then proposed targeted teaching suggestions.