Research On Mandarin Pronunciation Education Of Primary And Middle School Teachers In Honghe Yi & Hani Minorities Prefecture (Yunnan)

Mandarin, with Beijing pronunciation as standard and northern dialect as foundation, is common language for modern Han People which regards classic modern vernacular literature as grammatical standards. Mandarin has been significantly promoted and popularized all over China and is subject to essential benefit for all Chinese since it meets the needs from present economic, cultural and social development, and satisfies urgent wishes from varied ethnic groups. As development of social economy and communication among different ethnic groups, mandarin becomes more and more important in national and spiritual civilization development. Moreover, increasingly popularized mandarin has brought in more passions to learn mandarin. However, in ethnic minority zones, mandarin education is facing some difficulties due to limitation in location and economic level. And also each minority has formulated its own scripts and language through thousands of accumulation. Therefore, numbers of difficulties and obstacles will be encountered if mandarin is desired to be their communicating language within short term, which, besides, causes troubles to these students including lack of language training environment, difficulty in pronunciation correction. In schools, the major place for mandarin popularization, teachers have been playing a key role and shoulder the huge responsibility in improving mandarin education level. How to improve students’ efficiency in acquiring mandarin within limited time and ensure normalization and accuracy in pronunciation has become the most urgent task for primary and middle schools in ethnic minority zone.This paper, on the basis of existed research, establishes research purpose, direction and focus combined with practical situations. Through survey and research in primary and middle schools of Dazhuang Hui Ethnic town (Kaiyuan City, Honghe Prefecture, Yunnan Province) (hereinafter referred to as DZ), this paper obtains pronunciation characteristics of teachers’language in primary and middle schools of DZ, and compares it with standard mandarin pronunciation, to find out problems present in teachers’mandarin; analyze pragmatics situation and attitudes of teachers based on questionnaire survey; supplementary and improve survey result through focused individual interviews to illustrate mandarin education situation in DZ, as well as analyze exposed issues and their causes. At last, with DZ as an example, this paper will propose strategies and suggestions in terms of mandarin education to schools and teachers in ethnic minority areas of Yunnan, for the purpose of offering experiences for education in these zones and bringing into practical effect in popularizing mandarin in ethnic minority zones of Yunnan.