An Error Analysis Of English Students' Acquisition Of Chineseaffricate

Speech is the material shell of language,and consonant is an important part of the Chinese speech system.The affricate is the key and difficult point in consonants.This article uses British students whose native language is English as the experimental subjects and is also divided into junior group,intermediate group and senior group.Based on the errors analysis theory,interlanguage theory,second language acquisition theory and comparative analysis theory,the British students' acquisition of affricate affricates is analyzed through the combination of auditory and acoustic experiments.On the basis of previous studies,we first summarized and analyzed the differences between English consonants and Chinese consonants,and then compared them.The differences between the two kinds of speech are summarized from the pronunciation part and the pronunciation method.Then through auditory analysis,the participants were heard one by one,and at the same time,the error rate of the affricates of the primary group,the intermediate group,and the advanced group was calculated based on the error statistics of different Chinese levels.In the next phase of the experiment,Praat software was used to extract data.The DOF and GAP values of the advanced group and intermediate group were extracted respectively.The data were analyzed through these two large acoustic parameters and divided into single word group and double word group.he average value was calculated by SPSS software,and the table was drawn using an Excel spreadsheet.In the comparison of frictional states,the MiniSpeech software was used to compare the COG values and the DIS values of the primary,intermediate,and advanced groups.The experimental results show that the time for learning Chinese is not necessarily proportional to the level of Chinese.There is a certain degree of degeneration in learning,or Chinese learners are affected by other languages when learning Chinese.-There was more bias in the non-aspirated tone,and the bias in zh[ts]-j[tc]appeared in the senior group.The results showed that the students in the UK were able to basically grasp the essentials of the pronunciation of aspirated sounds when they first knew Chinese.Unable to grasp the pronunciation of non-aspirated sounds,the proficiency is not very high,but the pronunciation is relatively stable.However,it may be unsatisfactory in the language flow.Therefore,we must combine the combination of phoneme teaching and speech flow teaching in teaching.In the end we found that we can use their mother tongue to improve their pronunciation in Chinese.In the previous period of concentrated training,we continued to strengthen our sense of hearing and allow students to imitate and practice continuously.Therefore,at the end of the article,the author put forward some suggestions for teaching.The main difference is between aspiration and non-suppression.How to correctly pronounce a lingual surface sound instead of using the lingual surface tone as a lingual tipping sound.At the end the general content of the article was summarized,some issues that still need to be solved,and issues such as how to improve the quality of the experiment,such as recording with professional equipment,increasing sample size,and so on.