The Acoustic Pattern Analysis Of Affricate And Teaching Strategies For French Elementary-Chinese Learners

In recent years,the cooperation between China and France in the fields of economy,culture and trade has become closer,and the number of French students studying in China has increased year by year.When I was a Chinese teacher at East China Normal University-Lyon Business School,I found that French elementary-Chinese learners are prone to make mistakes when they learn Mandarin affricative,but the teaching strategies for correcting and consolidating affricative’s pronunciation has not yet appeared.Therefore,in order to gain a better understanding of the affricative’s acquisition of French elementary-Chinese learners,and adopt reasonable teaching strategies,this paper adopts a voice-acoustic experiment method supplemented with questionnaire surveys,follow-up surveys,comparative analysis method to investigate the acquisition of Mandarin affricative for French elementary-Chinese learners at emergent stage and systematic stage.In this paper,Praat,MiniSpeech Lab speech analysis software and Excel software are used to analyze the occlusion duration and friction duration,center of gravity and dispersion degree,duration index and friction index of the affricative sounds of French elementary-Chinese learners.The analysis method is used,including the average number and the acoustic pattern diagram.Through analysis of this paper,the accuracy,concentration,and systemic changes of the affricative issued by French elementary-Chinese learners are found.In the accuracy,the mastery of aspirated affricative is better than that without aspirated affricative.However,the degree of concentration and systematization of aspirated affricative and non-aspirated affricative j [t?] is always poor.Based on the above research results,this paper proposes corresponding teaching strategies.This paper is divided into six parts: The first part is to explain the reason for choosing the topic,the significance of the research,the research object,the research content and the research method.The second part integrates related theories and literature related to the experimental study of Chinese consonants.The third part analyzes the duration of the affricative occlusion segment and the duration of the friction segment,and analyzes the duration pattern map.Based on theanalysis,the changes in the accuracy of the French elementary-Chinese learners’ acquisition of affricative at various stages are obtained.The fourth part analyzes the concentration of affricative in the two stages of French elementary-Chinese learners from the data of affricative friction part’s center of gravity and dispersion,the graph of the affricative friction part.Through the analysis,the author finds the changes in the concentration of affricative at various stages for French elementary-Chinese learners.The fifth part uses the data of the fricative duration index and the frictional attribute index,and the graph of the affricative pattern to obtain systematic changes of affricative for French elementary-Chinese learners.The sixth part summarize the pronunciation difficulties of French Elementary-Chinese Learners,and proposes the teaching strategies of Mandarin Affricative for French elementary-Chinese learners,including teaching with mother tongue and teaching aids,assisted assessment with acoustic software,feedback and upright sound throughout.The concluding part mainly explains the results of this paper and its shortcomings.