An Experimental Study Of The Characteristics Acquisition Of Third Tone As Focus Accent In Chinese Declarative Sentences Of Indonesian Students

Accent is an important indicator of the development of fluency in second language and is the key symbol of the focus on phonetics.Base on speech experiments and means of statistical,the study analyze the characteristics of the ranges and the duration extension in the production of focus accents of third tone in Chinese declarative sentences from the perspective of different Chinese level CLS learners of native Indonesian,different position of focus accent and different gender.This paper draws the following conclusions:From the law of focus accent learning of Indonesian students,the main characteristics of focus accents of third tone in Chinese declarative sentences by Indonesian students are summarized.The focus is on the narrow range of focus syllables,and the duration of focus is too short.The bass does not come down,that is,the pitch height is slightly lower and the pitch minimum is slightly higher.The law of accent stress output of Indonesian students can be summarized as follows: First,it is a nonlinear development.Focus syllable range,scale,maximum pitch,minimum pitch and duration will advance and jump,but there may be stagnation or even backward,full of nonlinearity,which is in line with the Dynamic System Theory.Second,the Chinese level has no significant effect on the accent focus accent of the Indonesian foreign students' output of the Putonghua statement.The accent focus accent has a petrochemical trend.There is no significant difference in the pitch and duration characteristics of the focus syllables between the intermediate Chinese level and the advanced Chinese level.Third,gender has an impact on the focus accent characteristics.In addition to the focus range and duration are less affected by gender,the other pitches(scale,pitch maximum,pitch minimum)characteristics of Indonesian male and female students are significantly affected by gender.Different genders and focus positions also show different accent biases.Finally,the author uses the Second Language Acquisition Theory and the Dynamic System Theory to explain in detail the underlying causes of Indonesian students' focus on the bias of output,and propose corresponding teaching strategies.