National Lingua Franca Of Tibetan Children Aged 3-6 Research On The Development Of Phonological Awareness

China is a multi-ethnic country.Language is an important carrier for the inheritance and development of national culture.As a national common language,Chinese is an important way for most ethnic minority children to learn to integrate into the mainstream culture,mainly including phonetics,vocabulary,syntax,semantics and pragmatics.The study of the phonetic awareness of common languages in ethnic minority countries should become an important part of language acquisition research.Part.At present,there are more studies on the use of national common language as the first language and English as the second language in China,and less on the use of national common language as the second language.The research on the phonological awareness of national common language as a second language focuses on the study of foreign students' phonological awareness of national common language,the development of bilingual children's phonological awareness of national common language,the training of bilingual children's phonological awareness and the study of bilingual children's phonological awareness and reading,reading and writing,vocabulary recognition,etc.The ethnic groups studied are mainly Uygur and Yao.There are many nationalities in China.What is the level of development of national common language phonological awareness among children of different nationalities because of their different mother tongues,different learning environments,different bilingual education modes and different input of language environments? What are the characteristics? From this we can see that the research on the phonological awareness of national common language of ethnic minority children is still relatively weak,especially the research on Tibetan children's national common language phonological awareness is lacking,and a lot of further research is needed.In this study,222 children from four kindergartens in Xiahe County,Gannan Autonomous Prefecture,were selected as the subjects,and the National Common Language Phonological Awareness Test for Tibetan Children aged 3-6 was used as the research tool to explore the learning level of the national common language phonological awareness of Tibetan children aged 3-6 and the learning level of the national common language phonological awareness of Tibetan children aged 3-6 under the two teaching modes,with a view to developing the national common language awareness of Tibetan teachers in Gannan.Support is provided for the phonetics teaching of home language.The study found that the development level of national common language phonological awareness of Tibetan children aged 3-6 is increasing with age,The development of national common language phonological awareness of Tibetan children aged 3-4 is fast,and the development of national common language phonological awareness of Tibetan children aged 5-6 shows a gentle trend.The level is the best,followed by tone awareness,the lowest level of initial awareness development;the level of development of national common language phonological awareness of Tibetan girls aged 3-6 is slightly higher than that of male students,and there is no difference between male and female Tibetan children in the development of national common language phonological awareness;the level of development of national common language phonological awareness of Tibetan children in the Tibetan-dominated mode is lower than that in the Tibetan-dominated mode of national common language.The development level of children's national linguistic phonological awareness.Finally,according to the results of data analysis,this study puts forward corresponding countermeasures and suggestions for kindergarten teachers in Gannan Tibetan Autonomous Prefecture to teach phonological awareness of national common language.