An Experimental Study On The Acquisition Of Mandarin Tone Sandhi By Northeastern Thai Students

This paper uses acoustic experiments to study the relevant situation of Mandarin tone sandhi acquisition by students in northeastern Thailand,pointed out the difficulty sequence of the third tone in two-syllable and three-syllable,“yī(一)” and “bù(不)” sandhi in two-syllable,summarized the difficulties in the acquisition of Mandarin tone sandhi for students in northeastern Thailand.At the same time,according to the performance of Thai students of different Chinese proficiency in the acquisition of Mandarin,the phase characteristics of Thai students acquisition of tone sandhi are summarized.On the basis of a comprehensive analysis of the acquisition of tone sandhi by Thai students,combined with interviews with volunteer Chinese teachers of the school where the Thai speakers are located,we proposed three teaching strategies.The first chapter describes the experimental design of this article from three aspects: experimental objects,experimental materials,and experimental procedures.In the second chapter,we analyzed the tonal value and tonal pattern of the 3rd tone sandhi of the students in the northeast of Thailand,and finding that in their disyllabic third tone sandhi,the correct rates of the pre-third tone in “3rd tone + 3rd tone” group and “3rd tone + neutral tone” group are lowest.In the three-syllable 3rd tone sandhi,the acquisition of “2+1”group is more difficult than the acquisition of “1+2” group.Chapter 3 analyzed the tone value and tone pattern of “yī” and “bù” sandhi tone,we finded that in the “yī/ bù+neutral tone” group,the Thai students have the most problem.Chapter 4 summarizes the difficulties in the acquisition of tone sandhi by Northeastern Thai students,and points out the characteristics of the acquisition of Mandarin tone sandhi by Thai students of different levels.Based on these difficulties and characteristics,combined with the content of interviews,we put forward some teaching strategies that strengthens mono-character tone teaching;does not avoid tone sandhi in the primary stage;and combines a centralized and systematic explanation with long-term strict requirements.