An Investigation Report On The Acquisition Of Chinese Initials And Finals In The Primary School Of LipLin High School In The Philippines

In the stage of learning Chinese Pinyin,students often lack Chinese phonetic empathy,so the initials and finals(of Chinese syllables)are not well grasped.However,in the text teaching stage,due to the shift of teaching focus to the text,the initials and finals are difficult to be consolidated in time,which makes it difficult for some phonetic errors to be corrected promptly and effectively.In this paper,we collect the first-hand phonetic materials through dictation test and reading aloud recording,and collect the average error rate and the error rate of the concrete form the first to third grade students of the primary school department of Lip Lin Middle School.Through the comparison of the average error rate and the form of error in the three grades,the similarities of the three grades are found.At the same point of the initial,the deviation rate is generally higher.In the form of errors,the same articulation places of the sound has the confusion,the sounds of different articulation places of the same articulation manners are confused.The similarities of finals are manifested in the confusion of the same high finals,the confusion of round lips or not.In addition,through the comparison of the three grades,the characteristics of the variation of the deviation rate of the three grades are summarized.From the perspective of negative transfer of mother tongue,over-generalization of target language knowledge,rules of Hanyu Pinyin Scheme,teaching and so on,this paper explains the causes of Chinese phonological errors in primary school students in Philippines.According to the investigation of the teaching situation of Chinese phonetic alphabet in the Philippines,the reasons influencing students’ acquisition of Chinese initials and finals are summarized from the perspective of teachers and teaching.Finally,the teaching suggestion is put forward: we should pay attention to the characteristics of errors in each grade,carry out targeted Pinyin teaching,pay attention to the comparison of similar initials(finals),stimulate the interest in learning through the game method,and improve the efficiency of learning Chinese phonetic vowels.Moreover,the authorselects j、 q、x from finals,selected the e、ei、ie from the initials to carry on the teaching design,provides some reference for the teachers’ initials and finals teaching.