An Experimental Analysis For Chinese Disyllables Tone Based On The Peru Primary Students

The native language of Arequipa in Peru is Spanish,which belongs to the Indo-European Romance language family and is a toneless language.Therefore,the tone system of Chinese has naturally become the most difficult aspect for students of the Arequipa Confucius Institute in Peru to acquire Chinese.This article has investigated 13 students of the Academy of Arequipa Concord(who at senior Chinese level),under the guidance of the theory of second language acquisition and contrastive analysis hypothesis.using the acoustic experimental software” Praat”(2020)to obtain all base frequencies and other acoustic data.and put forward some feasible teaching suggestions for Chinese tone teaching.In the beginning of the paper mainly introduced the research background and research purpose,summarizes the research status and trend of the topic,and introduces the experimental objects,experimental procedures and the methods of data processing.On the basis of the method of listening and experimenting,acoustic experiment combines the tone pattern of Chinese disyllables,and analyze the experimental results of disyllables pronounced by the students of the Confucius Institute at Arequipa’s basic Chinese proficiency from the four aspects.Such as the values of the tones,pitch ranges and durations.The results indicate that:(1)the pitches of starting point and ending pointing are generally too lower than Chinese.(2)the second tone whichever serve as pre-tone are mixed up with the third tone whichever serve as pre-tone.And the students don’t have the consciousness that sometimes the third tone need to be changed.(3)The tone range is too narrow area and the durations are too short.The fourth tone sounds like stress.It should be emphasized that in the hearing experiment,the first tone is more wrongly pronounced as the second tone,and the two tones are not correctly distinguished.In the initial successful differentiation and acquisition of the second tone,the second tone is mixed with the third tone,and the difference is not obvious.It is more into a "concave" tone.Then put forwards some practical teaching strategies and suggestions for addressing these pronunciation challenges for students.This part summarizes four possible causes of Chinese tone acquisition bias,which are negative transfer of the native language,overgeneralization of target language,factors of learners and teachers.Suggestions are as following: use speech experimental analysis software to analyze student’s pronunciation;seize the difficulty of acquisition and do more listening and read practices;select the teaching materials reasonably and improve the teaching mode.These suggestions are excepted to help Chinese learners in Peru to acquire Mandarin tones better and reduce the errors and bias during acquiring.The innovation of this paper is that the current academic research on the acquisition of Chinese two-character tones by Spanish students is limited to Argentina,Chile,Peru and other countries.Among them,there is no research on Peruvian Spanish students who have learned Chinese for less than 6 months,and less attention is paid to the potential factors and gender factors that may lead to errors due to the mutual influence of characters before and after doublecharacter tone.So supplementary research will be carried out in this paper.