A Study On Reading Rhythm Of Chinese Learners With Different Native Language Backgrounds

Prosody plays a Very important role in speech acquisition and speech expression.It can determine whether a speech communication can be carried out successfully.In the field of second language acquisition,prosody plays a key role in the judgment of foreign language oral perception and speech intelligibility.Through teaching and communication with foreign students in China,it can be found that no matter which country the Chinese learner comes from and how high his Chinese le Vel is,there is a common feeling of "foreign accent" when speaking Chinese,which shows that there are many problems in the use of rhythm by Chinese learners and do not meet the requirements of rhythm ability at the corresponding stage.In the final analysis,it is still a performance of not learning Chinese rhythm.Mature Chinese learners can effecti Vely use prosodic means to express,which is also the performance of reaching the ad Vanced le Vel of phonetic acquisition.Rhythm also includes stress,intonation,length and pause,as well as suprasegmental features such as speed and rhythm.This paper mainly focuses on the time organization form of speech-rhythm.Based on interlanguage theory,contrasti Ve analysis theory and phonetic learning model theory,this paper in Vestigates the current rhythm acquisition of 29 foreign students from Vietnam,South Korea and Russia.In Experiment 1,Praat was used to conduct a speech experiment to collect and count the differences between learners and nati Ve Chinese speakers in the six rhythm measurement indexes of %V、VarcoV、Vn PVI、VrPVI and CnPVI、CrPVI.The final results of the experiment are as follows:Russian learners are the closest to Chinese nati Ve speakers on %V and VrPVI;Vietnamese learners are the closest to nati Ve Chinese speakers on △C、VnPVI and CrPVI、CnPVI.In Experiment 2,according to the different backgrounds of Chinese learners,we judged whether their mother tongue and Chinese le Vel would affect their rhythmic ability.The final result is that learners’ mother tongue background and Chinese le Vel will not affect their rhythm ability.Combined with the experimental results of study 1 and Study 2,it can be seen that there are still significant differences between Chinese learners and nati Ve speakers in rhythm measurement indicators,but there are strong indi Vidual factors not related to duration as interference items,which leads to the reduction of the reliability of rhythm measurement Variables and the low reference quality.At the same time,learners’ language background and length of time in China are not directly related to rhythm,which further pro Ves that there is a great relationship between rhythm acquisition and indi Vidual factors.