Error Analysis Of Chinese Retroflex And Teaching Strategies For American Middle School Students

Chinese phonetic teaching is the foundation of Chinese as a second language teaching and a prerequisite for acquiring listening,speaking,reading,and writing skills.The task of phonetics teaching of International Chinese Education is to enable Chinese learners master the basic knowledge and skills of phonetics,learn to use accurate and fluent Chinese to communicate,so as to achieve the ultimate goal of language learning,which can be said that phonetics teaching is the key point.However,even if the learning of pronunciation runs through language learning,pronunciation problems are difficult to improve,so pronunciation teaching is also difficult.This paper takes Chinese learners of Discovery Middle School in Madison,Alabama,USA as the research object,and conducts experiments and analyses on the error of the Chinese retroflex.Based on the reasons for the errors,it puts forward targeted phonetic teaching suggestions,which can be used as a reference for local international Chinese phonetics teaching.This paper mainly uses the research methods such as questionnaire survey method,listening and debating analysis method,phonetic experiment method and comparative analysis method.The basic information of the 18 Chinese learners who participated in the experiment is made into a table through the sending,receiving and sorting of the questionnaires.In the listening and debating experiment,the audio recordings of 18 subjects are declarative and annotated through Praat software,and the data is sorted through Excel software to obtain the error types of the Chinese retroflex.In the acoustic experiment,each type of error with the first and second highest rate of the Chinese retroflex is selected as typical examples,and a comparative analysis of the broadband speech map with Chinese speakers is carried out.Combining data and examples,this paper concludes the causes of Chinese retroflex errors in American middle school students include four aspects: first,negative transfer of mother tongue;second,negative transfer of target language knowledge;third,individual factors of learners;forth,the influence of learning environment.Among them,negative transfer of mother tongue and negative transfer of target language knowledge are the first causes of error to be considered in error analysis.The individual factors of learners include learning motivation,learning methods and emotional factors.The learning environment includes social environment and classroom environment.The classroom environment is also related to the curriculum,teaching materials and Chinese teachers.According to the causes of the errors of Chinese retroflex in American middle school students,this paper finally puts forward the teaching methods and teaching suggestions of Chinese retroflex,and provides some ideas and help for local international Chinese teachers and every teacher who is committed to the cause of international Chinese.