Please use this identifier to cite or link to this item:
An Error Analysis on Chinese Disyllabic Tones of Czech College Students Learning Chinese as a Second Language
Chinese disyllabic words
During the classroom observations while doing an internship in Masaryk University, the researcher found that many of the Czech students had many tone errors in Chinese disyllabic words, even if they were already junior or senior college year students. Thus, this study focused on disyllabic tone errors produced by Czech college students. This thesis was primarily based on contrastive analysis, error analysis and interlanguage concept . Initially, it discussed the suprasegemental features in Chinese and Czech, making a comparison in tone, intonation and stress for both languages. Difference such as Czech word has fixed stress on the first syllable, etc. In addition, an introduction about Chinese and Czech phonetic system was discussed. After reviewing all the similarities and differences between the two languages, the researcher conducted pronounciation and listening tests of the Czech students’ Chinese disyllabic words. Online Questionnaire was used as a tool to measure, analyze and make a comparison. The questionnaire also included questions to get preliminary knowledge of the Czech students’ learning difficulties in listening and pronunciation. A total of seventy valid questionnaires were gathered, and six out of the seventy respondents were recruited to voluntarily participate in production and perception tests. Three Chinese native speakers reviewed the Czech students’ tone production, writing down their errors in tone combination with the use of phonetic sound software, called “Praat,” that produces wide-band spectrograms. Given the test results, this research hypothesis states that, “Stress system in Czech words influence Czech students’ Chinese disyllabic tone production and perception. To verify the research hypothesis, some Czech students and Chinese native speakers were asked to listen to Chinese disyllabic words and choose which syllables were stressesd. A useful and efficient research method used was Interview Survey. One Czech teacher and chosen learners were interviewed in the test to sum up the research findings. This research found that Czech students’ 2+4 (40%) had higher error rate, while 1+1, 1+2, and 1+3 had the lowest error rate in the test production. 1+3 (44%) had the highest error rate, while 1+1 (8%), 3+0 (8%), and 4+4 (8%) had the lowest error rate in the perception test. The study sample was divided into three groups according to the students’ length of time in learning Chinese language (intermediate group, high-intermediate group, and advanced group). The longer they learned Chinese, the higher the decrease in the students’ tone production and perception error rates. Also, the pronouncing error rate dropped significantly between intermediate group and high-intermediate group (from 47% to 21.5). The Listening error rate dropped significantly between high-intermediate group and advanced group (from 27.8% to 8%). The Czech word stress pattern significantly influenced the Czech students’ disyllabic tone error in Chinese words. When pronouncing Chinese disyllabic words, the Czech students’ syllabic stress was relatively strong or there was a big difference in pronunciation length of the initial or final syllable. For example, the Czech students tend to put one syllable stressed while the other unstressed in Chinese disyllabic words as reflected in syllabic intensity duration and pitch. The Czech students could not prolong or raise the pitch of unstressed syllables and they used Chinese low tone (third tone) or level tone (first tone) to replace the original tone of the unstressed syllable instead. While speaking and listening to Chinese disyllabic words, high falling tone (forth tone) was more likely pronounced in stressed syllables, and it was more often chosen for the stressed syllable in the listening test. Chinese language teachers should help Czech students become aware of the differences between their mother tongue and the other language they are learning , focusing on tone combination with high error rate and inter-learner difficulties. Aside from providing the students knowledge about the differences of the two languages, teachers could use Dual-coding theory to give students sound and image input at the same time. Individualized instruction would help students understand their learning difficulties and enable teachers to provide instant, specialized feedback.
|Appears in Collections:||學位論文|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.