| Abstract | Objective
Speech teaching is the foundation for vocabulary and grammar instruction, and it is also the primary and continuous teaching task for Chinese language teachers. Due to the existence of language transfer phenomenon, international students often make errors in their learning of Chinese pronunciation, and many of these errors can even become fossilized and difficult to correct. Therefore, in this study, we will focus on Korean international students as research subjects to analyze and explore their acquisition of Chinese monophthongs.
Methods/Design
From the perspective of experimental phonetics, this study collects recordings of Chinese monophthongs from both Chinese and Korean international students for analysis. Based on a speech production model, we establish a vocal fold model system that combines neural control of muscles and modify the glottal area to simulate the production of different Chinese vowel sounds. The study obtains specific data on the actual pronunciation of students from China and Korea, explores the relationship between vocal fold parameters (muscle activation levels and respiratory pressure) and actual speech production, and determines how to adjust the control of articulatory posture, muscle involvement, and breath intensity to alter the final speech output.
Results
The results of the speech analysis are summarized and interpreted, revealing the specific differences in muscle activation levels and respiratory pressure between Korean students and Chinese native speakers during vowel production. The individual physiological reasons for the errors made by Korean international students in learning Chinese monophthongs are identified, and the vocal fold movement patterns in Chinese pronunciation are explored.
Conclusions
This study provides specific data and a theoretical foundation for learning Chinese monophthongs, as well as proposing targeted teaching suggestions and strategies.
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