I. Framework Law
When learning anything, foreign students want to have a set of logic and framework as the basis of knowledge, and learning a language is the same, so when we explain pronunciation to them, we must give them the basic big frame first, and then slowly expand it into specific content, so that students will feel that the teacher is very professional and psychologically convincing at the beginning. For example, when I give a lecture, I often use “Hello” as the introduction. First, I tell the students that Chinese is divided into Pinyin and Chinese characters (and write Pinyin on the blackboard at the same time), and then Pinyin is also divided into three parts. There are 21 initials on the left, 39 finals on the right, and four tones on the top. Next, explain the vowels corresponding to each pronunciation part in detail.
Second, the experience method
When teaching students the first few initials, I will first tell them where the pronunciation part of this sound is. For example, bpm is a double lip sound, so I will teach them together, and then let them experience the sound coming from the lips. When making mnlr, put their hands on the vocal cords to feel the vibration, and when making MNLR, put their hands on the nostrils to feel the flow of breath.
Third, the observation method
Phonetic teaching should be visualized, and some intuitive means should be used to teach. For example, six basic vowels can be displayed through the front mouth diagram, so that students can take a small mirror and imitate while watching the teacher’s demonstrations and pictures. This intuitive method can help students grasp the scale of mouth-taking, lips-folding, teeth-exposing and whether lips are round.
Four, with sound method
Some students have difficulty pronouncing V, so we can ask them to pronounce I first, and then keep their tongue position unchanged. When their lips are rounded, they become V. After learning to pronounce sh, they can pronounce R by keeping their pronunciation position unchanged and vibrating the vocal cords.
Five: Gesture Method
For example, when practicing tone, after the teacher shows the change of tone pitch with the five-degree marking method, he can use gestures to play an important role in practice, just like conducting, and he can also use gestures to simulate the change of tongue position. For example, when pronouncing zcs and zhchsh, the demonstration of gestures will make students feel much simpler. When jqx is issued, the tip of the tongue will droop, while when students pronounce these sounds, the tip of the tongue often touches the back of the upper teeth, which is inaccurate. Teachers can use their left hand to stand upright, comparing it to the lower incisors, the back of the right hand protruding, and the fingers drooping, comparing it to the lingual surface and the tip of the tongue. This gesture can simulate pronunciation and correct mistakes very vividly.
Sixth, the comparison method
Through comparison, let the students master different pronunciation characteristics, such as the comparison of O’s round lip and E’s spreading lip, the comparison of the mouth shape of the vowel of the front nasal sound and the vowel of the back nasal sound, and the comparison of aspirated and unventilated bp. Of course, if necessary, you can prepare some pieces of paper and put them in front of your mouth to experience the strength of aspirated and unventilated airflow through the vibration of the paper.
Seven, exaggeration method
In order to highlight some pronunciation characteristics of Chinese, we can exaggerate the differences between sounds and tones, for example, the syllables before the light tone are deliberately prolonged and aggravated, and then a low and short light tone is emitted; Extend the sound length and increase the volume. For example, when the vowel ai ei is sounded before the sound, the tone of the first phoneme can be extended, and it can also be practiced by exaggerated blackboard writing, tone and dragging.
Eight, auxiliary method
With the help of foreign objects, students can experience the pronunciation characteristics. For example, when it is difficult to pronounce X and S, you can use your index finger or toothpick to help correct it. Put the index finger or toothpick in your mouth and bite it about 1cm. When X is pronounced, your tongue is pressed down, and when S is pronounced, your tongue is also pressed down, but you can clearly feel that the front of your tongue will push up.
Nine, foreign language guidance method
Practice Chinese pronunciation with the help of students’ existing foreign language pronunciation experience. For example, almost all students can pronounce the English falling tone yes, and then immediately imitate the tone to pronounce the fourth A, then let the students pronounce the English tone what, and then imitate the tone to pronounce the second A, and use the English s[es] to guide the students to pronounce the Chinese initials [s].
Ten, language flow method
What if students can’t pronounce a lot of sounds? At this time, we should pay attention to the teaching of language flow. For example, when the nasal sound “an” is not accurate, we can make students pronounce the sound of “an” unconsciously by pronouncing the language flow of “Tiananmen”, and then strip the sound of “an” from the language flow for students to appreciate and practice until they master it. But also can correct the wrong pronunciation in the stream.