History of Chinese as a foreign language teaching new China was founded the early start, in the 21st century to the eve of the tomorrow, follow the communication flow is becoming more and more frequent, national power is increasingly powerful, Chinese as a foreign language, obtained the unprecedented concern. To keep talking to Mr. custom results in the result of the research, followed by in recent years Chinese as a foreign language teaching the scope and impact of expanding ceaselessly and gradually deep. The efficacy of the talk is the essence of teaching two language characteristics, any form of professor is as a starting point. On the basis of the second actual speaking teaching, the two language acquisition of twentieth Century actual input from the United States, from the beginning of the actual action of a constructive, B. F. Skinner thought other speech acts and human actions are by stimulation cause repercussions, and through the experiment confirmed, through stimulation, response results to obtain the enhancement, the repercussions will is saved, so as to form a habit. So language learning is an example of repeated practice, and through the process of strengthening the process to form a habit. We are now in the Chinese teaching, many cases are based on S R (comfort - response) reason to control the classroom teaching of sports. In the 20th century, 70 years, Chomsky proposed the lad and UG this two concepts, that people of the eve of the brain is the existence of such a kind of assembly: language acquisition device and universal grammar. He thought the United the two acquired to speak with some contact, the day after tomorrow, before you can learn some words. The characteristics of Chomsky's actual some a priori, he thought that the learning of a language is by continuously according to the output data to speak, speaks to the rules put forward the assumption that a verification, the rules of the stop internalized and applied process. We can think, Chomsky's actual too much emphasis on language learning acquired, in the actual language learning, especially in adult second language learning, and in fact there acquired speak assumption and will have learned the rules of natural applied to second language learning, which is in the second language acquisition stressed migration phenomenon. But in recent years the research also confirmed in fact is not the only reason why migration influence second language acquisition. According to Chomsky's actual, Piaget in Sweden to further deepen the his practice, and put forward the S (A-T) a r formula, think comfort as long as individual alienation (a) in cognitive structure (T), the ability of (s) comfort response (R). Use this formula to explain the relationship between the main cognitive structure and comfort condition. In Piaget's actual, in addition to the main, comfort of identity also occupied very important position, his actual stressed in a kind of language learning and teaching crux lies in how to make learning the new knowledge of the languages alienation to their existing cognitive structure near the edge. After the conversion of generative grammar a practical cognitive and ratio of second language acquisition is actually law of foreign teaching reality, to effect learning to speak of Halliday (Holliday) as the representative, emphasizing speech is expressing the meaning of the system, rather than the occurrence of structural system, is to should combine speak research and application to speak and their situation. He thought that the talk has three big functions, namely cognitive efficacy, efficacy and efficacy of diplomatic discourse. The essence of foreign language teaching is to speak, the basic duty is to teach to teach Chinese, aims to enable learners to practice the dark control and application of Chinese foreign affairs of the object 1. Relative to the Chinese ontology research, foreign language more attention is how to teach speaking skills of mr.. The current international foreign language study, majority most concern in Chinese vocabulary and grammar study, although other factors to speak also many scholars do, however not current research most aspects. In the vast research and error analysis is now mainstream of Chinese as a foreign language teaching analysis, cognitive learning to speak as the basic, researchers think speak only through the process of meaningful study to obtain, language learning is assumed a continuously and confirmation process, fault Eph to prevent. The key materials of error analysis from the interlanguage, peculiar language system of L1 and L2 learners and that are not the same. The emergence of interlanguage is the existence of individual discipline, and teaching is what kind of relationship, and how to support Mr. smoothly from the intermediary language stage transition to the target language stage are concern of research achievements. The concern of the Chinese phonetic acquisition results, the length of stay of Mr. Chau, also take the comparative analysis method, the same to cognitive linguistics as a practical basic to research. For Mr. Chinese phonetic acquisition research, Jinian to absolute in other Chinese speaking elements for, less scholars pay close attention to. In recent years, along with the test instrument ceaseless development and equipment software into the class, as we discuss the sound file supply the many convenience, along with a left Mr. phonetic acquisition research is also growing up, mostly adopt the approach of experimental learning to speak of, with data and spectrogram to explain the results. To leave Mr. speech learning situation stops the analysis is in accordance with the "one to one" in the form of and application of experimental phonetics to find two talk between vowel difference to analyze vowel phonemes migration trends. This kind of "one to one" form covers a single comparison, many Chinese speaking and stop such as: Wu Tieping. Jakob Xun: children talk, language and speech in wide sight out. [J] "foreign talk science", (1981), Gao Yujuan, Shi Feng. Experimental study on German students learning the mother tongue migration of Chinese vowels. [J] teaches "superstition", (2006), Gao Yujuan, Shi Feng. Experimental study on Chinese students learning the mother tongue migration of French vowels. "Professor [J] language education", (2006), Gao Yujuan, Shi Feng. French students study Chinese vowel learning in mother tongue migration. Widmer j [J] the Yunnan Normal University learn (Chinese as a foreign language teaching and research edition) Journal ", (2006), summer victory. China students Spanish vowel pronunciation migration scene test study. [J] "foreign language teaching and research", (2007), Geng Bing, Chen Wei. Second speak in the acquisition of mother tongue migration scene. The "bilingual education" ([J], 2007), Shi Feng. "Connection" [M] voice format - phonetics and phonology. Beijing: the Commercial Press, (2008), Wen Baoying. "Chinese popular words" vowel acquisition. [M] Tianjin: Nankai University Press, (2008), etc.. From these studies we can see that the single talk comparison can be said to be all over our existing important student groups, but did not touch the African group. Leave Mr. king with Africa speak relatively complex, French is the first to speak their language, and groups is their mother tongue. In this case, second speech learning is brought many non single factor. This paper chooses African leave first born stop Chinese phonetics study inquires the visit, is precisely because their multilingual background, because in many cases, we determine the future of the meeting of more to a variety of language as the background of the second language learners. They speak with a single race to determine the differences in this place, only supply a rough discussion, think Chinese teaching provides a reference for future movement. |
