[secret book] super practical Chinese phonetic teaching skills

Initials teaching

声母教学

The phonetic teaching of Chinese as a foreign language includes several aspects, as follows:

对外汉语语音教学包含多个方面，具体如下：

This time, I will introduce some content of "initial teaching" for your reference. The teaching contents of finals, tone and tone change will be introduced in the future. Please pay attention.

这次先介绍“声母教学”的一些内容，供大家参考；后续将陆续推出韵母、声调和音变教学的内容，敬请关注。

Initials teaching

声母教学

1. Single consonants

1.都是单辅音

Chinese initials are all made up of single consonants. Although zh, ch and sh are made up of two letters, they are also single consonants.

汉语的声母都是由单辅音构成，虽然zh、ch、sh由两个字母组成，但也是单辅音。

2. Air supply is the main distinguishing feature

2.以送气不送气为主要区别特征

Among the 21 consonant initials, there are 6 pairs of initials with air supply and no air supply as the main characteristics, respectively b/p, d/t, g/k, z/c, zh/ch, j/q, accounting for 57% of the total number of initials.

21个辅音声母中，以送气、不送气为主要特征区别的声母有6对，分别是b/p、d/t、g/k、z/c、zh/ch、j/q，占声母总量的57%。

3. Focus on soft sounds

3.以轻音为主

Among the 21 consonant initials, light consonants account for the majority of the total 17, which are b, p, d, t, g, k, z, c, zh, ch, j, q, f, s, sh, x and h. The voiced sounds are only m, n, l and r. Chinese initials are not characterized by clarity and turbidity.

在21个辅音声母中，轻音占多数，共计17个，分别是：b、p、d、t、g、k、z、c、zh、ch、j、q、f、s、sh、x、h；浊音只有m、n、l、r4个。汉语声母不以清、浊为主要区别特征。

One, breathing and no breathing teaching

一、送气与不送气音教学

1. Common mistakes of learners:

1.学习者常见错误：

First, some learners can not hear the difference between the delivery and non-delivery sound, which makes the delivery sound become non-delivery sound.

一是有些学习者不能听辨送气与不送气音，将送气音发成了不送气音；

The other is that some learners can hear and distinguish between the aspirated and non-aspirated sounds, but they cannot pronounce the aspirated sound in place and do not master the pronunciation of the aspirated sound.

二是有些学习者能够听辨送气与不送气音，但不能将送气音发到位，没有掌握送气音的发音方法。

2. Teaching methods

2.教学方法

Second, "l" and "r" teaching

二、“l”和“r”的教学

1. Common mistakes of learners:

1.学习者常见错误：

Native English learners:

以英语为母语的学习者：

When pronouncing the initial "l", the pronunciation part is always moved, and the muscles around the tongue are too loose, which is easy to pronounce it into the final consonant [l] of "shell".

发“l”声母时，总移动发音部位，舌周肌肉过松，易将其发成“shell”末尾辅音[l]。

When they pronounce "r", they often use the "r" in English to replace it. Or it can make people feel that the airflow passes through the articulation area for too long and the friction is too heavy.

发“r”音时，他们常用英语中的“r”来代替，发音部位过于靠后，听感上卷舌过度；或者让人感到气流通过发音部位时摩擦时间过长且摩擦过重。

Japanese and Korean learners:

日、韩学习者：

It is easy to mix the "l" and "r" sounds or produce a flash sound. This is because they do not have these two sounds in their native language, only the flash sound, so they tend to vibrate their tongue during pronunciation.

易将“l”和“r”音相混或发成闪音。这是因为在他们的母语中没有这两个音，只有闪音，所以在发音过程中往往舌头颤动。

2. Teaching methods

2.教学方法

hyperbole

夸张法

Learners mispronounce "l" into "r" because the tip of the tongue is too relaxed when pronouncing "l". Therefore, students should hold the tip of the tongue against the upper tooth when pronouncing "l", and pronounce the final of "l" after a long period of time, such as l--la. Ask the learner to pin the tip of the tongue to the silver of the upper tooth to stop the "r" sound. When making the "r" sound, tell the students to move the tip of the tongue back so that it touches the front of the hard palate.

学习者将“l”误发成“r”是由于发“l”音时舌尖过于放松造成的，所以要让学生发“l”音时舌尖抵住上齿銀不动，并拖长一段时间后再发“l”后韵母，如：l--la。让学习者将舌尖固定在上齿銀，就不会发出“r”音了。在发“r”音时，告知学生将舌尖往后退，让舌尖抵住硬腭前部发音。

Transitions,

过渡法

It refers to the way that a relatively easy sound leads to a relatively difficult sound, which is widely used in phonetic teaching. Japanese and Korean learners often struggle to master the "r" sound. Influenced by their own native language, they often pronounce "r" with flashing sound and vibrate their tongue. However, "r" in Chinese does not vibrate when it is pronounced, which is opposite to "sh" sound. Therefore, "r" is often used in teaching with "sh" sound.

是指以一个相对容易发的音引出一个相关的相对难发的音的方法，这一方法广泛运用于语音教学。日韩学习者往往难以掌握“r”的发音。他们受自身母语影响，常将其发成闪音，舌头颤动而汉语中“r”在发音时舌头不颤动，与“sh”音相对，所以以“sh”音带出“r”的发音在教学中较常使用。

3. Teaching p/f and f/h

三、p/f、f/h的教学

1. Common learner mistakes

1.学习者常见错误

Japanese and Korean learners tend to pronounce "f" as "p". This is because there is no corresponding sound for the "f" in Korean, which is relatively unfamiliar to them. Native English and Korean speakers tend to pronounce the "h" too far back.

日韩学习者易把“f”音发成“p”音。这是因为韩语中没有与“f”对应的音，“f”音对于他们相对陌生。以英语和韩语为母语的学习者在发“h”音时，发音部位往往过于靠后。

2. Teaching methods

2.教学方法

Hyperbole method

夸张演示法

For Japanese and Korean learners who are easy to pronounce "f" as "p", exaggerated mouth shape can be used to demonstrate pronunciation for learners to imitate. For example, when pronouncing the initial "f", learners should consciously bite the lower lip with the upper teeth and then slowly rub the lips and teeth apart to produce the "f" sound.

对于日韩国学习者易将“f”音发成“p”音的情况，可以用夸张的口形来示范发音，供学习者模仿。例如，发声母“f”时，让学习者有意识地用上齿咬住下唇，然后让他们把唇齿慢慢摩擦分离，就发出了“f”音。

It is not easy for learners to have problems when they pronounce the single "f" sound. What is easy to have problems is that after the combination of "f" and finals, they are easily influenced by their native language habits to pronounce the "p" sound. Therefore, practice combining syllables or words.

学习者在单发“f”音时并不容易出现问题，容易出现问题的地方是在“f”与韵母拼合后，容易被自己母语习惯影响发成“p”音。因此，要结合音节或词语进行练习。

Comparative demonstration method

对比演示法

Some learners make it a guttural sound to pronounce the initial "h". Learners should be informed that the pronunciation part of guttural sound [h] is behind the initial of Chinese "h". When pronouncing the initial of Chinese "h", the sound is louder and longer. When you make a guttural sound [h], it is like the sound your throat makes when you breathe. The sound is not loud and cannot be prolonged. Through the comparison of the two pronunciations, learners can master the pronunciation of "h" initial.

一些学习者习惯将“h”声母发成喉音[h]。应告知学习者喉音[h]的发音部位较汉语“h”声母靠后，发汉语“h”声母时，声音较响亮且能够拖长；发喉音[h]时，仿佛呵气时喉部发出的声音，声音不响亮也不能拖长。通过对二者的发音比较，使学习者掌握“h”声母的发音。

Iv. Teaching z/zh/j, c/ch/q, s/sh/x

四、z/zh/j 、c/ch/q、s/sh/x的教学

1. Common learner mistakes

1.学习者常见错误

In English, Japanese, Korean and other languages, there is no group of voice after the tip of the tongue; English and Korean native speakers tend to pronounce zh, ch, sh as z, c, s, but not j, q, x. Japanese learners often pronounce zh, ch, sh as j, q, x. Some learners even confuse all three sounds.

英语、日语、韩语等语言中都不存在舌尖后音这一组音；以英语、韩语为母语的学习者易将zh、ch、sh发成z、c、s，且发不准j、q、x；日本学习者常把zh、ch、sh发成j、q、x；甚至有些学习者将这三组音全部混淆。

2. Teaching methods

2.教学方法

Method of hand gestures

手势法

Five fingers and close, palm of two hands is opposite, the finger above is slightly curved represent oral cavity palate, before finger, in, hind expresses tooth back respectively, hard palate, soft palate; The lower finger represents the tongue, and the motion of the tongue is indicated by the upward or straight motion of the fingertips. The lower fingers touch different parts of the upper fingers from front to back to indicate different sounds.

五指并拢，两手手心相对，上面的手指稍稍弯曲代表口腔上颚，手指前、中、后部分别表示齿背、硬腭、软腭；下面手指代表舌头，用指尖向上或伸直的动作表示舌头的动作。下面手指从前往后，碰触上面手指不同的部位来表示不同的音。

In view of the different difficulty of initial pronunciation of the three groups, the teaching generally starts with the relatively simple z group. After learners master the initial pronunciation of z group, they will practice the initial pronunciation of j group and zh group. Through this method, learners can intuitively experience the different parts of three groups of initials, so as to distinguish them.

鉴于三组声母的发音难度不同，教学一般由较为简单的z组开始，待学习者掌握了z组声母的发音后，在进行j组和zh组声母的练习。通过这种方法，可以让学习者直观体会到三组声母不同的发音部位，从而对其进行区分。

Bite fingering

咬指法

The initials of the zh group are used as the initials of the raised tongue. In the process of pronunciation, it is difficult for some learners to raise the tip of the tongue to pronounce correctly. In the face of this phenomenon, bite and fingering can be used for training. The specific method is to extend the index finger into the mouth, against the back of the tip of the tongue, and then gently bite the first joint of the index finger, and then let the students according to the teacher's demonstration pronunciation, imitation practice. When using this method for teaching, teachers should remind students to do a good job of cleaning in advance to avoid the entrance of bacteria.

zh组声母作为翘舌音声母，在发音过程中，有些学习者舌尖很难上翘，发出正确读音。面对这种现象，可以采用咬指法进行训练。具体方法是将食指伸入口中，顶住舌尖背部，然后用牙轻轻咬住食指的第一关节处，然后让学生根据教师的示范发音，进行模仿练习。采用此方法进行教学时，教师应提醒学生提前做好清洁工作，避免细菌入口。