Problemy kitajskogo i obščego jazykoznanija. K 90 letiju S. E. Jachontova

0476271 - OÚ 2018 RIV RU eng M - Monography Chapter
Třísková, Hana
The structure of the Mandarin syllable: why, when and how to teach it.
Problemy kitajskogo i obščego jazykoznanija. K 90 letiju S. E. Jachontova. Saint Petersburg: Saint Petersburg State University, 2016 - (Kolpachkova, E.), 1-654, s. 614-652. ISBN 978-5-901724-27-9
Institutional support: RVO:68378009
Keywords : Standard Chinese * Mandarin * phonetics and phonology * teaching pronunciation * learning pronunciation * syllable structure
OECD category: Specific languages
http://www.orient.spbu.ru/books/k-90-letiyu-Yahontova/index.html#614

While learning pronunciation of the basic syllabary of Mandarin, the students mostly have to rely on imitating their teachers. The author suggests that timely explanation of Mandarin syllable structure and its functional components in the early stage of teaching Mandarin pronunciation can make Mandarin syllabary acquisition more efficient. First, two basic models of Chinese syllable structure are introduced: traditional Initial-Final model, and the modern Onset-Rime model. The latter one, adopted as a basis of the widely accepted Pinyin spelling system, is viewed as more appropriate for teaching Chinese as L2. The four traditional components at the level of segments – an initial, a medial, a main vowel and a terminal (C, G, V, X) are introduced then. Explanation of their particular articulatory properties follows. The author claims that devoting more attention to these components and drawing on the traditions of the old Chinese phonology would be highly benefitial for teaching Mandarin pronunciation (unlike the “Western” phonological approach working with the concept of vowels and consonants).
Permanent Link: http://hdl.handle.net/11104/0280463