The focus of Chinese phonetics teaching


  • Maurice Pilleux


students ; Tuoma ; final vowel ; phonetic symbol ;


Because Chinese characters are difficult to read, recognize, and memorize, when I start teaching foreign students to learn Chinese phonetics, I always use a phonetic symbol. In 1950, when the work of teaching Chinese as a foreign language was in its infancy, we used Wade's phonetic symbols. At that time, the main consideration was that Chengtoma's phonetic symbols were easier for foreign students to accept than phonetic symbols. Through teaching practice, I feel that the use of Wade's phonetic symbols has two major shortcomings: the first is the flaws in the phonetic symbols themselves, as Comrade Wu Yuzhang said: "His (Wade's) plan uses six expiratory symbols, and there are some other Other symbols are very inconvenient. In practice, these symbols are often omitted, so that the four completely different sounds of Zhu, Chu, Ju, and Qu are all spelled out." Second, the phonetic symbols were more commonly used in our society at that time. General popular books and reference books



How to Cite

Maurice Pilleux. (2021). The focus of Chinese phonetics teaching. Onomázein, 1–44. Retrieved from