1 Introduction

Phonographic characters are composed of phonetic and phonetic components, with phonetic components measuring their phonetic function. Early research focused on the classification of phonetic characters based on phonological and tonal features, but there is controversy over the analysis of the phonetic function of phonetic components. Most studies equate the effects of sound, rhyme, and tone, while some scholars adjust the weight assignment, but lack empirical research based on auditory perception. The difference in auditory perception of consonants and vowels is crucial for setting standards for phonetic accuracy. In Chinese Pinyin, consonants and vowels do not fully correspond to consonants and vowels, and the influence of consonant endings needs to be considered. Accurately grasping the differences in the phonetic function of vowels and establishing reasonable standards for phonetic expression is of great significance. Previous studies have explored speech perception and syllable discrimination through experimental methods, but the differences in auditory perception of Chinese vowels require specialized research. Conducting experiments on the recognition of vowel sounds and quantifying the phonetic function of phonetic cues can help establish more accurate phonetic standards and fully utilize the phonetic function of phonetic cues.

2 Experimental Design

This article introduces the experimental design of the research on the standard of phonetic pitch based on the listening sensation experiment of Chinese and foreign students. The experimental subjects included 20 Chinese participants and 20 foreign participants, all of whom were right-handed individuals with normal hearing and no visual impairments. There are 35 groups of experimental materials, each consisting of 3 syllables, including 1 reference syllable and 2 comparison syllables. Design based on the 35 vowels of Mandarin Chinese, excluding the four vowels of ê, - i [ɿ], - i [ʅ], and er. Comparing syllables, one with the same initial consonant but different from the reference syllable, and the other with the same initial consonant but different from the reference syllable, with the same tone as the reference syllable. Download the experimental audio materials from Handian.com and create two sets of experimental materials with different playback orders to balance the order effect. The experiment was programmed using E-Prime software, and participants judged the similarity between the compared syllable and the reference syllable by pressing a button. The experimental procedure includes volume adjustment, guidance, practice sessions, and formal testing, with a total of 20 judgments. There are prompt sounds and intervals between the reference syllable and the comparison syllable.

3 Results and Analysis

The independent sample t-test was used to analyze the differences in tendency between Chinese and foreign participants in the selection of same vowel and same vowel syllables in auditory perception experiments. The results showed that both groups of participants believed that syllables with the same vowel sound were closer to the original syllable in terms of auditory perception, and this difference was statistically significant. Chinese participants are more inclined to believe that syllables with the same vowel sound have smaller differences in auditory perception, showing a stronger tendency. The chi square test further confirms that there are significant differences in auditory perception choices among students with different native language backgrounds.

4 Discussion and Inspiration

The experimental results show that there is consistency in the perception of vowel similarity between Chinese and foreign students, who tend to choose syllables with the same vowel as the reference syllable. This may be related to the structure of Chinese syllables, learning order, the general advantage of vowels in different languages, and the influence of sequence memory. Chinese students, due to their higher proficiency in Chinese, are more sensitive to auditory similarity of syllables with the same vowel, while foreign students rely more on intuition. Based on the experimental results, it is recommended to adjust the phonetic standard and distinguish the different roles of consonants and vowels, in order to more accurately reflect the similarity between phonetic characters and their consonants. In teaching, classification teaching can be carried out based on the phonetic degree of phonetic characters, with priority given to teaching Chinese characters with high phonetic degrees, and the use of character family teaching methods to help students establish connections between phonetic characters. At the same time, cultivate students' awareness of using phonetic clues to learn phonetic characters, and improve the efficiency of Chinese character learning. For foreign students, it is also necessary to cultivate their awareness of Chinese character orthography, help them understand the relationship between phonetic and whole character pronunciations, and deepen their understanding of ideographic characters.

5 Conclusion

Experimental results have shown that syllables with the same initial consonant sound are more similar in auditory perception than those with the same initial consonant sound, and the initial consonant sound plays a greater role in the phonetic effect of the adjacent consonants. The standard for phonetic degree of phonetic characters should reflect the importance of vowels, and syllables with the same vowel sound should be given higher scores as they sound closer to the consonant. The experimental results can refine and quantify the phonetic function of vowels, providing a reference for linguists and dialectologists to analyze phoneme systems.