Survey and Analysis of Chinese Consonant Learning among Hungarian Learners: A Perspective from Self-Assessment and Auditory Discrimination

Abstract

This article aims to explore the difficulties that Hungarian learners may encounter in learning the pronunciation of Chinese consonants from the perspectives of self-assessment and auditory discrimination. Firstly, based on the comparison of Chinese and Hungarian by Dr Ye Qiuyue, we boldly speculate that Hungarian learners may face challenges in learning the pronunciation of Chinese consonants. Secondly, through learners’ self-tests and auditory discrimination, we identify relatively challenging pronunciations. Building on these difficulties, a teacher survey is conducted to compare learners’ self-awareness with objective facts, thereby evaluating their performance in recognising Mandarin consonants. Finally, by combining the results of self-tests, auditory discrimination, and teacher surveys, we substantiate our previous assumptions. Through in-depth analysis, we confirm that the consonants j[tɕ], q[tɕʻ], x[ɕ], k[kʻ], h[x], c[tsʻ], zh[ʈʂ], ch[tʂʻ], sh[ʂ], and sh may pose higher difficulties for learners during the learning process.