随着中国国际影响力的提高，以及意大利多元语言政策的推行，汉语在意大利的语言教学中具有了越来越重要的地位。有关汉语语音习得的研究，也具有了更多的现实意义，因此本文的落脚点是意大利汉语学习者对于汉语辅音系统的习得。

本研究以8名意大利本土汉语学习者为实验对象，对汉语塞音、清擦音、塞擦音、鼻音和边音进行了研究，通过Praat进行语音的录制和提取，运用excel进行实验数据的统计,用python进行语音格局图的绘制。实验一共包含两次语音的采集，前后跨度为10个月。通过意大利人实验数据与汉语母语者数据的对比，以及意大利人前后两次实验结果的对比，可以总结出意大利学生汉语辅音习得情况及其发展路线如下：

意大利学生对于汉语塞音、鼻音和边音的习得情况较好，且习得发展路线较为稳定。意大利学生的汉语塞擦音偏误较多，但是逐步向对照组发音人接近。擦音是意大利学生习得情况最差的一组辅音，且发展路线很不稳定。

随后，本文从母语迁移、其他语言影响、教师教学因素和学生自身因素四个方面分析了意大利人汉语辅音习得情况的原因，并给出了引用声学软件，直观考察语音；中意教师合作，合理分配教学；根据习得难度，找准教学难点；采取多种途径，加强课外操练；把握学生需求，适当改进教材这5点教学策略。

从创新性来讲，有关意大利人汉语辅音习得的研究较少，因此本文丰富了汉语辅音习得的国别性研究。同时，本文丰富了汉语作为第二语言辅音习得在历时研究上的成果。此外，前人的研究成果中，教学策略很少能付诸实施，本文在10个月的教学中，对教学策略的有效性进行了验证，结合第二次语音实验的结果，对汉语教学策略进行反思和总结，为后人针对汉语辅音教学策略的研究提供了借鉴。

With the improvement of China's international influence and the implementation of Italy's multi-lingual policy, Chinese has become increasingly important in Italy. And the research on Chinese phonetic acquisition is of practical importance. Therefore, this dissertation focuses on the acquisition of Chinese consonant system by Italian Chinese learners.

This research uses Praat to record 8 Italian students’ pronunciation, serving as experimental materials. And the study includes Chinese plosives, voiceless fricatives, affricates, nasal sounds and side sounds. As for the data, excel is used to calculate the experimental data and python is used to draw acoustical pattern. This thesis includes 2 phonetic recordings, with a span of 10 months. After collecting the results of these two experiments, we compare them with the data of native Chinese speakers. We also compare these two results, trying to get the development route. And this dissertation summarizes Italian students’ Chinese consonant acquisition and its development route as follows:

Italian students' acquisition of Chinese stop, nasal and lateral is better and their acquisition routes are relatively stable. Italian students have more errors in the early acquisition of affricates, but they are gradually approaching the native speakers. Among all the consonants, Italian students acquire fricatives worst and the development route is very unstable. Besides, based on the development route of consonant acquisition, the effectiveness of the teaching strategy is tested. Finally, this thesis analyzes the internal and external reasons of Italians’ Chinese phonetic acquisition from four aspects: mother tongue transfer, the influence of other languages, Chinese teacher’s teaching factors, and students’ own factors. At last, this thesis offers 5 ways for Chinese teaching, which are using acoustic software and showing intuitive features, strengthening the cooperation between teachers from both countries and assigning teaching tasks properly, finding difficulties of phonetics learning based on degrees of acquisition, taking multiple approaches and assigning extracurricular exercises as well as understanding the needs of students and appropriately improving learning materials.

In terms of innovation, there are only few studies on Italians’ Chinese acquisition, so this article has enriched the country-specific research on Chinese consonant acquisition. Also, this article enriches the diachronic research of Chinese acquisition as a second language. In addition, the teaching strategies are rarely implemented in previous researches. But this study verifies the effectiveness of teaching strategies in 10 months. With the second experimental results, this thesis reflects and summarizes Chinese teaching strategies, which provides a reference for future study on consonant teaching.