| With the improvement of China international status,Chinese has become more and more important in the world.Many countries have adopted Chinese as a compulsory course,including Thailand,where“Chinese fever” has been rising for more than a decade.In the author's ten-month Thai teaching,it was found that Thai students have a higher frequency of using Chinese negative adverb “no”,but because Thai and Chinese negative adverbs do not have a one-to-one correspondence,they cannot accurately grasp the characteristics of “no”.It is prone to errors during use.In order to enable students to better grasp and use the Chinese negative adverb "no",the author took Thai students as the research object,investigated the students' bias of using "no",summed up the causes of errors and gave corresponding teaching suggestions.This article first analyzes the usage and semantics of the negative adverb "no",and compares the similarities and differences between "no" and other negative adverbs in the HSK syllabus,and the corresponding relationship with the negative adverbs in Thai,further sums up the characteristics of "no",and then passes the questionnaire.A survey of Thai students' negative adverbs in the use of “no” in Chinese students was conducted.The types of errors that occurred when using “no” were summed up:mixed use of “no” and other negative adverbs,wrong order of “no”,and “no”.Redundancy,omission and avoidance of "no".Then from the complexity of Chinese itself,the negative transfer of mother tongue,the factors of teachers and teaching materials,and the personal factors of learners,the causes of these errors were summarized.Based on this,the teaching design theory was combined with practical teaching experience to design A set of teaching programs for the negative adverb "no" for students of intermediate and advanced level who need to attend the Chinese college entrance examination in Thailand,and to perfect it through teaching practice,with a view to helping the negative adverb "no" teaching. |
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