A Study On Thai Students’ Acquisition Of Chinese Definite Middle Structure From The Perspective Of Language Contrast

The fixed middle structure of Chinese is one of the important grammatical points of modern Chinese.It is used very frequently in daily communication.The field of Chinese grammar has been very in-depth research on the ontology,but there are still few research results on the fixed middle structure in international Chinese teaching.Combining my teaching practice in Thailand,the author analyzes and studies the errors of Thai students in acquiring the Chinese central structure from the perspective of the comparison of Chinese and Thai languages,and puts forward corresponding teaching suggestions.This article mainly uses the research methods of questionnaire survey,comparative analysis,and error analysis to carry out related research on the fixed middle structure in Chinese and Thai.The first chapter mainly introduces the reasons for the topic selection of this article,and studies the current situation of the definite middle structure from the perspectives of Chinese ontology,Thai grammar and international Chinese teaching.The second chapter mainly examines the similarities and differences of the Chinese and Thai definitive structures,and concludes that the common points of the Chinese and Thai definitive structures are: the attributives are roughly the same as the components;the attributives and the head are similar in semantic relationship;the hidden laws of the markers overlap;The main word order of multiple attributives is similar.The main differences are as follows: the attributive and the head word order are opposite;there is no situation where the word "suo" structure is used as the attributive component in Thai;the Chinese attributive structure can be classified according to semantic orientation and pragmatics;the Chinese and Thai attributive structure markers are not the same One correspondence;the positions of the leading attribute words and quantifiers in Thai multiple attributives are more flexible.The third chapter mainly analyzes the designed questionnaire,and analyzes various errors in the acquisition of the Chinese definite middle structure by Thai students from three perspectives.Syntactic errors include omissions,incorrect additions,misordering,and Misuse,semantic errors include misuses between words with the same morpheme,and pragmatic errors include improper use of objects and places.The reasons for the errors in the acquisition of the middle structure of Chinese by Thai students are attributed to five reasons: negative transfer of mother tongue,negative transfer of target language,improper learning and communication strategies,immature teachers’ textbooks,and cultural and customary factors.The fourth chapter proposes teaching suggestions from both teaching and textbooks,hoping to contribute to the teaching of Thailand’s fixed middle structure.