Modern Chinese For Chinese Language Teaching In Thailand, "the Study,

This paper aims at explaining the usage of "le" particle in different situations with focus on Chinese teaching in Thailand. Among all the functions of "le" particle, the author focuses on the "V + ('le') + N" structure. In this paper, the author firstly examines the grammatical usage of "le" particle and discourse factors that determine whether "le" is being used. The author then relates the usage of "le" particle with the semantic features of verbs, and then, the pragmatic feature (i.e. rhetoric function) of "le" particle. Finally, statistical analysis is employed to explain how Thai students apply "le" particle in their Chinese studies and how texts and class teachings can be better improved.The first chapter emphasizes on the grammatical use of "le" particle. Based on the data analysis, there are three situations where "le" particle cannot appear, i.e. the situation that has not yet happened, the one that has happened, and the one that has already happened but omitted "le". As is shown in this paper, the first situation happens when the phrases that convey a future tense, negation, argument or ongoing actions occur before the predicate; or when the predicate verbs occur in time structures or fill in the function of subjects, attributes or objects in the sentences. The second situation refers to constantly occurrences. As to the third situation, there are three possible occasions: the one when phrases occurring before the predicate conveys a complete or accomplished aspect; the one when the predicate verbs lead inconsistent results; headlines of news. As to the situations that can use "le" particle, the author mainly studies the occurrence of "le" in complex sentences and the interrelationship among clauses. This paper demonstrates that, in many cases, "le" occurs after verbs in every single clause, sometimes only in the last clause and sometimes only in the first clause. Meanwhile, "le" can occur in coordinate sentences and attributive clauses.The second chapter is focused on the semantic significance of "le" particle. After the study on the relationship between the semantic features of verbs and the tense and the relationship between inconsistent verbs and consistent verbs, we can find that "le" particle occurs in "accomplished and complete" aspect if the verb is inconsistent; and in "accomplished and continuous" aspect if the verb is consistent. Therefore, "le" particle can only convey "accomplishment". The conveyance of "completed accomplishment" or "ongoing accomplishment" is subject to both "le" and the semantic features of the verbs.In the third chapter, the author examines "le" particle mainly through a pragmatic perspective, and points out that, though "le" means "accomplishment", it is not required in every single accomplished situation. Whether to use "le" is not only a grammatical choice, but also a pragmatic one, as "le" is an important tool in pragmatics and rhetoric. After a careful examination of using or not using "le", the author proposes that its usage depends on different interpretations, i.e. ambiguity, emphasis, stylistic choice, individual linguistic sense, etc.The final chapter of this paper focuses on the application of usage of "le" particle in Chinese teaching and learning in Thai classrooms. Statistic analysis of Thaistudents' acquisitions of "le" shows that Thai students are used to equal "le" to [leiw35]. The underlying rule is that if the Thai sentence doesn't contain [leiw35], nor does "le" occur in the corresponding Chinese translations. Since "le" always at the end of the sentence, it has misled people that "le" particle is not important, or even not necessary at all. Therefore, Thai students tend to use "le" less frequently or using other substitutes for "le". An efficient teaching of "le" particle necessities a comparison of grammar between "le" and other Thai items, so as to prevent students from equalizing "le"particle to [lsrw35]. Another effective strategy is to show students how different sentences can be with or without "le", both semantically and pragmatically.In conclusion, effective strategies are highly needed in Thai students' acquisitions of "le" particle, i.e. Chinese-Thai comparison of grammar items, comparison between "le" usage and non-"le" usage, significance of "le" in grammatical and pragmatic situations, etc.