The Acquisition And Teaching Research Of Chinese Difficult Sentence Pattern For College Students In Thailand

With China being the economic powerhouse and one of the most powerful countries in the world, study of Chinese language and culture are of high demand in the non-natives. Thailand had been in relations with China since ancient time. At present, Chinese language is either compulsory or elective taught course at both private and public schools in Thailand.At undergraduate level and above, Chinese language taught courses in Thailand are focused on grammar and structures, but many students were found lacking interest in the grammatical structure aspect of Chinese language and tended to pay attention more on conversations and spoken language. This resulted in grammatical mistakes in communication, particularly in Chinese special verb sentences. Although special verb predicate sentences are not often used, it is an indispensable part in sentence construction of Chinese grammar nevertheless. To investigate the understanding of Chinese special sentence in Chinese-learning Thai students, this study analyses three terms of Chinese special sentences:"shi (是)……de (的) ", "ba... (把) " and " jianyu (兼 语)"From the survey sample of 103 students from Khon Kaen University, Eastern Asia University, Silpakorn University, Thammasat University and Rajamangala University of Technology Rattanakosin, three most frequently stated issues in studying three Chinese special sentences had emerged from the results. (1) Students could not grasp the accurate grammatical meaning in the expression due to the flexible structure of these three sentences. (2) Students could not apply their usage rules and semantics correctly in practical application.(3) Chinese grammar does not correspond with that of Thai which is the students’first language. According to given issues, this research uses the theory of second language acquisition, through error analysis and comparative analysis by comparing the Chinese three special sentences and correspondence structure to Chinese and Thai languages in syntactic, semantic and pragmatic perspectives. The characteristics and causes of errors that generated from the three types of special Chinese sentences were then summed up. Afterward Chinese and Thai textbooks were compared to explore the factors that affect students’learning and deficiency, and eventually develop teaching strategies.By using“是……的”to make the sentences of the survey results, in order from the difficult to easy shows that:concerning with "Time"(他是五点半出去的)；concerning with make a sentence style(他是坐飞机回去的);concerning with "accompany" verbs(他是跟朋友去北京的)；concerning with the place(他是跟朋友去北京的)；concerning with the passive(书不是他拿走的), consequently. Additionally, in order from the difficult of using“把”make the sentences to easy demonstrates that S把N+V +complement(你快把妈妈急死了)；S把N+AV (A= verb of sub-subject)(他经常把垃圾乱扔)；S把N+V+verb of complement words(他把�'�又数了一遍,才交给了人家)；S把N+V+results of complement(他把这两本书读完了)；S把N+V+direction complement(他把狗带进餐厅去)；S把N1+V到+N2(麻烦你把这封信寄到我家)；S把N+V+time words of complement(小李把我的书拿走了三天)；S把N1+V+N2(我把那篇文章翻译成汉语)；S把N+V了/着(别走,你先把这本书拿着)；S把N+V+the condition of complement(同屋把屋里收·拾的干干净净的)；S把N1+V给+N2(我把作业交给老师了)；S把N+V(了)V(小明把黑板擦了擦)；S把N1+V在+N2(他把车停在路边了),consequently. Moreover, in order using phrase from difficult to easy will be examined that:using the verb word of“是”(是这句话感动了我)；using the word of "sense"(我喜欢他老实)；using the word of "command"(爸爸叫你去吃饭)；using the word of“有”(今天有记者来采访)；using the word of appellation(他骂我是骗子), subsequently.The main errors of the"shi(是)……de(的)”sentence which is avoid to use about 68.78%; gaps and omissions "de(的)"is 17.36% and the wrong word order is“是(shi) "7.85%. The main errors of the "ba"(把)sentence which is avoid to use is 68.99%; After missing the corresponding predicate verb is 9.93%; Preposition in the complement of the premises is 7.63%。The main errors of the jianyu(兼语)sentence, "V2" complement error generation is 24.87%.The wrong generation of "V2" is 20.11%; avoid to use is 14.28%.Our investigation revealed the weaknesses of the three types of special Chinese sentence teaching in Thailand at undergraduate-level and above. Thai teachers tend to focus on structures over the practical uses, allowing students to understand the structure but not necessarily be able to use the knowledges on their own in real life. It could be concluded that the current teaching is insufficient.Based on error analysis and teaching experiment, this research proposes that the teaching of three-sentence teaching should be taught step by step according to the language’s rules and different levels of learning difficulty. The hierarchical teaching methods concentrate on the structure of the three types of special sentences three in both structural and practical areas. As it the subject is difficult to Thai students, according to them, comparison and situational methods should be integrated in the teaching to help students understand and master the structural and practical features of the three types of Chinese special sentences. Creative grammar exercises and colorful classroom activities can encourage and spark students’ enthusiasm in learning three types of sentences.