A Study On The Syntactic Errors Of Chinese Students' Writing In Thailand And Teaching Strategies

During teaching Chinese as a second language, the writing is an important link, which can reflect the learner’s ability to comprehensively use Chinese, but even for the students with middle and high level of Chinese, the sentences might still be not fluent in their writing. With the Thai students from Department of Chinese Language as the research object, guided by the objective and principle of writing course of Chinese as a second language, by combining the error analysis theory, this paper has used the investigation method and analysis method to summarize and analyze the syntax errors made by the Thai students in their compositions. The causes for these syntax errors are analyzed on the four aspects of the negative transfer from mother tongue, the knowledge negative transfer from target language, the learning strategy and the mental state during writing. Then, from the perspective of writing classroom teaching, the analysis of actual teaching cases is combined to propose various strategies such as selecting the error phenomena, reproducing the key sentence pattern, selecting the model essay, setting specific writing tasks and combining with other Chinese courses. It is intended to reducing the syntax errors in the students’ essays by improving the writing classroom teaching.