Primary School Students Learning Chinese In The Chinese Schools In Thailand Coordinating Conjunction Bias Study

The subject Error Analysis on Thai Students of Primary and Middle Chinese School in Thailand to Learn Chinese Coordinate Conjunctions has both theoretical and applied significance and value. It can not only deepen the theory of Chinese coordinate conjunctions and teaching Chinese as a foreign language theory but also help the teaching of Chinese language teachers in Thailand, provide reference to Chinese teaching materials editing for Thai students and give guidance to Thai students learning Chinese.Based on contrastive analysis theory, error analysis theory and the interlanguage theory, we use research methods of contrastive analysis and survey, and the statistical methods of relevant analysis, descriptive analysis, independent samples T test, analysis of variance and other statistical methods to analyze and discuss the error phenomenon occurred in the course of Chinese coordinate conjunctions learning of fifty Thai students at Wutthiwitthaya school in Chonburi, explain the causes of error and give suggestions for teaching Chinese coordinate conjunction to Thai students.Contrastive studies have shown that Thai coordinate conjunction (?) has much more meanings,richer semantic relationship and much more comprehensive grammatical function than the corresponding Chinese coordinate conjunctions.Usage is basically identical during connecting nominal parts such as noun, pronoun, noun phrase, but shows difference in connecting predicate components such as verbs, verb phrases, adjectives and adjectives phrases, Their differences are as follows,Thai coordinate conjunction (?) shows much fewer restricts than the corresponding Chinese coordinate conjunctions. In addition, Thai coordinate conjunction (?) can link the clause and the sentence, which is grammar nature that the majority of Chinese coordinate conjunctions do not have.Questionnaire survey demonstrates that the error phenomenon occurred in the course of Chinese coordinate conjunctions learning of Thai students in primary and middle Chinese school is consistent with the interlanguage theory, that is, the rate of errors reduces with the improvement of language learning. Firstly, we analyze the effect of five background factors of sample students on the rate of errors on the whole and find that,Age, Grade, Time to learn the Chinese language has a significant influence on the rate of errors, Gender, Foreign citizen of Chinese origin or not do not have notable significance on statistics. Secondly, we analyze concretely independent coordinate conjunctionsand conjunctive coordinate conjunctions,and the results are as follows, first,independent coordinate conjunctions'errors focus on connectivity function, as well as coordinate structure' syntactic function,which are manifested as error increases, misuse and the wrong sequence, especially he.In error statistics of coordinate structure'syntactic function which connecting predicate components, the initial stage and intermediate stage of the students have more errors in coordinate structure's referential function, while advanced stage has a high rate of errors in the asserting function. On individual study of hé, the initial stage and advanced stage show the same trend in error rate with the overall,that is, the verb (phrase)> adjective (phrase)> clause, sentence> noun (phrase),pronoun. In the intermediate stage,the adjective (phrase)'s error rate is slightly higher than the verb (phrase).second,conjunctive coordinate conjunctions' error rate is lower than the independent coordinate conjunctions from the overall. Five types'error rate, on the whole, are as follows, misuse>wrong sequence> missing>error increases>wrong collocation. During the study in the classification, except for error rate of the missing, the advanced stage is higher than the intermediate stage,other types'error rate decreases as the increase of learning time.For the causes of error, we primarily analyze from four aspects, the learners, teachers, teaching materials and language environment. Learners are affected by the mother tongue negative migration and limited knowledge of the target language, using learning strategies and communication strategies such as the wrong Infer, incomplete the rules of the application, ignoring the rules of co-occurrence restrictions, simplifying rules of the system and avoidance and so on.In addition, we also explain the formation of error from the perspective of cognitive psychology,including srudents'learning attitude, self-evaluationof Chinese level, the age characteristics of groups, universal grammer theory and natural factors degree theory. In external factors, the roles of teachers, teaching materials, as well as the language environment are also very obvious, which show the causes of error of Chinese coordinate conjunctions are the result of a multiple work.In the end, we give suggestions for teaching Chinese coordinate conjunction to Thai students mainly from the perspective of teaching method and teaching materials.that is, the overall teaching staff optimized, teachers'teaching level should be improved, teaching materials should be prepared to increase contrastive grammer between Chinese coordinate conjunction and Thai coordinate conjunction, coordinate conjunction grammer should be set proper, notes and explaination should be integral and accurate, practice should be targeted and representative,.All of these will provide detailed information for coordinate conjunction teaching and promote harmonious development of teaching Chinese to Thai students.