| Both Chinese and Thai belong to Sino-Tibetan. Between Chinese and Thai, both of them are the "S+V+O" words order. Words order has an very important role in the syntax of these two languages. The difference is that Chinese modifiers are usually set before the central words, and Thai’s are usually set after the central words. Multi-adverbial as one of the modifiers, its complex features, as well as Chinese and Thai language’s congruent relationship of the complexity, cause that multi-adverbial become one of the difficulties of the Thai students studying Chinese. This text is based on three theories:comparative analysis, error analysis, inner outline and the acquisition order hypothesis. Meanwhile,"adverbial clauses of time+other adverbial modifier" will be a discussing basis as one type of the multi-adverbial. Then the text will probe into acquisition biases of Thai students and related teaching strategies in studying Chinese multi-adverbial, by analysing, summarising and statisticing the collected linguistic data.The main content of this article are as follows:Chapter1, the thesis introduces the value and significance of it, outlines the situation of Thai students learning Chinese "multi-adverbial", and puts forward the theoretical basis and research contents, purpose and methods. Chapter2, the thesis summarizes the similarities and differences between Chinese and Thai multi-adverbial briefly, basing the view of comparative analysis, from four aspects, that is, the definition\composition\location and permutation order. The conclusion is that there are not only differences between Han and Thai, but also commons. At the same time, the thesis makes a certain explanation on Chinese multi-adverbial word order of co-occurrence, from the semantic nearby principle, local control principle and temporal sequence principle. Chapter3, the thesis introduces the purpose and object of questionnaire mainly, also questionnaire’s design and contents, and the time\step\method and process of implementation. Chapter4, the thesis analyzes materials collected at ordinary times from the contrast analysis, errors analysis this two angles. And then designs a corresponding questionnaire, concluding that the students’ errors data in learning Chinese "single-adverbial", two multi-adverbial, three multi-adverbial, four multi-adverbial and five multi-adverbial, and what more difficult the compositions are. Chapter5, the thesis analyzes and summarizes the reasons of errors which Thailand students make acquiring Chinese "multi-adverbial". Chapter6, the thesis makes corresponding teaching designs based on the author’s teaching practice, and comes up with some corresponding teaching strategies from four angles. Chapter7, the thesis summarizes the conclusion and insufficient, as well as the diligently direction in future.According to the questionnaire survey and analysis of120Thai students, the text has drawn the following conclusions:Firstly, general speaking Chinese and Thai adverbial order is contrary; Secondly, Thai students reflect an acquisition order in the process of acquisition Chinese multi-adverbial, possibly linking with students’ cognitive level, that is, the higher the level of students’ cognitive the bias rate lower, and vice versa. Thirdly, the study motivation, psychological and attitude of Thai students, have a certain impact on bias-out rate. Fourthly, Chinese multi-adverbial is extremely complex, every type of Chinese multi-adverbial has different difficulty level, also, different learning difficulty exists in various stages of learning. Fifthly, in the early stages of learning, the impact of negative transfer caused by students’ native language is more obvious, and it will be gradually reduced with the students’ Chinese proficiency improving. The students’learning of mother tongue will play a helpful role. Sixthly, teachers, teaching materials, teaching plans and teaching methods, have a certain influence in learning Chinese multi-adverbial for Thai students. |
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