Error Analysis Of Thai Students’ Chinese Interrogative Sentence Learning

With the purpose of improving the teaching methods and effects of teachingChinese as a foreign language, this paper takes Thai students’ acquisition ofChinese interrogative sentences as the research object, which will be analyzedfrom the perspective of error analysis. Through the analysis of questionnaire, theerrors made by Thai students will be collected to find out the error laws of Thaistudents’ acquisition of Chinese interrogative sentences. This paper argues thatlearning abilities and habits have a big impact on the students’ Chineseinterrogative sentence learning, for example, different effects exist among thestudents in different learning environments and those in the same learningenvironments but different grade. According to the degree of the error frequencyfrom high to low, Chinese interrogative sentences are: wh-questions,affirmative-negative questions, alternative questions, yes-no questions. And fivebias types from high to low are: overrepresentation, ill-ordering, omission,confusion and addition. The main reasons for errors are transfer of mother tongue,the generalization of target language, learning attitudes and learning environments,misleading of teaching. With regard to the reasons of the error, this paper will putforward some suggestions for the teaching of Thai students’ Chinese interogativesfrom the following aspects, including the comparsion of the interogative structuresof Chinese and Thai, the comparison of different structures, how to arousestudents’ learning interests and handle teaching materials.