Analysis On Thai Students Acquisition Of Verb-Object Structure Of Disyllabic V+Disyllabic N Collocation

There are159disyllabic verbs in the first class words of <Chinese Characters Outline for HSK>. Those159disyllabic verbs are classified as highfrequent first class disyllabic V and low frequency first class disyllabic V.From the perspective of whether followed by object, and with what type, cat-egorize them. Among them, the number of disyllabic verbs can followed by object is103, but in practical application of Thai students only have82.Among those103disyllabic verbs that can go into verb-object structure of ’disyllabic V+disyllabic N’,22disyllabic verbs cannot into, but the other81disyllabic verbs can. In those81disyllabic verbs that can into structure,31disyllabic verbs occur errors,51disyllabic verbs don’t occur. According to the probability of errors, we find that:(1)Language transfer,including interlingual transfer and intralingualtransfer, intralingual transfer include incomplete acquisition and overgeneralization.(2)Type of language knowledge of target language,including usage frequency, non-specialization of terms and complex degree ofidioms.(3)Learning strategy, including avoidance,by means of mother tongue or English and excessive depend on learning tools.We analyze the factors of outputting ’disyllabic V+disyllabic N’ of students. One is linguistic structure, including Chinese prosodic structure, ambiguity word of disyllabic V. One is output situation of students. Aiming at the acquisition situation of ’disyllabic V+disyllabic N’ of Thai students, weconsider that we should teaching on the basis of law and characteristic of verb-object structure of ’disyllabicV+disyllabicN’,expand comprehensible input and reduce interference of mother tongue.