Thai Chinese Learners Acquisition Sequence Comparison Studies

This dissertation mainly concentrates on the process of the Thai learners’acquisition of the Chinese comparative sentence. Specifically speaking, through the approaches of the implication scale sequencing, the correlation analysis and the cluster analysis, taking Thai learners from three different learning levels as samples, it studies their acquisition process of the nineteen types of Chinese comparative sentences, then divides that into stages and summarizes their acquisition orders at last. A comparative analysis between the acquisition order of Thai learners on Chinese comparative sentences and that written on the syllabus and textbooks of teaching Chinese as a foreign language is also done afterwards. Three syllabuses are easy estimated on the acquisition of the comparative sentence. In the initial stage of learning, there are some difficult sentence codes. The syllabuses didn’t consider the difficulty of sentence order comprehensively enough, and it is not the same with the acquisition pattern that this paper found. The arrangements of these textbooks on the syntax of comparative sentence are not the same. The textbooks’arrangement always too concentrated and the syntax comes out too late or too early. The teaching of comparative sentences must be matched with the cognitive level of the learners, consistent with the learners’acquisition pattern, in order to maximize the promotion of acquisition.The significance of this paper lies in that, discovers the acquisition pattern through further comparisons between Thai learners and other nations’learners, and finally divides this acquisition process into five stages. The overall characteristics drawn from those stages display a overlapping acquisition process between disparity sentence and geometric sentence, and a tendency from simplicity to complexity both structurally and lexically, i.e. learners will acquire first the simplest comparative sentence structure, next the adjective predicate sentence, then the verb predicate sentence with objects and eventually verb predicate sentence with complements as well as other disparity sentence structures.Through the introspection of the arrangement of the comparative sentences in the syllabus and textbooks of teaching Chinese as a foreign language, this paper may be hoped to exert a positive effect on the teaching of comparative sentences in Thailand.Revelation on the textbook compilation:First, the selection of textbooks on grammar items should have a choice, should focus on systematic grammar, no need to make it too perfection and fine. Second, the arrangement of the materials on comparative sentences in grammar items should from simplicity to complexity, follow the principle of gradual and orderly progress. It should be pay attention to the following aspects:1, the emergence of grammar points should proximately reflect the regular pattern of the language acquisition;2, the handing of the content of the syntax emphasis on structure and the usage is ignored;3, teaching materials should focus on the syntax reproduction;4, the handling of the amount of syntax project should be appropriate;5,the settings of teaching materials for after-school practice should be noted the structural level.Implications for teaching:teachers should be noted in the teaching process:Teachers should appropriately adjust the order of grammar teaching materials, consistent with the acquisition pattern of learners; when the language rules of comparative sentences, usage restrictions and the introduction of the pragmatic conditions are not detailed enough, teachers should be supplemented in time, compare and analyze their similarities and differences of the function and the structure of sentences, in particular, to explain the sentence locale; teachers should try to know the learner’s native language, understand the difficulties of learners and their problems, to enhance the predictability of teaching. To the learning difficulties and prone to bias, the targeted instructional design and practice should be done. Reducing the bias caused by the negative transfer of mother language; teachers should try to make up for the defects of the compilation of teaching materials, and timely feedback from the learners to know their learning difficulties, and carry out teaching according to the characteristics of the learner.