Thai Students Of Chinese Muiti-modifier Bias Analysis

Chinese and Thai belong to the Sino-Tibetan language family, from the language morphological point of view, they are all isolated language, or that do not have a lack of morphological markers and morphological changes of the word, are S+V+O word order, syntactic structure, is rely on word order, function words and other means to express grammatical relationships between words or other grammatical role, so the order in word order plays an important role in the syntax.But unlike the Chinese and Thai modifiers (attributive and adverbial) arranged in the order in word order is not quite the same. Modifiers modified ingredients in Chinese language center front, and Thai qualifier but it modifies center on language behind. So Thai students in learning Chinese language modifiers, are often biased, especially multi-attributive and adverbial, is one of their difficulty in learning Chinese. In this paper, the method of questionnaire Thai students studying multi-attribute and multi-adverbial conducted a survey questionnaire statistics and analysis on the basis of this survey, summarized the Thai students in learning Chinese multi-attribute and multi-layered terms of the type of language errors occur, the statistics of the various types of bias error rate, error rate, and finally Causes of errors, made a number of Thai students in line with the actual teaching strategies.Thesis consists of five chapters are discussed: The first chapter, Introduction. Introduced to define and compare the background and significance of word order, basic research, ideas, design and survey findings, Chinese, Thai multi-attribute and multi-adverbial.The second chapter, multi-attribute bias type. In the survey statistics derived bias sentence of the corpus, respectively, of the two attributive, three attributive bias occurs classified and analyzed.The third chapter,multi-adverbial bias type. In the survey statistics derived bias sentence of the corpus, respectively, of the two adverbial adverbial three errors arise classified and analyzed.The fourth chapter, causes errors. Negative migration, interference limited knowledge of the target language, school or communicative attitude, teaching methods and teacher perspectives be starting from native bias causes.The fifth chapter, teaching Strategy. As comparison approach, expansion approach, a reasonable choice of teaching materials and other aspects of the policy.