The Research And Analysis On Pragmatic Errors Of Thai Students In Chinese Learning

Chinese is one of the working languages of the United Nations. There are a many people learning Chinese now. People who learn Chinese hold an important key to the future of the world. As "Chinese fever" whips up a Chinese learning craze, more and more people around the world want to learn it. At present, schools that have opened Chinese classes in Thailand have reached more than3000, making the number of students learning Chinese grow to about800,000. This growing popularity of "Chinese fever" in Thailand, and the popularization of Chinese language has exposed many problems and pragmatic errors suffered specifically by Thai students, hat do not seem to effect other nationalities.I have the honor of being dispatched by’Hanban’as a member of the "Thailand Chinese volunteer teachers" for a period of10months, to teach directly to Thai students of all levels and use this opportunity to collect data for analysis by way of questionnaires and personal observation, aimed at identifying existing problems and pragmatic errors thus improving the teaching techniques towards Thai Chinese major students in middle school education.Language pragmatic failure can be divided into pragma-linguistic failure and socio-pragmatic failure. Pragma linguistic failure form these four aspects respectively: The voice, vocabulary, grammar and rhetoric. Voice stress problems:-Students seem unable to identify and reproduce accurately the stress on certain words. Lexical aspects of personal pronoun problems:-Students seem unable to articulate pronouns especially personal pronouns and demonstrative pronouns. Native formula grammar, directly applied to Chinese:-Thai students show a tendency to use Thai grammar to form Chinese sentences. Rhetoric of idioms and idiomatic use of bias:-Students fail to identify or recognize Chinese idioms, they tend to take a literal translation as opposed to an interpretation. Social-pragmatic aspect failure:-students fail to distinguish between real and none real invitations and so on.My survey analysis also shows that errors occur from internal cause and external cause, for each cause that I analyze three reasons. And so I put forward the following suggestions, including two aspects:one is about teaching materials; the other one is about teaching abilities. For teaching materials, first, associate knowledge in books with daily life; second, learning and review must be united; third, strengthen the Chinese interests. For teaching skills, following are three suggestions:strengthen the China cultural infiltration and daily training of pragmatic competence, improving teachers’ teaching skills and the ability to select suitable Thai, and targeted materials etc..