Teaching Research Of Chinese Noun-classifiersfor Thai Students

The classifier is one of the hardest parts of speech for Thai students learning Chinese language, so it is important to study Chinese classifers teaching method for Thai students. This research article analysis from four aspects which are big challenge for Thai students of Chinese as a second language.The main research work and conclusions are as follows:Ⅰ. A comparative analysis was carried out from the terms of source, type, semantic and syntactic structure for Chinese and Thai noun-classifers. The result shows that there is more similarities than differences between Chinese and Thai in terms of classifiers.Firstly, the types of classifiers are similar, the biggest difference is reflected in that there is a composite classifier in Chineseand a reflexive classifier in Thail. Secondly, the semantics of classifiersis greatly influenced by culture and cognition, so the difference is more complex. Thirdly, about the syntax and structure of classifiers, there are different basic word order, the syntactic structure of Thai is more complicated than Chinese.Ⅱ.The analysis offrequency distribution characteristics Chinese classifiers is proposed based on Modern Chinese Balance Corpus Supported by the State Language Commission. The block statistical method of the frequency was used to divide the Chinese classifier teaching into four learning stages, such as theprimary, the intermediate, the advanced and thesuper advanced, whose classifiers are respectively covering Corpus range from 0 to 50%, 50% to 75%, 75% to 90%, above 90%. It is carried out that statistical analysis of commonly classifiers in the HSK test outline and Chinese foreign materialsabout the appearing order and learning stages. Comparision with the proposed four grades in total number and learning task for each stages, the learning task for each stages is unreasonable in Chinese foreign materials in this paper.III.Through analyzing of Thai students wrong sentences corpus of written or verbal expression, six categories typical errors were found,such as overboard using of semantics, incorrect using of classifers, reuse of classifiers, sequence error of classifiers, omission classifiers, mistakenly adding a classifier. The basic grammatical structures and cognitive features of Chinese classifiers need pay more attention for primary learners and intermediate learners in teaching practice. While the advanced learners usually make a mistake of reuse or unnecessary using a classifier. So the grammar concept of classifiers teaching should be strengthened for the primary and intermediate learners, and the teaching of classifier rules should be systematic told to the advanced learners.Ⅳ. Combined with the acquisition bias characteristics and the usage frequency of classifiers, the classifiers teaching should be carried out hierarchically by plain language and adequate example sentences. In each learning stage, the teaching of universal grammar rules should be strengthen. Hybird teaching methods is worthy of attention and attempt. This paper summarizes the applicable classifiers teaching methods, such as enumeration teaching, error analysis teaching, similar classifiers teaching, semantic cognitive teaching, hierarchical teaching, and multimedia teaching. Based on the teaching practice, analysis of the differences between the traditional text teaching method and multimedia teaching method was carried out by controlled trials of teaching practice. The results of tests before experiment and tests after experiment were analyzed by statistical method,the t-test justify that the multimedia teaching is better than traditional text teaching in our practice.