A Syllabus Of Chinese Language Vocabulary In The Elective Courses For The Secondary School Students In Thailand

Nowadays the learning and teaching of Chinese language takes place in Thailand extensively. There are a lot of schools teaching the Chinese as elective courses, and consequently the OBEC of Thailand Education Committee provides the Chinese language in the school curriculums, However, there are many the indicators and the Chinese learning information and they are complicated which are not suitable for the given study time as elective courses.This research begins with the study of Chinese vocabulary syllabuses via many methods:a research literature study, a focus interview, a questionnaire method, and a mixture analysis method. These methods were used to explore widely and analyse the real circumstances of the Chinese elective courses in Thailand and to comparatively study of the Chinese vocabulary syllabuses and Chinese textbooks thoroughly. The statistical analysis of Chinese learning and teaching as elective courses was done simultaneously. Many theories were used to definitely create the prototype of the standards and principles of the Chinese language vocabulary syllabus in the elective courses at a secondary level in Thailand for being the basis of establishment of the vocabulary syllabuses in the elective courses at a secondary level in Thailand for the future.In the beginning, the researcher examined the problems of the learning and teaching of Chinese language in Thailand and found four major problems. Firstly, the forms of the subjects were very diverse; each school has their own form: each school has the plans and syllabuses of their own, thus the students’abilities in Chinese language were different. Secondly, the teachers’skill at teaching was not good enough because the learning and teaching of Chinese language in Thailand has taken place recently, seemed that it is in the beginning of development so the teachers need more experience. Although many schools have Chinese teacher volunteers to help but in actual fact they cannot communicate with the students directly. Thirdly, the students’interest in Chinese language was not sufficient, the result was they lacked the enthusiasm for learning. This might because they have not understood or realised the goal or the importance of learning Chinese yet so a number of students would not like to learn it. And fourthly, there were no assessment and evaluation standards in Chinese courses including in Chinese elective courses, there was no the limit of vocabulary that students had to learn and there were no the objectives of the courses. Accordingly, the teachers taught with no definite syllabuses and criteria that could not control the levels of students’ knowledge and then could not increase the students’abilities in Chinese language systematically. Overall, the many problems were probably consequences of the main problem that was having no the definite plans of learning and teaching and no the proper vocabulary syllabuses in the Chinese elective courses for Thai students. Considering these problems, this research aimed to resolve the matter by creating the Chinese vocabulary syllabus in the elective courses for the secondary school students in Thailand. This is to support the learning and teaching of Chinese vocabulary in Thailand.This research was conducted through the in-depth study of both various theories and methods including many Chinese vocabulary curriculums to get the clear understanding of the basic framework and the essentials of vocabulary curriculums making. Subsequently, the thorough analyses were done, namely the principles and methods, the hypotheses, the rules of vocabulary curriculum designs, the present situation of learning and teaching of Chinese language vocabulary, and finally, the statistical analysis of word frequency in the Chinese textbooks extensively used in Thailand. As a result, we fully appreciated of the analytical study and promptly applied and adapted to draft the Chinese vocabulary syllabus including determined the frames and goals of the Chinese curriculums in the elective courses for the secondary school students in Thailand.Furthermore, this research emphasised the importance of locality principles and the local element vocabulary, the determination of vocabulary standards both quantitative and qualitative, and also suggested the local element vocabulary to attract the attention and enhance the language abilities of the learners. In aspect of the quantity and quality of vocabulary, we needed to consider the given study time for specifying the amount of vocabulary correspondingly. For the quality of vocabulary, we needed to refer to the Chinese teaching programme of the foundation of Thailand Education Committee that give the main topic of conversations in daily life of Thai people for selecting the often used vocabulary. And finally, we wrote the Chinese vocabulary syllabus appropriately in the elective courses for the secondary school students in Thailand. The researcher strongly believed that the establishment of this Chinese vocabulary syllabus is going to be the development’s big step of high standards of the Chinese learning and teaching in Thailand. We hope that this Chinese vocabulary syllabus will promote the Chinese teaching in Thailand and enhance Thai students’skill in learning Chinese language into the desirable standards.