Error Analysis And Teaching Suggestions Of Thai Intermediate Level Students In Learning Chinese "Gei"?"Shi"?"Rang" Sentences

"Gei", "Shi" and "Rang" sentences are difficult sentence patterns for Thai students who are learning Chinese, especially for primary and intermediate level students. The reasons is that "Gei", "Shi" and "Rang" have very similar semantic meaning and complex usage, which Thai students often misuse during the acquisition process. In this thesis, the writer expects to do the survey aimed at Thailand Kosolphattharawit School students, in order to understand the mistakes which are done by the Thai students when using "Gei", "Shi" and "Rang" sentences and their reasons. Thruogh analyzing the survey results, the writer also expects to find out appropriate teaching and learning strategies.The main reseach method of this thesis is questionnaire and testing method. The questionnaire is based on selecting questions, word ordering questions, true or false questions and translating questions from Thai to Chinese with the purpose is to analyze how Thai students use "Gei", "Shi" and "Rang" in sentences, and probe the influence of the mistakes in using "Gei", "Shi" and "Rang" sentences. Forty students of Chinese major in Kosolphattharawit School were subjected in this survey.This study found that: 1) The errors of Thai students using "Gei", "Shi" and "Rang" sentences and they can be divided as follows: errors of position in the structure, misuse errors, omission errors and miss adding errors. Among them most visible error is the error of position in the structure. Because the Thai students are influenced with Thai grammar structure. 2) The causes of errors of Thai learners using "Gei", "Shi" and "Rang" sentence can be mainly divided as follows: the negative transfer of mother tongue, the over generalization of the target language, the improper teaching strategies and reasons of students themselves. The cause of negative transfer of mother tongue has a great impact on Thai learners because they are accustomed to use Thai grammar structures when giving guidelines.Based on the above analysis, the writer proposed some suggestions on Chinese teaching as a second language. For example, teacher should be able to distinguish clearly a preposition and a verb, moreover difference in practical usage, semantic meaning and usage of "Gei", "Shi" and "Rang" words. The writer expects this analysis will be able to improve the learning efficiency of Thai students and to develop the Chinese education for foreign students.