Error Analysis Of Word Order By Thai Students On Chinese Multiple Attributes

At present,there are many researches on the ontology of Chinese attributives,but few on the error analysis of multiple word order,and some studies have not been specific to target countries.This paper studies the errors of Thai learners' Chinese attributive factors by means of literature research,comparative analysis and error analysis.The comparative analysis finds the same characteristics and personality differences in the word order of the two languages.The common features are mainly in the whole word order of the multiple attributives,the two languages are roughly inverses of one another.The personality difference is mainly reflected in the reverse order of the attribute-center order,as for the progressively increased attributes,the position of the Thai words,including common words,the quantifier phrase,the subject-predicate phrase,the verbs and the adjectives indicating subordinative relationship,are more flexible than Chinese.The paper predicts the learners' difficulty in learning-mainly the overall sequencing of the progressively increased attributes in the two languages,and the second is some special cases,especially the position of words indicating subordinative relationship.This paper analyzes 374 Thai students' writing in the HSK dynamic composition corpus and the composition of 60 Thai students collected during the teaching process.The errors are divided into four types,Omission,Addition,Overrepresentation and Misordering.It is concluded that it's relatively uncommon for the Thai students to put all the multiple attributives after the center word,in most cases,they misordered the center word and some attributives.As for the progressively increased attributes,misordering of following types appears most-the quantifier phrases,the words indicating subordinative relationship and scope,the attributives indicating property when matched with other words.The causes are the negative transfer of mother tongue,the generalization of target language,the complexity of Chinese language and the communication strategies,and the first factor is the main source.This paper puts forward with some suggestions from three aspects:teaching material compilation,classroom teaching and learners.The attributives in the textbook should be demonstrated step by step.Two items and three items should be the mainstream of examples for the progressively increased attributes.The teachers should use professional grammar vocabulary less,turn to individualized teaching,teach only the essential and assure plenty of practice.The learners should practice more after class,try not to apply the evasion strategy.It is hoped that the article can provide some reference for the teaching of Chinese multiple attributive in Chinese as a second language.