A Error Study Of “Neng(能)”,“Hui(会)”,“Keyi(可以)”for Thai Students

Modal verbs in modern Chinese are a kind of words expressing modal meaning.Like psychological verbs and trend verbs,they do not express real action meaning,but are subordinate to verbs.Because of its complexity and particularity,modal verbs have been the focus of many scholars.In second language teaching,modal verbs are also the focus and difficulty of teaching.For non-Chinese learners whose mother tongue is non-Chinese,modal verbs in modern Chinese are also difficult to master.This paper chooses the typical modal verb "Neng,Hui,Keyi" as the breakthrough point to understand the situation of Thai middle school students’ acquisition of modal verb "Neng,Hui,Keyi" from the perspective of error analysis.This paper analyses the causes of the errors and puts forward feasible teaching suggestions based on teaching practice.This paper is divided into four parts.The main contents of each part are as follows:The first part is the introduction,which introduces the reason,significance,research object and research method of this paper.It mainly analyses the research status of modal verbs,summarizes the relevant research on modal problems,and focuses on the related literature research of modal verbs "Neng,Hui,Keyi".The second part focuses on the semantic,syntactic and pragmatic studies of modal verbs "Neng,Hui,Keyi".On the basis of summing up the previous research results and using the related research of modality,the modal meaning of modal verb "Neng,Hui,Keyi" is divided into cognitive modal meaning,moral modal meaning and dynamic modal meaning;in the aspect of syntactic research,the syntactic features of "Neng,Hui and Keyi" are investigated intuitively with examples;and in the aspect of pragmatic research,from the perspective of language users,the analysis is made.Pragmatic features of "Neng,Hui and Keyi".The main content of the third part is the error investigation of modal verb "Neng,Hui,Keyi".Through the questionnaire,the corpus is collected,the data is collected,and the questionnairesituation is displayed intuitively and clearly in the form of tables.The collected data were analyzed and classified.The main content of the fourth part is the analysis of the causes of the errors.According to the types of errors analyzed in the previous chapter,the reasons for the errors are analyzed from the aspects of student learning and teacher teaching.From the perspective of teaching practice,according to the causes of bias,the author puts forward appropriate teaching suggestions from three aspects: teacher teaching,textbook writing and student learning.