| This paper, base on the teaching practice in Thailand, has a study on Thai secondary students'acquisition of Chinese interrogative sentences. Firstly, on the basis of investigation of three teaching syllabuses and two grammar reference books in assorting interrogative sentences, the appearance order and proportion of interrogative sentences in current Chinese textbooks of Thai secondary schools are worked out. Secondly, questionnaire survey, descriptive statistics and error analysis are adopted to investigate the students'acquisition of Chinese interrogative sentences in different phases. Finally, teaching countermeasures of Chinese interrogative sentences are put forward from three aspects:teaching design, teaching approach and consolidating exercise. The results are listed as follows:According to the acquisition difficulty from easy to difficult, the acquisition sequence is yes-no questions, affirmative-negative questions, wh-questions, alternative questions. From high using frequency to low using frequency, the sequence is wh-questions, yes-no questions, affirmative-negative questions, alternative questions.Learning level, learning strategy and design of textbooks are three main factors that influence Thai students'acquisition of Chinese interrogative. Main reasons that cause errors and mistakes are ignorance of positive transfer of mother tongue, negative transfer of mother tongue, generalization in learning, learning strategy, compilation of textbook, teaching failure and so on. |
