| With the development of political, economic and cultural exchanges between China and Thailand, the demand of Chinese language in Thailand increases quickly in recent years. Many schools in Thailand begin or restore Chinese courses. The Chinese government supports it vigorously, dispatching a large number of Chinese volunteers and other forms of Chinese educational workers to Thailand, preparing textbooks of Thai version and the corresponding exercise books according to the situation of Thailand. Chinese language development in Thailand is on the upgrade.Chinese language as a second language acquisition research, mainly includes the study on Chinese language learners and the study on Chinese language learning itself. This paper is from the perspective of Chinese language learners, based on the students of Group A, the second grade of junior high school in Joseph Upatham School to analyze the factors influencing academic record in Chinese learning. Academic record is one of the important references of learning effects evaluation. Even though the students have the.same age, the same gender (female), the same teacher, the same textbook, why the effects of Chinese learning are so different? American linguist Jakobovits, according to the survey of psycholinguists, pointed out that the factors influencing the second language acquisition learning can be accounted for language aptitude33%, intelligence20%, motivation33%, and others14%. There is no doubt that IQ is a very important factor on learning. But research shows that IQ and academic achievement only moderately related, the correlation coefficient approximates to0.50Standford——slightly higher than Binet intelligence scale and the Wei Kesi Le Intelligence Scale for children's test scores and academic achievement correlation, but the correlation coefficient is below0.66. It shows that IQ is an important factor measuring academic achievement, but not the decisive factor. In addition, it is too difficult to study how to develop students'IQ or to enhance intelligence in the process of the second language teaching, language aptitude belongs to inborn talent, and it is hard to have a great change. So I analyze the other two factors——motivation and others. According to the specific situation, I adopt the methods of questionnaires, interviews and classroom observation for investigation and research. Besides learning motivation, the learners'family backgrounds, learning experience, learning style, as well as objective factors (teachers, teaching materials and so on) are studied. The relevant data materials are analyzed, and then we come to some conclusions. I also give some suggestions and proposals to help improve Chinese teaching in Thailand.This dissertation falls into five sections:Chapter I is the introduction part. It mainly gives introductions on the previous research, the significance and methods of this study.Chapter II is the explanation of the tests on Chinese learning and data statistics of high school students in Thailand, taking Joseph Upatham School for instance.Chapter III is the theory part. Based on the data analysis in Chapter Ⅱ, it summarizes the rules and comes to conclusions. Drawing on related theories of the second language acquisition and middle school students' psychology, it makes concrete analysis on the factors influencing academic record in Chinese learning of Thai middle school students, such as the learners'family backgrounds, learning experience, learning style, as well as objective factors.Chapter IV is about measures and proposals for improvement. According to the factors analysis of students' different effects in Chinese learning, I try to find some solutions and put forward my own suggestions.Chapter V is the end part. It also points out the deficiencies in the design of questionnaire and the whole dissertation.It has to emphasize that we can not find out a successful model from these conclusions, allowing students to follow this pattern to learn the Chinese language, to achieve the best result. Because every student is the unique individual of distinguishing features. We can only learn from some successful cases to counteract learners' deficiencies, in order to help them learn Chinese language better. |
