An Analysis On Common Chinese Grammatical Errors Of Thailand Students On Primary Stage

This paper takes students from Phimaidamrongwittayakhom School of NakhonRatchasima Province in northeast Thailand as the research object, combined with the teaching material Junior version textbooks Experiencing Chinese(Students’ Book 1 and Book 2).Reference to existing research achievements at home and abroad, the paper investigates the difficulties of Thai students learning Chinese grammar on the primary stage and analyzes on the common grammar error statistics and types by collecting the grammar error corpus in two way: grammar test and making sentences.At the same time, it divides the collecting error corpus into four forms: sequential error between epithet and central word, substitution of similar meaning, omission error of function word and verb and addition error of “de” and “hui”.The paper tries to explain the reasons of error by using the relative theories of error analysis and comparative analysis. In order to help Thai students learning Chinese grammar, the specific classroom teaching strategies are proposed. The main part of this thesis is composed of four chaptersThe first chapter is exordium.It clarifies the reason and significance of the paper, research situation and research relative theories.The second chapter is a grammar survey of Thai students learning Chinese at the primary stage.It aims to investigate the common grammar error situation of Thai student at the primary stage. The thesis makes detailed description about the experimental process: survey object, survey method, survey range, survey design and survey results.The third chapter is the grammar analysis of Thai students learning Chinese on the primary stage. First of all, it gives a statistic survey on grammatical errors in terms of form. Secondly, it analyses the error type of error corpus from four aspects: sequential error between epithet and central word, substitution of similar meaning, omission error of function word and verb and addition error of “de” and “hui”. Finally, it explores the reason why the students will have such problem.The fourth chapter is about the grammar teaching strategies in class for Thai students learning Chinese at the primary stage. The author proposes the specific classroom teaching strategies on four types of sequential error between epithet and central word, substitution of similar meaning, omission error of function word and verb and addition error of “de” and “hui” based on her practical teaching experience.