| Teaching Chinese as a foreign language to the students of other countries around the world has developed many years. Students from different countries can have their own characteristics in the learning process. To achieve the ideal teaching effect, we should teach students based on their differences. With decades of development, teaching Chinese as a foreign language has accumulated rich experience and achieved fruitful results. However, the teaching effect is far from ideal and there are undoubtedly lots of problems in the teaching process. Meanwhile, the most prominent problem is on Chinese characters teaching. Without good Chinese characters foundation, it is hard to push a further development of Chinese learning to foreign students. In some way, Chinese characters have become the bottleneck in improving foreign students’ Chinese learning standard.Under the background of “Mandarin feverâ€, the development momentum of teaching Chinese in Thailand is becoming better and better. However, there are still some obvious problems. For instance, in the primary stage of teaching Chinese, students’ listening and speaking abilities are stressed, while their writing abilities are ignored. The reason lies in the difficulty of Chinese character itself and the difference between Chinese and Thai language system. Besides, the factors that affect Thai students’ learning effects are also various, such as students’ personal factors and teachers’ teaching method. This thesis aims at exploring all the questions such as what writing problems Thai students have and how teachers can do to solve these problems.On the basis of personal internship experience and the interview survey in Thailand, the thesis holds that language differences and teachers’ lead-in methods are the most important factors that affect Thai students’ language learning. Chinese characters are large in numbers and complex in structures, which can easily make students lack of confidence and affect their learning initiative in the long run. Therefore, it is essential to help students set up correct Chinese characters cognition and form a solid foundation of Chinese characters. Only in this way can Thai students’ interests of learning Chinese be aroused and Chinese international teaching be promoted. Through using the language contrast and the related theory of language acquisition, this thesis summarizes the key and difficult points in high school Chinese teaching in Thailand and compares the respective characteristics of Chinese and Thai. It is hoped to supply some guidance and revelations for the Chinese teaching to Thai students with elementary Chinese level.This thesis clarifies the research purpose and significance as well as the research object and methods in the first chapter. The second chapter is a case study. By taking the internship experience in Thailand as an example, this part first introduces the teaching situation in Thai. Then, it makes a survey of Thai students’ overall Chinese learning standards according to the investigations and analysis of Thai students’ works. The third chapter summarizes the writing errors of students in Thailand middle school. The fourth chapter analyzes the reasons of these errors from five aspects, including the teachers, teaching materials, Chinese characters, students and native language influences. Then, based on the feedback of research findings and practical teaching, this thesis concludes in the fifth part with some teaching suggestions. |
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