An Analysis Of The Errors In The Acquisition Of Chinese Complements By Thailand Elementary Learners From The Perspective Of Pragmatics

Thailand has become the country with the largest number of learners of Chinese in Southeast Asia.It is also the country with the largest number of volunteers and public teachers sent out by China every year.Faced with such a large number of learning groups with their own characteristics,targeted research is indispensable and extremely important for Thai students to acquire Chinese.Complement is a difficult point in Chinese grammar.It has its own complexity and flexibility.In the past studies,there were more studies on Thai students acquiring a certain kind of complement,and there was less research on the overall acquisition of complements.In addition,most scholars focus their research on the comparative analysis of language forms,ignoring the study of pragmatic functions,and the issues of concern are not comprehensive.In this paper,the British linguist Thomas’ s classification method of pragmatic bias is used to classify the errors of Chinese primary students’ acquisition of Chinese complement into linguistic pragmatic errors and social pragmatic errors,from the perspective of language pragmatics and social pragmatics.This paper analyzes and summarizes the errors caused by the acquisition of Chinese complements in the primary stage of Thailand.The research content involves the whole complement system and achieves inheritance and development based on the research of predecessors.Firstly,through questionnaires,oral tests,and corpus,three methods of collecting biased corpus are used to summarize the language pragmatic bias and social pragmatic bias types that are generated when Thai primary students acquire Chinese complement.Secondly,the characteristics of language pragmatic errors and social pragmatic errors produced by Thai primary students in the acquisition of Chinese complements were analyzed by means of statistical data.After analyzing and summarizing,it is found that in terms of language pragmatics,the most common mistakes in students’ acquisition of complements and degree complements are the omission of language components;when learning trend complements and quantity complements,they often use lexical meanings and usages.Themisunderstanding of the corresponding vocabulary occurs when you do not understand it;when you acquire the state complement,it is most likely to have two errors: false addition and omission;when learning possible complement,often there are predicate verbs,negative adverbs,and complement errors.generation.In terms of social pragmatics,students mainly create some contradictory principles based on the lack of understanding of some vocabulary meanings,cultures,communication habits and ways of thinking in Chinese.They do not meet the status of both parties in communication,and they are illogical and so that people do not understand or misunderstand.sentence.Thirdly,through the analysis of biased sentences,the internal and external causes of bias are comprehensively explored.The internal causes mainly include mother tongue knowledge,language thinking,cultural factors,negative transfer of target language and learner’s inappropriate learning strategies.Communicative strategy;external reasons mainly include the complexity of the complement itself,the teacher’s teaching bias,and improper textbook layout.Finally,combined with the reasons for the analysis of the errors and the experience of Chinese teaching in Thailand,some countermeasures and suggestions on teaching Chinese as a complement are proposed from three aspects: teaching,teaching materials and teaching researchers.