Analysis And Teaching Research On The Errors Of Causative Structure In Thai Students’ Chinese "Give,Make,Let,and Call"

The category of "cause" in Thai has many differences with Chinese in terms of syntactic classification,semantic expression,and pragmatics.If students can’t handle these differences well,they will easily make mistakes.Based on the relevant data of Thai students’ acquisition of causative structure composed of "give,make,let,and call" in HSK dynamic composition corpus of Beijing Language and Culture University,this paper studies the errors in the acquisition process,and analyzes the causes of errors from four aspects: language point itself,teaching materials,teachers and learners.Combining the causes of errors,it provides targeted teaching suggestions from the above four aspects,and discusses how to teach the language point of the causal structure composed of "give,make,let,and call" in combination with the interlingual differences between Chinese and Thai causative structures.In order to improve the pertinence of teaching,improve learning efficiency,and promote the national development of this language point of teaching.There are five chapters in this thesis.The first chapter is the introduction,which mainly introduces the causal structure composed of "give,make,let,and call" as the Chinese ontology and the related research status of second language teaching,the corpus source,research method and theoretical basis of this article.Chapter Two explores the causal structure of Chinese "give,make,let,and call" from the perspectives of syntax,semantics,and pragmatics.By substituting words for the same example sentence,studying its semantic characteristics and pragmatic differences,it is concluded that if the causative verbs "make,let,call" simply express causative meaning,these causative verbs can usually be replaced with each other;If it means "tolerance",there is a greater chance of whether it can be replaced.On this basis,the semantic features of "give,make,let,and call" are divided in detail,and the similarities and differences are summarized.In the form of a table,a detailed comparison of the corresponding expressions of causal meaning between Chinese and Thai languages was made,and the syntactic and semantic commonality and individuality of the two languages were discussed,and the conclusion was drawn that the difference in causative structure between Chinese and Thai mainly lies in the semantic division of causative verbs.There is a "many-to-many" phenomenon between the two.The third chapter analyzes the errors of the“give,make,let,and call”acquired by Thai students in the corpus,and classify the types of errors,which can be divided into: mixed use of words,improper collocation,omission,and incorrect addition.In the fourth chapter,using the theory of error analysis,systematically analyzes the reasons for the above errors of Thai students from the four aspects of language itself,teaching materials,teachers and learners,and points out that the errors are caused by the comprehensive effect of these four factors.Especially combined with the specific Chinese textbooks,this paper investigates the compilation of this language point in Chinese textbooks.It is found that there are some problems in the setting of causative structure language points in some representative textbooks,such as vague language point setting,undivided difficulty level of causative verbs,inconsistency between exercise inspection standards and language points,which also lead to the inefficiency of causative structure teaching.It is one of the reasons why the result is not ideal,which leads to the corresponding error.The fifth chapter,aiming at the causes of errors,combined with the interlingual differences of causative structure between Chinese and Thai,puts forward suggestions on the teaching of causative structure composed of "give,make,let,and call" in Chinese from four aspects: language point itself,teaching materials,teachers and students.In particular,it proposes that teachers can use "construction chunk" teaching method to teach causative structure composed of "give,make,let,and call" in order to improve the teaching efficiency.In the conclusion,the paper summarizes the conclusions and the shortcomings of the research,and points out that the shortcomings of the research mainly lie in the source of the corpus is static,mainly from the corpus and Chinese teaching materials,and there is no fresh first-hand information from the reality.