| Confusing words have always been a difficult learning problem for Chinese learners and a popular research area that has just broken away from the framework of synonymy.The existing studies have focused on screening the confusion-prone word lists based on the corpus and mapping the confusion characteristics of words,but there is a lack of sufficient lexical analysis and country-specific studies,especially in the Thai direction.In the confusion-prone word list of Thai native learners,there is a group of giving verbs "发,送,交,寄,递",which form a confusing phenomenon of multiple Chinese words corresponding to one native word with the common Thai giving verb “（?）”.This paper uses Chinese vocabulary comparison and Chinese-Thai language comparison to identify syntactic and semantic similarities and differences,uses questionnaires to investigate Thai learners’ acquisition of confusing words,find out the causes of confusion and provide three teaching suggestions.The introductory section introduces the current status of the study,the content of the study,the significance of the study,the methodology and the sources of the corpus.Section 1 analyzes the similarities and differences of confusing words from syntactic and semantic levels.In terms of syntax,based on the BCC corpus,the syntactic environment of each word is sorted out,except for "送" which can be used with predicate objects,other words can only be used with noun objects,and the noun objects mainly include 7 categories:electronic documents,premises,written materials,property,food and gifts,cultural customs,and abstract noun.The verbal complement structure of each word has a high frequency of tendency complement and tense-ground complement."送" and "递" have three overlapping forms of "VV,V 一 V,V 了 V","发" and "交" have two overlapping forms of "VV,V 一V",and "寄" has only the "VV" form.The words are subject to different restrictions when they are transformed from double-object sentences to sentences with the word "give".In terms of semantics,the natural semantic features were analyzed with the help of dictionaries and etymologies,and then the combined semantic features were analyzed by word collocations.Each word differed in nine semantic features of [+institution] [+compulsory][+mail] [+distance] [+wireless transmission] [+direction] [+distribution] [+military][+ownership transfer],resulting in a semantic feature table for the group of words.On this basis,the semantic features of each word in the horizontal and vertical displacement directions were further analyzed using the mutual information values of word collocation,which can provide a basis for teaching implementation.Section 2 compares the syntactic and semantic features of the Thai word “（?）” with the Chinese words "发,送,交,寄,递".Syntactically,“（?）” differs from Chinese words in that it cannot be overlapped,has only the middle clause structure but not the complementary structure,can’t have a predicative object,and can’t enter double object structure.Semantically,the complex semantic relationship between Chinese and Thai words was mapped,showing the "one-to-many" semantic relationship between native words and Chinese words.It is also hypothesized that the word confusion of Thai learners is most likely due to the influence of their native language,and teachers should try to avoid the interference of native language factors to prevent word confusion.Section 3 examines the acquisition of confusing words by learners at different levels from high school to doctoral level.The results showed that "交" was the most correct word and "递" was the least correct word.Based on the results,the characteristics of confusing words were mapped,and four groups of one-way highly confusing words（“送→发”“送→递”“发→递”“发→寄”）were found.In terms of verb-object collocation,the objects of "发" and "寄" were confused more often.Learners are not used to using double-object sentences when expressing the meaning of giving,but prefer to use subject-predicate structures,the "给" sentence and the “把” sentence.The reasons for the confusion may be the misplacement of native words onto Chinese words,the similarity in pronunciation between native and Chinese words,the close relationship between the meanings of Chinese words,the use of common words instead of non-common words,the similarity of Chinese characters,and inadequate teaching.Section 4 combines the findings of the previous three sections and proposes teaching suggestions such as suggesting the similarities and differences between Chinese words and native words,strengthening typical contextualized input,and combining indirect and direct discrimination methods.They can be used directly in Chinese classroom.Section 5 summarizes the shortcomings of the study: the study of confusable words is not thorough enough,the number of respondents and exam questions is not large,and teaching practice has not yet been conducted;other possible problems identified during the study are pointed out: there may be more than five confusable words: "发,送,交,寄,递",and and the confusable words may be common to learners from multiple native languages. |
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