| Subject-predicate predicate sentence is a very important sentence pattern in Chinese.Because of its flexible structure and complex forms,the difficulty of various subject-predicate predicate sentences is very different,which is a major and difficult point for Thai students to learn Chinese grammar.At present,there are few scholars in the international Chinese education circle who study Chinese subject-predicate predicate sentences,and they do not pay enough attention to the relevant researches on the errors caused by Thai students in the process of acquiring Chinese subject-predicate predicate sentences.This paper discusses the specific scope and grammatical features of Chinese subject-predicate predicate sentences,which are divided into five types: genus,quantity,relation,giving and receiving,and statement.Based on the similarities between Chinese and Thai,this paper compares the differences of topics in Chinese and Thai,compares Chinese subject-predicate predicate sentences with easily confused sentence patterns,such as Chinese subject-predicate sentences,Chinese concurrent sentences and Thai concurrent sentences,and summarizes their similarities and differences in semantic,syntactic and pragmatic aspects.By analyzing the situation of Thai students answering questionnaires,this paper summarizes the order and characteristics of various subject-predicate predicate sentences acquired,summarizes the types of errors in the process of acquisition,and explains the causes of errors.Then "frame-block" teaching method is used to design the teaching of subject-predicate predicate sentences for Thai students,and corresponding teaching suggestions are put forward from two aspects: textbook compilation and teaching practice.Through research,it can be found that Thai students’ acquisition of subject-predicate predicate sentences is better than their application.Students in elementary,middle and advanced Chinese should learn subject-predicate predicate sentences of genus,statement,quantity,giving and receiving,and relation in sequence.Due to the particularity and complexity of Chinese subject-predicate predicate sentences,the negative transfer of Thai students’ mother tongue,the irrationality of international Chinese textbooks,and the differences between Chinese and Thai cultures,Thai students have a lot of errors when learning subject-predicate predicate sentences.Therefore,the textbook should reasonably arrange the order of the five subject-predicate predicate sentences,and the selected corpus should be practical to introduce the culture of the target language.In teaching,we should teach the relatively simple subject-predicate predicate sentences of genus,statement and quantity according to the characteristics of students in each stage.In the advanced stage,we should teach the subject-predicate predicate sentences of giving and receiving and related subjects which are difficult.At the same time,we should strengthen the recurrence rate of the example sentences with high usage rate and high error rate.It is helpful to rationally arrange and introduce subject-predicate predicate sentences in international Chinese textbooks,promote the compilation of national and localized textbooks,and provide some reference for the research in the field of international Chinese education. |
