https://has.hcu.ac.th/jspui/handle/123456789/51 Mon, 06 Apr 2026 13:35:02 GMT 2026-04-06T13:35:02Z https://has.hcu.ac.th/jspui/handle/123456789/5347 Title: 泰国大学生汉语学习者语言生活状况调查研究 Authors: 甘 丽; Gan Li Abstract: This thesis focuses on the language life of college learners of the Chinese language in various major universities in Thailand. It employs survey questionnaires, observation, and personal interviews to investigate and analyze the lives of college learners the Chinese language in Thailand. The research explores the correlation between language attitudes, language usage, language proficiency, and different background variables among college learners of the Chinese language in Thailand. It not only provides a solid theoretical foundation and data support for Chinese language teaching in Thailand but also promotes cooperation and exchange between China and Thailand in various fields. This thesis consists of the following six parts. In the introduction section, the focus is on reviewing the research background and content, research objectives and significance, research ideas and methods, and sorting out relevant literature and works on language life at home and abroad, especially analyzing the current research status of the language life of college learners of the Chinese language in Thailand. Chapter One introduces the social and cultural overview of Thailand, including its geographical environment, ethnic population, historical context of Sino-Thai cultural exchanges, and the development history of Chinese language education in Thailand, aiming to present the humanistic and social environment of Thailand and its Chinese language education. Chapter Two analyzes the language attitudes of college learners of the Chinese language in Thailand from the dimensions of cognition, emotion, and behavior, as well as the correlation between different background variables and Chinese language attitudes. Chapter Three investigates the language acquisition and language proficiency of college learners the Chinese language in Thailand, as well as the background factors influencing language proficiency. Chapter Four investigates the language usage of college learners of the Chinese language in Thailand in different situations, conducting surveys on language usage in family, school, public spaces, and media, as well as the correlation between different background variables and Chinese language usage. Chapter Five is the conclusion, summarizing the characteristics and development trends of the language life of college learners of the Chinese language in Thailand, concluding and reflecting on Chinese education in Thailand, and proposing corresponding countermeasures and suggestions for existing problems. The research indicates that (1) in the language attitude survey, many respondents hold positive attitudes towards learning Chinese. Different "ages" have a significant impact on Chinese language attitudes, but "gender," "Chinese proficiency," "learning time," "family background," and "whether visited China" do not significantly affect Chinese language attitudes. (2) In the language proficiency survey, Chinese proficiency is significantly influenced by age, learning time, Chinese proficiency, and family background. (3) In the language usage survey, significant differences were found in language use concerning gender, duration of study, proficiency level in Chinese, family background, and study plans. Regarding regional Chinese language usage, it is more prevalent in school and media environments as well as specific settings, while its usage is relatively limited in family and public spaces.; 本论文以泰国各大高校汉语学习者语言生活状况为研究对象，采用调查问卷法、观察法和个人访谈法对泰国大学生汉语学习者生活情况进行调查分析。研究不同泰国大学生汉语学习者语言态度、语言使用、语言能力与不同背景变量的相关性，不仅能够为泰国的汉语教学提供坚实的理论基础和数据保证，还可助力于中泰两国各方面的合作交流。本论文由以下六个部分内容组成。在绪论部分，主要围绕包括研究背景与内容、研究目的及意义，研究思路与方法，对国内外有关语言生活的著作和文献资料进行梳理，尤其是对把泰国汉语学习者语言生活的研究现状进行分析；第一章从泰国的地理环境与民族人口、中泰文化交往历史源流、泰国汉语教育发展历史等介绍了泰国泰国的社会文化概况，目的是展现泰国人文社会环境与汉语教育。第二章从认知、情感、行为维度分析泰国大学生汉语学习者汉语语言态度，以及不同背景变量与汉语态度之间的相关性。第三章调查泰国大学生汉语学习者语言习得与语言听说读写能力，以及影响语言能力的背景因素。第四章调查泰国大学生汉语学习者在不同场合的语言使用，对家庭、学校、公共空间与媒体领域语言使用四个方面进行调查，以及不同背景变量与汉语使用之间的相关性。第五章是结论部分，概括泰国大学生汉语学习者语言生活的特征与发展趋势、对泰国汉语教育总结与思考，针对存在的问题，提出了相应的对策建议调研表明，（1）在语言态度调查中，大多数被调查者对学习汉语持有积极态度，不同“年龄”对学习者汉语语言态度存在显著的影响关系，但是“性别”“汉语水平”“学习时间”“家庭背景”“是否去过中国”并不会对学习者汉语语言态度产生显著影响。（2）在语言能力调查中，汉语能力与年龄、学习时间、汉语水平、家庭因素、学习形式和学习计划都有显著性影响。（3）在语言使用调查中，语言使用与性别、学习时间、汉语水平、家庭背景、学习计划之间存在显著性差异。在区域汉语使用方面，汉语在学校、媒体领域和一些特定环境中的使用相对较多，而在家庭、公共空间领域的使用相对较少。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/jspui/handle/123456789/5347 2024-01-01T00:00:00Z https://has.hcu.ac.th/jspui/handle/123456789/5263 Title: 基于理解性输入理论的儿童汉语二语口语家庭教学模式(4+3+SCI)建构与实验研究 Authors: 董吉颖; Dong Jiying Abstract: This thesis aims to deeply explore the effectiveness of oral Chinese teaching for children in non-Chinese-speaking families. Through thorough investigation, it reveals the current status and influencing factors of oral expression in children's Chinese as a second language (CSL) learning. It finds that traditional teaching methods fail to meet the needs of children's CSL oral learning, especially in developing oral expression skills. This establishes the necessity of home-based oral Chinese teaching for children. Consequently, an innovative teaching model, the 4+3+SCI (4+3+Sustainable Comprehensible Input), is proposed and implemented. This model combines three teaching elements selected based on a children's language corpus—nursery rhymes, graded picture books, and cartoons—along with scientific planning. Through four meticulously planned stages, it continuously integrates "oral output and expression" with situational communication, emotional interaction, and comprehensible input theories of second language acquisition. This provides children from non-Chinese-speaking countries with a more comprehensive, engaging, and effective Chinese learning environment. In Chapter One, through a survey-based research approach, the current state of children's CSL learning is thoroughly examined, revealing issues in oral expression and analyzing the influencing factors. The analysis indicates that traditional teaching methods fail to meet the needs of children's CSL learning, particularly in developing oral expression skills. Children commonly exhibit significant deficiencies in listening, vocabulary richness, and interest in expression. Therefore, it is necessary to explore a more systematic, scientific, and easily implementable home-based teaching model to improve children's oral expression proficiency in Chinese as a second language. Chapter Two introduces the concept of the "4+3+SCI Model," detailing the design principles and specific implementation methods for each element. This model aims to create a more positive, interactive, and immersive learning experience in home-based oral Chinese teaching for children as a second language by incorporating diverse teaching materials and fostering family involvement and emotional interaction. The design of this model seeks to promote children's overall development by integrating multimedia resources such as nursery rhymes, picture books, and cartoons with oral expression, situational communication, and emotional interaction. Chapter Three details the experimental part of the "4+3+SCI Model." In this experiment, a comparative study was conducted between children from experimental group families, who followed the "4+3+SCI" model, and children from the control group, who followed regular school teaching methods. The experimental group received instruction according to the "4+3+SCI" model, while the control group followed conventional school teaching methods. Through regular observations, routine assessments, interviews, periodic horizontal comparative assessments, and longitudinal comparisons across the four stages of the experimental group, extensive oral output data of children's Chinese as a second language were collected. This data is then analyzed in-depth to evaluate the effectiveness of the model in practical application. Chapter Four presents an in-depth analysis of the experimental results, discussing the advantages and limitations of the "4+3+SCI" model in improving children's oral Chinese proficiency. By combining the improvement in the oral expression abilities, situational communication, and emotional interaction of the children involved, a quantitative analysis of the output data from the comparative assessments is conducted. This analysis verifies the practical feasibility of the model in a home environment. Additionally, the chapter delves into the issues encountered during the experiment and potential areas for improvement, offering suggestions for future research. The study aims to provide an innovative model and empirical research reference for home-based oral Chinese teaching for children as a second language. This study not only innovates a home-based oral Chinese teaching model for children as a second language in practice but also provides robust theoretical support for children's language learning. By integrating surveys, theoretical analysis, model construction, and empirical research, it contributes new perspectives and insights to the theory and practice of Chinese language teaching.; 本论文旨在深入探讨母语非汉语家庭儿童汉语口语教学的有效性，并通过深入调查揭示儿童汉语二语学习在口语表达方面的现状及其影响因素，发现传统教学难以满足儿童二语口语学习的需要，尤其在口语表达能力的培养上存在明显不足，确定儿童汉语二语口语家庭教学的必要性，据此提出并实施了一种创新的教学模式——4+3+SCI（4+3+Sustainable Comprehensible Input）。该模式旨在结合基于儿童语料库所筛选的三种教学元素，即儿歌、分级绘本、动画片并配合以科学的规划等，通过四个阶段有精密规划的学习，不断将“口语输出和表达”与情境交流、情感互动以及可理解输入等儿童二语习得理论相融合，为母语非汉语国家儿童提供更全面、有趣且有效的汉语学习环境。第一章通过调查研究的方式，深入了解儿童汉二语学习的现状，揭示了其在口语表达方面存在的问题，分析其影响因素。通过分析发现传统的教学方式难以满足儿童汉语二语学习的需要，尤其在口语表达能力的培养方面，儿童普遍存在听力、词句丰富度、表达兴趣等方面明显的不足。因此，有必要探索一种更为系统、科学和易操作的家庭教学模式，以提高儿童的汉语二语口语表达水平。第二章提出了“4+3+SCI模式”的设想，详细阐述了每个元素的设计理念和具体操作方式。该模式通过引入丰富多样的教材，结合家庭配合及情感交流，力图在儿童汉语二语口语教学中创造更为积极、互动和深入的学习体验。这一模式的设计旨在通过儿歌、绘本、动画片等多媒体教材，以及与口语表达、情境交流和情感互动的结合，促进儿童全面发展。第三章是“4+3+SCI模式”的实验部分。在实验中，选取了实验组家庭教学的个案儿童和对照组学校教学的个案儿童进行对比研究。实验组按照“4+3+SCI”模式进行教学，对照组按照学校常规教学方法。通过定期的观察、各自常规考核和访谈、阶段性横向对比考核以及实验组四阶段的纵向对比等手段，收集了丰富的儿童汉语二语口语输出的语料数据，以深入分析和评估这一模式在实际应用中的效果。第四章对实验结果进行了深入分析，探讨了“4+3+SCI”模式在提高儿童汉语口语水平方面的优势和局限性。通过结合被试儿童的口语表达能力、情境交流和情感互动的改善程度，对个案儿童对比考核的输出语料进行量化分析，验证了该模式在家庭环境中的实际可行性。同时，对实验中出现的问题和改进空间进行了深入思考，为未来的研究提供了一些建议。研究旨在为儿童汉语二语口语家庭教学提供创新的模式和实证研究的参考。这一研究不仅在实践中创新了儿童汉语二语口语家庭教学模式，也为儿童的语言学习提供了有力的理论支持。通过结合调查、理论分析、模式构建和实证研究，为汉语教学领域的理论和实践贡献了新的视角和启示。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/jspui/handle/123456789/5263 2024-01-01T00:00:00Z https://has.hcu.ac.th/jspui/handle/123456789/5236 Title: 泰国中高级汉语学习者动趋构式习得研究 Authors: 李莉佳; Li Lijia Abstract: Directional constructions have always been a difficulty for Thai learners to master. Unlike Thai, Chinese directional complements not only have inherent directional meanings but also metaphorical result meanings and state meanings, which increase the learning difficulty for Thai learners of Chinese and distinguish their usage characteristics from those of learners from other countries. This article conducts research and analysis on the acquisition and teaching of directional constructions by intermediate and advanced Thai learners, summarizes the usage representations of directional constructions by Thai intermediate and advanced Chinese learners, analyzes the reasons, and proposes practical teaching methods. Firstly, the basic theories and research methods to be used in this article are elaborated. Secondly, the article analyzes a corpus of fourteen thousand characters from both a corpus database and assignments of local Thai learners. The analysis covers four aspects: usage frequency, displacement events, usage structures, and error types, summarizing the usage characteristics of learners regarding directional constructions. Then, it selects the verbs used in these constructions to conduct experiments on prototype and form-meaning probability, deriving the prototypes of directional verbs and the ranking of form-meaning probability closeness. Based on the corpus and experiments, the article summarizes the prototypes, structural usage characteristics, and typical errors of directional constructions. The results show that in V+D 'lai' constructions, the verb with the highest prototypicality is "xiang," and the construction with the highest form-meaning probability is "tingqilai," while the instance with the highest frequency is "xiangqilai." In V+D 'qu' constructions, "jianchi" and "pao" have the highest prototypicality, and due to limited data, form-meaning probability could not be analyzed. Structural analysis shows that structures not involving locative objects are the most frequent, with most objects being in medial or postverbal positions. Error types include confusion between V+ 'lai' and V+ 'dao,' as well as between "qilai" and "chulai." Additionally, in "huilai," there is redundant information in "lai," "qilai," "chulai," and "chuqu."Based on the above analysis, the article analyzes the reasons for prototypicality appearance from the frequency of occurrence in textbooks and the degree of detailed explanation, the structural usage reasons from a comparative analysis of Chinese and Thai, and the reasons for error types from a semantic analysis of Chinese and Thai. The main reason is interference and occlusion by the native language, and it is also influenced by the target language, such as the frequency of directional constructions in textbooks and the easily confused words "lai" and "dao" in Chinese, causing confusion for learners. Finally, based on the usage characteristics and reasons analysis of learners, this article selects "qilai" as the teaching content, using the construction-chunk method to design teaching plans suitable for intermediate and advanced Thai learners, increasing the proportion of explanations on common mistakes in the teaching plans, and proposing targeted teaching suggestions. This research still has shortcomings in the analysis of reasons and the design of teaching plans. The reason analysis is not in-depth, and the teaching plan design has not been experimentally verified. These are the deficiencies and areas that need improvement in this article.; 动趋式一直是泰国学习者的习得难点，与泰语不同，汉语趋向补语不仅存在本身的趋向义还有隐喻后的结果义和状态义，增加了泰国汉语学习者的学习难度，也有区别于其他国家学习者的使用特征。本文对动趋构式泰国中高级学习者的习得及教学进行研究分析，总结出泰国中高级汉语学习者动趋构式的使用表征，分析其原因并提出具有实用性的教学方法。首先对本文所要使用的基本理论及研究方法进行阐述。其次本文对学习者两万一千字的语料进行分析，所选取的两万一千字的语料是来自语料库及泰国本土学习者作业。本文从使用频次、位移事件、使用结构及偏误类型四个方面进行分析，总结出学习者关于动趋构式的使用特征。继而选取其动词使用，进行原型性及形义或然性实验，得出动趋式的动词原型及形义或然性紧密度排序。通过语料及实验，总结出动趋构式的使用原型，结构使用特征及典型偏误。其结果为在V+D来中原型性最高的动词为“想”，形义或然性最高的动趋式位“听起来”，实例频次最高的为“想起来”。在“V+D去”中，“坚持”和“跑”的原型性最高，形义或然性由于数据有限不能进行分析。结构分析中，不涉及处所宾语的结构最多，宾语位置大多数中置和后置。偏误类型中V+来与V+到，起来和出来存在混淆。回来中的来和起来、出来及出去，信息存在多余。基于上述分析，本文将从动趋构式的教材出现频次，讲解详细程度分析原型性出现的原因，从汉泰对比分析结构使用原因，从汉泰语义分析偏误类型原因。得出其主要原因是受到了母语的干扰和遮蔽，也会受到目的语的影响，如课本中动趋构式出现的频次，来和到在汉语中就属于易混词，也会造成了学习者的混淆。最后根据学习者的使用特征及原因分析，本文选取“起来”作为教学内容，结合泰国中高级学习者的使用特征运用构式—语块法设计教学教案，在教案中增加易错点的讲解比重，最后提出具有针对性的教学建议。本研究在原因分析及教案设计方面仍存在不足，原因分析尚不深入，教案设计也没有经过实验的验证。这是本文的不足及需要改进的重点。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/jspui/handle/123456789/5236 2024-01-01T00:00:00Z https://has.hcu.ac.th/jspui/handle/123456789/5230 Title: 国际中文教师跨文化交际能力培养研究——以赴泰国际中文教育志愿者为例 Authors: 谢飞; Xie Fei Abstract: This study aims to explore in-depth the cultivation of intercultural communication competence among international Chinese language teachers, with a focus on volunteer teachers in Thailand. In the context of globalization, the demand for internationalization in Chinese education is on the rise. In addition to solid language skills and teaching abilities, Chinese language teachers are increasingly required to possess high levels of intercultural communication competence to adapt to students from diverse cultural backgrounds. However, research on the cultivation of intercultural communication competence for international Chinese language teachers is currently relatively limited. To comprehensively understand this issue, a mixed-methods research approach was employed in this study, utilizing both qualitative and quantitative methods. Volunteer Chinese language teachers in Thailand were selected as the research subjects. Through in-depth interviews and surveys, the study aimed to investigate their needs and challenges in terms of intercultural communication competence. In summary, this study, employing a combined qualitative and quantitative research approach, provides a deep understanding of the needs and challenges faced by volunteer Chinese language teachers in Thailand regarding intercultural communication competence. This serves as a crucial foundation for designing models and strategies for intercultural communication competence development, as well as formulating relevant educational policies and measures. Based on the research findings, the study proposes a model for cultivating intercultural communication competence for international Chinese language teachers, encompassing language proficiency, teaching skills, cultural understanding, and emotional management as four key components. This model aims to help teachers better understand and adapt to the target culture, effectively engage in intercultural communication, and enhance teaching effectiveness. Additionally, the study suggests a series of specific cultivation strategies across various dimensions, including teacher training, cultural experiences, and emotional support, to construct an intercultural communication competence development model, promoting communication and collaboration between teachers and students and laying a solid foundation for the development of international Chinese education.; 本研究旨在深入探讨国际中文教师跨文化交际能力的培养问题，以赴泰国的中文教师志愿者为研究对象。在全球化背景下，中文教师除了需要扎实的语言技能和教学能力外，还需要具备高度的跨文化交际能力，以适应不同文化背景的学生。然而，目前对于国际中文教师跨文化交际能力培养研究相对不足。本文通过定性和定量相结合的研究方法，以赴泰国的中文教师志愿者为研究对象，通过深度访谈和问卷调查，探讨教师在跨文化交际能力方面的需求和挑战。通过研究发现，赴泰中文教师面临着多方面挑战。在此基础上，我们提出了一种国际中文教师跨文化交际能力培养的模型，包括语言能力、教学能力、文化理解能力和情感管理能力四个关键组成部分。该模型旨在帮助教师更好地理解和适应目标文化，有效进行跨文化交际，以提高教学效果。此外，研究还提出了一系列具体的培养策略，包括教师培训、文化体验和情感支持等多个维度，以构建跨文化交际能力培养模型，促进师生间的交流和沟通，为后续的跨文化交际能力培养模型和策略的设计，以及相关教育政策和措施的制定提供了重要依据。 Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024. Mon, 01 Jan 2024 00:00:00 GMT https://has.hcu.ac.th/jspui/handle/123456789/5230 2024-01-01T00:00:00Z