With the vigorous development of Chinese language teaching in Thailand and the rapid growth in the number of Chinese learners, as well as the continuous expansion of the scale of Chinese teaching, oral Chinese teaching in Thailand has achieved fruitful results. However, it has also exposed many problems. In the process of teaching elementary oral Chinese in Thai universities, the author found that Thai students have insufficient communicative skills in oral language learning and slow development of oral Chinese skills. Therefore, the author believes that it is necessary to reform and innovate the current elementary oral Chinese teaching mode under the guidance of related theories of communicative strategies and use this to improve students' oral communication abilities. This thesis takes communicative strategies as the main focus and is based on the actual situation of teaching elementary Chinese oral courses in Thai universities. It comprehensively employs research methods such as literature research, questionnaire surveys, interviews, classroom observations, and case analyses to thoroughly examine the application problem in oral Chinese classes. Based on this analysis, the thesis elucidates and analyzes the teaching mode of communicative strategies. The full text is mainly divided into nine parts: The introduction section introduces the research origin of this thesis, the main research content, the relevant literature review, the research significance, and the research objectives and methods. It examines the definition and application research status of communicative strategies and analyzes the theoretical and practical value of this research. In the first chapter, the thesis discusses the definition and classification of communicative strategies. It explores the relationship between communicative strategies, communicative ability, and teaching methods. Furthermore, it examines the role and value of communicative strategies in optimizing the effects of teacher-student communication, classroom organization, and assessment. Subsequently, it analyzes the feasibility and necessity of applying the theory of communicative strategies to the teaching of elementary oral Chinese in Thailand. The second chapter focuses on the research of the current state of elementary oral Chinese teaching at Thai universities. This section utilizes methods such as questionnaires, interviews, and classroom observations to summarize the current state of elementary oral Chinese teaching in Thai colleges and universities. It examines various aspects including curriculum design, use of textbooks, interactions between teachers and students in Chinese classrooms, Chinese assignments, and assessment methods. It discusses the existing problems and analyzes their underlying causes. Chapters three, four, five, and six primarily discuss the primary content of the oral Chinese teaching mode in Thai colleges and universities based on the theory of communicative strategies. Starting from the curriculum design and teaching materials compilation, classroom interaction, arranging and implementing the teaching mode, homework assignment, and assessment, these chapters focus on Thai universities as the subject and elucidate the application of communicative strategy theory in each aspect of the teaching model, based on the actual teaching of elementary spoken Chinese in Thailand. The seventh chapter serves as the practical demonstration part. It involves designing and analyzing a teaching experiment using the empirical analysis method. The author divided two parallel teaching classes at Mahidol University in Thailand into an experimental class and a control class for comparison purposes. Communicative strategies were applied in the experimental class, while the control class received traditional teaching methods. By summarizing the teaching results and conducting a horizontal comparison and evaluation of the outcomes between the two classes, the effectiveness and practical value of the teaching model were verified. In the conclusion part, this study summarizes its content and elaborates on its innovation from three perspectives: theory, research method, and research materials. Furthermore, it provides suggestions for further research and acknowledges the shortcomings of this study. The research results of this thesis demonstrate that the teaching mode of communicative strategies in primary oral Chinese teaching at Thai universities has achieved good results. It effectively improves students' interest in learning and plays a positive role in promoting the cultivation of their communicative ability, thus verifying the effectiveness and value of this mode. It is hoped that the research in this thesis can play a role in promoting the quality reform of primary oral Chinese teaching in Thai universities and provide valuable references for the improvement of Chinese teachers' instruction in Thai universities.
随着泰国汉语教学事业的蓬勃发展，汉语学习人数的快速增长，汉语教学的规模不断扩大，汉语口语教学在泰国取得了丰硕的成果，但与此同时，也暴露出了诸多问题。笔者在泰国高校教授初级汉语口语的过程中发现，泰国学生在口语学习方面存在交际能力不足，汉语口语技能发展缓慢等现状。因此，笔者认为有必要在交际策略相关理论的指导下，对现行的汉语初级口语教学模式进行改革和创新，并藉此来提高学生的口语交际能力。本文以交际策略为主线，立足于泰国高校汉语初级口语课教学实际情况，综合运用了文献研究法、问卷调查法、访谈法、课堂观察法、案例分析法等研究方法，全面研究了交际策略在口语课堂上的运用问题，并在此基础上对交际策略教学模式进行了分析、阐述和论证。全文主要分为九个部分：绪论部分介绍了本论文的研究缘起、研究的主要内容、相关文献综述、研究意义、研究思路及方法。交际策略的定义及应用研究现状进行了研究，并分析了本研究的理论和现实研究价值。第一章讨论了交际策略的定义及分类，并探讨了交际策略与交际能力、教学法的相关性，并对交际策略在优化师生交际效果、课堂组织及考核方面的作用和价值。进而对交际策略理论应用于泰国汉语初级口语教学的可行性与必要性进行了分析。第二章为泰国高校初级口语教学现状研究部分。该部分采用问卷调查法、访谈法、课堂观察法等手段，对现阶段泰国高校初级汉语口语教学在课程设置及教材使用、汉语课堂师生互动、汉语作业及考评方式等方面的现状进行总结，探讨了其中存在的问题，并分析造成问题的原因。第三章、第四章、第五章、第六章主要论述了基于交际策略理论的泰国高校汉语口语教学模式的主要内容，从课程设计及教学材料编纂、课堂互动、教学模式的安排与实施、作业布置及考核等视角出发，以泰国高校为对象，从其汉语初级口语教学实际出发，对交际策略理论在教学模式各环节中的应用进行了阐述。第七章为实践论证部分。该部分运用实证分析法设计并分析教学实验。在教学实验中，笔者将泰国玛希隆大学两个平行授课的班级分为实验班、对照班进行了比照，将交际策略运用于实验班，而运用传统教学模式来教授对照班的学生，然后通过教学成果汇总，横向对比并测评两个不同班型的教学成果，进而验证该教学模式的有效性和实践价值。结语部分对本研究的内容进行了总结，并从理论、研究方法、研究材料三个角度阐述了本研究的创新之处，也总结了本研究的不足之处，对进一步的研究进行了展望。论文研究结果显示：在泰国高校初级口语教学中采用交际策略教学模式取得了良好的成效，有效提升了学生的学习兴趣，对学生的交际能力培养起到了积极地推动作用，进而验证了此模式的有效性和价值。希望本论文的研究能够为泰国高校汉语初级口语教学质量改革起到推动作用，并为泰国高校汉语教师教学改进提供一些借鉴和参考价值。
