There are similarities and differences in word meanings and cultural representations between the Chinese and Thai languages. The international Chinese Education academic community has conducted comparative studies on the localization of words, syntax, structure, and other aspects. However, there is a relative lack of systematic research on teaching Thai learners the meaning and culture of the Chinese language for Thai learners. This article focuses on the actual language and culture teaching situation for undergraduate Chinese Education major in Thailand. Firstly, literature analysis is used to sort out relevant materials on language and culture teaching, word meaning and culture, and language and culture teaching models; Seventeen universities in Thailand that currently offer undergraduate Chinese Education major were selected to analyze the current development status and language and cultural teaching situation of undergraduate Chinese Education in Thailand through field visits, teacher interviews, teaching observations, and policy document collection, and to clarify the main issues currently being studied; Then sorting out the Thai students' corpus in the global interlanguage corpus and the foreign students' corpus of Sun Yat-sen University, and collecting and sorting out more than 340,000 words of the students' corpus which from undergraduate Chinese Education major as the analysis samples, we selected the most common and widely used examples, such as "black", "white", "flower" and "soil",etc. And analyze the students' word meaning application via the aforementioned examples, and formulate a plan that conforms to the national conditions of Thailand, and design a language and cultural teaching method which can be used for undergraduate Chinese Language Education major in Thailand. This article has the characteristics of nationalization and professional orientation. The research content involves four elements - research on the current situation and language and culture teaching status of undergraduate Chinese Education major in Thailand, research on the actual situation of language materials of undergraduate Chinese Education students in Thailand, research on the comparison of Chinese and Thai language culture, and research on language and culture teaching strategies for undergraduate Chinese Education major in Thailand. The research has provided a result which presents that there are still many problems in Thailand's current language and culture teaching, such as insufficient teaching hours for cultural courses and unreasonable curriculum arrangements; The lack of a language and cultural teaching model applicable to Thailand which has resulted failed to achieve optimization in the "Teacher-Teaching-Text." Based on the theory of language and culture teaching and the investigation of the current situation of language and culture teaching in undergraduate Chinese Education major in Thailand, teacher interviews, teaching observations, and student corpus analysis, combined with the "The Framework of Reference for Chinese Culture and Society in International Chinese Language Education," this paper proposes a language and culture teaching model for local use in Thailand. By implementing specific teaching procedures and paths, we aim to address the positively-emerging needs of integration in language and cultural teaching for undergraduate Chinese language education major in Thailand. We also propose macro-level suggestions for teaching the Chinese language and culture in Thailand from multiple perspectives, such as teaching methods, teachers, and textbooks. This study broadens the perspective of language and culture teaching in Thailand. It provides a more comprehensive examination, intending to provide a reference for research on Chinese language and culture teaching in Thailand and even internationally.
汉泰两种语言在词义和文化表征方面既存在共性，又存在差异性。国际中文教育学界相关的国别化对比研究多从词性、句法、结构等方面进行，对泰国学习者汉语言词义和文化的教学相对缺乏系统的研究。本文针对泰国汉语教育本科专业汉语言文化教学现状，首先运用文献分析法对语言文化关系、词义与文化以及语言文化教学模式的相关资料进行梳理；再选取泰国现阶段已开设汉语教育本科专业的十七所高校，通过实地考察、教师访谈、课堂观察及政策文件收集，分析泰国汉语教育本科专业现状及汉语言文化教学实情，理清当前研究的主要问题；后整理全球中介语语料库及中山大学留学生语料库中泰籍学生语料并收集泰国汉语教育本科专业学生语料34万余字作为分析样本，选取其中最为常见且使用范围较广的“黑、白、花、土”作为范例，解析学习者词义运用情况，最后制定出符合泰国国情的、能够为泰国汉语教育本科专业所使用的语言文化教学模式。本文具有国别化和专业指向性特点，研究内容涉及四个要素——泰国汉语教育本科专业的现状及汉语言文化教学现状研究；泰国汉语学习者语言运用情况分析；针对汉泰语言同一词词义的文化对比研究；针对泰国汉语教育本科专业汉语言文化教学的策略研究。通过研究发现，泰国现阶段汉语言文化教学仍存在不少问题，如：文化类课程学时不足、课程安排不合理；缺少适用于泰国本土的汉语言文化教学模式；“三教”未能达成最优化等。本文在语言文化教学理论的基础上，立足于对泰国汉语教育本科专业汉语言文化教学现状的调查、教师访谈及课堂观摩结果、学生语料分析结果，结合《国际中文教育用中国文化和国情教学参考框架》，提出适宜于泰国本土运用的汉语言文化教学模式，通过具体的教学程序及路径解决目前泰国汉语教育本科专业中文化类课程学时不足、语言文化教学不融合的问题，并从教学法、教师、教材等多维角度宏观地对泰国汉语语言文化教学提出建议。本研究为泰国的汉语语言文化教学拓宽了视野，考察更全面，以期能对泰国乃至国际中文教育的语言文化教学研究提供参考借鉴。
