Visual verbs are a subset within the realm of verbs, serving to convey human perception and expression of external information. Their usage unveils the interconnectedness of language and cognition. This paper, grounded in Conceptual Element Analysis and the Verb Valency Theory, investigates thirteen Chinese visual verbs featured in the “Chinese Proficiency Standard for International Chinese Education” (2021). Additionally, it contrasts the semantic nuances and applications of these Chinese visual verbs with seven Thai counterparts. Lastly, it analyzes the types of errors, their underlying causes, and pedagogical strategies concerning Thai learners' acquisition of Chinese visual verbs. This study is structured to delve into the following aspects:The introduction section elaborates on the research background and significance of this paper, relevant theoretical frameworks and research methodologies. It provides an overview of the current research landscape, encompassing achievements in the study of visual verbs, advancements in Verb Valency Theory, as well as findings related to errors and pedagogical strategies. Building upon this foundation, the introduction outlines the scope and content of this paper.Chapter One focuses on Chinese and Thai verbs related to “seeing”, utilizing the Conceptual Element Analysis method across nine dimensions. It analyzes the conceptual elements of these verbs and subsequently compares their semantic nuances in various contexts within the two languages. Moreover, the study employs the Verb Valency Theory to identify their valency categories and their ability to fit into diverse sentence patterns.Chapter Two, on the other hand, concentrates on Chinese and Thai verbs associated with “seeing”. Through an analysis of conceptual elements in various dimensions across both languages, it uncovers the similarities and differences in their meanings. In the exploration of verb valency, it becomes apparent that the Chinese verb “jiànmiàn” belongs to distinct valency categories in comparison to its Thai equivalent. This discrepancy in valency categories leads to variations in language structure and usage, consequently influencing Thai learners due to the phenomenon of mother tongue interference, resulting in a range of errors when learning the Chinese verb “jiànmiàn”.Chapter Three centers on Chinese and Thai verbs relating to “looking” or “gazing”. This chapter primarily delves into the analysis of conceptual elements in the two languages, revealing that the semantic range of the Chinese verb “wàng” is richer than its Thai counterpart “mɔ:ŋ³³” Additionally, the study uncovers that both languages categorize “wàng” as a bivalent verb, allowing it to fit into the basic bivalent sentence pattern: N₁+V +N, as well as other related patterns like special constructions and transformational sentences.Chapter Four examines other visual verbs in Chinese and Thai. This includes five Chinese verbs, namely “guānchá”、“cānguān”、“guānkàn”、“gù”、and “dú”, as well as three Thai verbs, “saŋ¹⁴ ke:t²¹”, “chom³³”、and “ʔa:n²¹” . Through this investigation, it is discovered that verbs like “guānchá” and “gù” emphasize the manner of action, while verbs like “cānguān”、“guānkàn” and “dú” highlight the object of action. In the context of Chinese-Thai comparison, it is observed that the Thai verb “chom³³” can be translated as both “cānguān” and “guānkàn” in Chinese, leading to the frequent confusion of these two verbs by Thai learners and resulting in substitution errors.Chapter Five under the guidance of the conceptual element analysis method and verb valence theory, makes an overall comparison of the visual verbs of the two different language vocabulary systems of Chinese and Thai, summarizes their similarities, and analyzes their differences.Chapter Six entails error analysis and teaching strategies. Commencing with Thailand as the country of origin for Chinese language learners, the study compiles data from the Global Chinese Interlanguage Corpus related to the 13 Chinese verbs examined in this paper. Subsequently, an in-depth analysis of errors in these corpus samples is conducted, highlighting seven visually-oriented Chinese verbs prone to mistakes: “kàn”、 “kànjiàn”、 “jiànmiàn”、 “dú”、 “jiàn”、 “wàng” and “cānguān”. This chapter conducts an analysis of error occurrences in using these seven visual verbs among Thai learners, encompassing substitution errors, misusage, omissions, blending, and misordering. The results indicate that the verb “kàn” has the highest error rate. Moreover, the disparity in valency categories between the Chinese verb “jiànmiàn” and the Thai verb “phop⁴⁵” leads to frequent misordering when Thai students use the verb “jiànmiàn”. In light of these findings, the paper delves into the realm of verb valency to explore the sentence patterns associated with the Chinese-Thai verb “jiànmiàn” aiming to rectify the common misordering issues Thai students encounter when using this verb.This paper employs the Conceptual Element Analysis (CEA) method with the aim of systematically comparing the distinctions in conceptual elements across various semantic categories of Chinese and Thai visual verbs within nine dimensions. Concurrently, by utilizing the Valency Theory, the study analyzes visual verbs in both Chinese and Thai languages, elucidating their valency categories and their applications within sentence structures. Ultimately, the findings of this research will provide valuable reference material for teaching Thai students Chinese visual verbs, assisting educators in effectively guiding students and facilitating a precise comprehension and utilization of these verbs.
视觉动词是动词中的一个小类，用于表达人类对外界信息的感知和表达方式，其使用可以揭示语言和思维之间的联系。本文以概念要素分析和动词配价理论为基础，对收录在《国际中文教育中文水平等级标准》（2021）中的13个汉语视觉动词进行了研究。同时，还将这些汉语视觉动词与7个泰语视觉动词的义项和用法进行了对比。最后分析泰国学习者学习汉语视觉动词存在的偏误类型、偏误原因和教学策略。本文将从以下几个方面展开研究：绪论部分阐述本文的研究背景和意义，有关的研究理论和研究方法，介绍目前相关的研究现状，包括视觉动词的研究成果、动词配价理论的研究成果以及相关偏误和教学策略的研究成果，在此基础上明确本文的研究范围和内容。第一章以汉泰普通“看”类动词为研究对象，首先设定概念要素分析法的9个维度，分析这些动词的概念要素情况，在此基础上对比他们在汉泰两种语言中各个义项中的异同。同时，运用动词配价理论辨别这些动词的价类，以及他们能够进入各种句型的能力。第二章聚焦于汉泰“见”类动词，通过分析两种语言在各个维度上的概念要素情况，揭示其异同之处。在动词配价方面的研究中，发现汉泰动词“见面”分属于不同的价类，从而导致其语言结构和用法的差异。这也导致泰国学习者在学习汉语动词"见面"时，受到母语负迁移的影响，造成不少偏误问题。第三章的研究对象是汉泰“望”类动词。本章主要分析汉泰动词“望”的概念要素情况，通过研究可知汉语动词“望”的义项要比泰语动词“มอง（mɔːŋ³³）”丰富。同时发现汉泰两种语言中的“望”同属二价动词，他们能够进入二价动词的基本句：N₁+V+N₂，以及特殊式和变换句等相关句式。第四章为汉泰其他类视觉动词的研究。包括5个汉语动词“观察”“参观”“观看”“顾”“读”和3个泰语动词“สังเกต(saŋ¹⁴keːt²¹)”“ชม（chom³³）”“อ่าน（ʔaːn²¹）”。通过研究发现动词“观察”“顾”突显动作方式，动词“参观”“观看”“读”强调动作对象。在汉泰对照中可知泰语动词“ชม（chom³³）”可以翻译成汉语“参观”和“观看”这两个词语，从而导致泰国学习者经常混用这两个动词，造成动词的误代现象。第五章在以概念场为背景的概念要素分析法和动词配价理论的指导下，对汉泰两种不同语言词汇体系的视觉动词进行整体对比，总结他们的相同点，分析不同点。第六章是偏误分析和教学策略。首先，设定泰国为汉语学习者的国别，通过全球汉语中介语语料库收集本论文研究的13个汉语动词的语料。随后，对这些语料进行逐一偏误辨析，最后发现容易出现偏误的7个汉语视觉动词，包括“看”“看见”“见面”“读”“见”“望”“参观”，从误代、误用、遗漏、杂糅和错序等五个方面对泰国学习者在使用这些动词时出现的偏误语料进行分类。结果表明，动词“看”的偏误比例最高。同时，因为汉语动词“见面”与泰语动词“พบ（phop⁴⁵）”的价类不同，导致泰国学习者在使用汉语动词“见面”时经常出现错序的情况。针对这些发现，本文将从动词配价的角度出发，探究汉泰动词“见面”的相关句型，以解决泰国学习者在使用该动词时常见的偏误问题。本文采用概念要素分析法，旨在在9个维度下清晰地比较汉泰视觉动词之间各义项的概念要素的区别。同时，运用动词配价理论，对汉泰两种语言中的视觉动词进行分析，确定它们的价类及其在句型上的应用。最终，本文的研究成果将用于对泰汉语教学，希望能够帮助教师更好地指导学生，促进泰国学习者在学习汉语视觉动词时的准确理解和运用。
