连动式作为现代汉语中的特殊句式，在日常生活中的使用频率较高，因而在对外汉语教学
中，连动句的教学也成为了一个重要的语法点。然而，专门针对对外汉语连动句分析的研究文
献却相对较少，特别是针对泰国汉语学习者连动句偏误的国别化研究更是稀少。本研究旨在调
查和分析泰国大学生在学习连动句过程中出现的偏误，并探讨其产生的原因，以期提出有效的
解决方案。研究以偏误分析理论、中介语理论和对比分析理论为基础，通过调查泰国宣素那他
皇家大学的学生，总结出他们在使用连动句时主要的偏误类型，包括与其他特殊句式混淆、句
子结构偏误以及特殊字用法偏误等。本研究首先对汉语和泰语的连动句句式进行了对比和分析，
为后续的偏误研究提供了对比基础。通过对泰国宣素那他皇家大学学生的调查，收集了大量的
数据，并对其进行了详细的分析。根据学生的偏误情况，分别对教材、学生以及教师提出了具
体的教学建议。本研究的结果对于理解泰国大学生学习汉语连动句的偏误问题具有重要的意义，
结果揭示了泰国大学生在学习连动句时出现的具体偏误类型及其产生的原因，为今后的教学和
研究提供了有益的参考。同时，研究结果对于改进对外汉语教学中连动句的教学方法和教材具
有重要的指导意义，有助于提高教学效果。此外，本研究的结果也有助于促进中泰两国在语言 教学和文化交流方面的合作与发展。
As a special sentence pattern in modern Chinese, connected sentences
are frequently used in daily life. Therefore, the teaching of
connected sentences has become an important grammatical point in
teaching Chinese as a foreign language. However, there are relatively
few research papers specifically focusing on the analysis of connected
sentences in teaching Chinese as a foreign language, especially the
country-specific research on the errors of connected sentences of Thai
Chinese learners. This study aims to investigate and analyze the
errors made by Thai college students in the process of learning
connected sentences, explore the causes of their occurrence, and
propose effective solutions. Based on the error analysis theory,
interlanguage theory and contrastive analysis theory, the study
surveyed students of Suan Sunath Rajabhat University in Thailand and
summarized the main types of errors they made when using connected
sentences, including confusion with other special sentence patterns,
sentence structure errors, and errors in the use of special
characters. This study first compared and analyzed the conjunctive
sentence patterns of Chinese and Thai, providing a comparative basis
for subsequent error research. Through the survey of students of Suan
Sunath Rajabhat University in Thailand, a large amount of data was
collected and analyzed in detail. According to the students' errors,
specific teaching suggestions were put forward for textbooks, students
and teachers respectively. The results of this study are of great
significance for understanding the error problems of Thai college
students in learning Chinese connected sentences. The results reveal
the specific types of errors and their causes when Thai college
students learn connected sentences, providing a useful reference for
future teaching and research. At the same time, the results of this
study have important guiding significance for improving the teaching
methods and teaching materials of connected sentences in teaching
Chinese as a foreign language, which helps to improve teaching
results. In addition, the results of this study are also helpful to
promote cooperation and development between China and Thailand in
language teaching and cultural exchanges.
