As the exchanges and cooperation between China and Thailand become increasingly close, the influence of Chinese in Thailand has gradually expanded, and more and more Thai students have begun to learn Chinese. However, in the process of learning Chinese as a second language, students often encounter various difficulties and challenges. As a basic grammatical structure in Chinese, the mastery of the center structure directly affects their Chinese expression ability for Chinese learners. However, due to the significant differences in grammatical structure and semantic expression between Chinese and Thai, Thai primary Chinese learners often make various errors when acquiring Chinese midpoint structures. This study adopted questionnaire and error analysis research methods. The author took advantage of the opportunity of serving as a volunteer Chinese teacher in Thailand to conduct an in-depth investigation on the acquisition of Chinese center structures by junior Chinese learners at Dongzhen Middle School in Phayao Province. Through comparative analysis of the differences between learners' actual Chinese expressions and standard Chinese, the common types of errors and their causes in the process of acquiring Chinese center structures are revealed. This study first provides a detailed understanding of the errors that occur among Thai primary Chinese language learners in the process of mastering Chinese center structures, as well as the categories and frequencies of these errors. Secondly, these errors will be analyzed in depth to reveal their causes from multiple perspectives such as language transfer, teaching methods, and cultural factors. Finally on this basis, targeted and practical teaching suggestions and strategies will be put forward in order to help learners master the centering structure more effectively. Research has found that when Thai primary Chinese language learners acquire Chinese central structures, common types of errors include improper matching of attributive and central words, attributive word order errors, and missing central words, etc. The occurrence of these errors is often related to factors such as interference from the learner's mother tongue, insufficient Chinese input, and inappropriate teaching methods. Based on the above research results, this study puts forward targeted teaching suggestions, aiming to help Thai primary Chinese learners better acquire Chinese center structures. At the same time, this study also provides useful reference for Chinese teachers in Thai so that they can pay more attention to the actual needs of learners in teaching and adopt more effective methods to improve learners' acquisition level of Chinese center structures.
随着中泰两国的交流与合作日益密切，汉语在泰国的影响力逐渐扩大，越来越多的泰国学生开始学习汉语。然而，汉语作为第二语言的学习过程中，学生常常会遇到各种困难和挑战。定中结构作为汉语中的一种基本语法结构，对于汉语学习者来说，其掌握程度直接影响到他们的汉语表达能力。然而，由于汉语和泰语在语法结构、语义表达等方面存在显著的差异，泰国初级汉语学习者在习得汉语定中结构时往往会出现各种偏误。本研究采用问卷与偏误分析研究方法，笔者利用在泰国担任汉语教师志愿者的机会，对帕尧府东真中学初级汉语学习者的汉语定中结构习得情况进行了深入调查。通过对比分析学习者的实际汉语表达与标准汉语之间的差异，揭示了他们在习得汉语定中结构过程中常见的偏误类型及其成因。本研究首先详尽地了解泰国初级汉语学习者在掌握汉语定中结构过程中出现的偏误现象，以及这些偏误的类别和频率。其次，将对这些偏误进行深入的分析，从语言迁移、教学方法、文化因素等多个角度去揭示其产生的原因。最后在此基础上，将提出具有针对性的、切实可行的教学建议和策略，以期帮助学习者更有效地掌握定中结构。研究发现，泰国初级汉语学习者在习得汉语定中结构时，常见的偏误类型包括定语与中心语搭配不当、定语语序错误、中心语缺失等。这些偏误的产生往往与学习者的母语干扰、汉语输入不足、教学方法不当等因素有关。基于上述研究结果，本研究提出了针对性的教学建议，旨在帮助泰国初级汉语学习者更好地习得汉语定中结构。同时，本研究也为在泰汉语教师提供了有益的参考，以便他们在教学中更加关注学习者的实际需求，采用更加有效的方法来提高学习者的汉语定中结构习得水平。
