Directional constructions have always been a difficulty for Thai learners to master. Unlike Thai, Chinese directional complements not only have inherent directional meanings but also metaphorical result meanings and state meanings, which increase the learning difficulty for Thai learners of Chinese and distinguish their usage characteristics from those of learners from other countries. This article conducts research and analysis on the acquisition and teaching of directional constructions by intermediate and advanced Thai learners, summarizes the usage representations of directional constructions by Thai intermediate and advanced Chinese learners, analyzes the reasons, and proposes practical teaching methods. Firstly, the basic theories and research methods to be used in this article are elaborated. Secondly, the article analyzes a corpus of fourteen thousand characters from both a corpus database and assignments of local Thai learners. The analysis covers four aspects: usage frequency, displacement events, usage structures, and error types, summarizing the usage characteristics of learners regarding directional constructions. Then, it selects the verbs used in these constructions to conduct experiments on prototype and form-meaning probability, deriving the prototypes of directional verbs and the ranking of form-meaning probability closeness. Based on the corpus and experiments, the article summarizes the prototypes, structural usage characteristics, and typical errors of directional constructions. The results show that in V+D 'lai' constructions, the verb with the highest prototypicality is "xiang," and the construction with the highest form-meaning probability is "tingqilai," while the instance with the highest frequency is "xiangqilai." In V+D 'qu' constructions, "jianchi" and "pao" have the highest prototypicality, and due to limited data, form-meaning probability could not be analyzed. Structural analysis shows that structures not involving locative objects are the most frequent, with most objects being in medial or postverbal positions. Error types include confusion between V+ 'lai' and V+ 'dao,' as well as between "qilai" and "chulai." Additionally, in "huilai," there is redundant information in "lai," "qilai," "chulai," and "chuqu."Based on the above analysis, the article analyzes the reasons for prototypicality appearance from the frequency of occurrence in textbooks and the degree of detailed explanation, the structural usage reasons from a comparative analysis of Chinese and Thai, and the reasons for error types from a semantic analysis of Chinese and Thai. The main reason is interference and occlusion by the native language, and it is also influenced by the target language, such as the frequency of directional constructions in textbooks and the easily confused words "lai" and "dao" in Chinese, causing confusion for learners. Finally, based on the usage characteristics and reasons analysis of learners, this article selects "qilai" as the teaching content, using the construction-chunk method to design teaching plans suitable for intermediate and advanced Thai learners, increasing the proportion of explanations on common mistakes in the teaching plans, and proposing targeted teaching suggestions. This research still has shortcomings in the analysis of reasons and the design of teaching plans. The reason analysis is not in-depth, and the teaching plan design has not been experimentally verified. These are the deficiencies and areas that need improvement in this article.
动趋式一直是泰国学习者的习得难点，与泰语不同，汉语趋向补语不仅存在本身的趋向义还有隐喻后的结果义和状态义，增加了泰国汉语学习者的学习难度，也有区别于其他国家学习者的使用特征。本文对动趋构式泰国中高级学习者的习得及教学进行研究分析，总结出泰国中高级汉语学习者动趋构式的使用表征，分析其原因并提出具有实用性的教学方法。首先对本文所要使用的基本理论及研究方法进行阐述。其次本文对学习者两万一千字的语料进行分析，所选取的两万一千字的语料是来自语料库及泰国本土学习者作业。本文从使用频次、位移事件、使用结构及偏误类型四个方面进行分析，总结出学习者关于动趋构式的使用特征。继而选取其动词使用，进行原型性及形义或然性实验，得出动趋式的动词原型及形义或然性紧密度排序。通过语料及实验，总结出动趋构式的使用原型，结构使用特征及典型偏误。其结果为在V+D来中原型性最高的动词为“想”，形义或然性最高的动趋式位“听起来”，实例频次最高的为“想起来”。在“V+D去”中，“坚持”和“跑”的原型性最高，形义或然性由于数据有限不能进行分析。结构分析中，不涉及处所宾语的结构最多，宾语位置大多数中置和后置。偏误类型中V+来与V+到，起来和出来存在混淆。回来中的来和起来、出来及出去，信息存在多余。基于上述分析，本文将从动趋构式的教材出现频次，讲解详细程度分析原型性出现的原因，从汉泰对比分析结构使用原因，从汉泰语义分析偏误类型原因。得出其主要原因是受到了母语的干扰和遮蔽，也会受到目的语的影响，如课本中动趋构式出现的频次，来和到在汉语中就属于易混词，也会造成了学习者的混淆。最后根据学习者的使用特征及原因分析，本文选取“起来”作为教学内容，结合泰国中高级学习者的使用特征运用构式—语块法设计教学教案，在教案中增加易错点的讲解比重，最后提出具有针对性的教学建议。本研究在原因分析及教案设计方面仍存在不足，原因分析尚不深入，教案设计也没有经过实验的验证。这是本文的不足及需要改进的重点。
