This thesis focuses on the language life of college learners of the Chinese language in various major universities in Thailand. It employs survey questionnaires, observation, and personal interviews to investigate and analyze the lives of college learners the Chinese language in Thailand. The research explores the correlation between language attitudes, language usage, language proficiency, and different background variables among college learners of the Chinese language in Thailand. It not only provides a solid theoretical foundation and data support for Chinese language teaching in Thailand but also promotes cooperation and exchange between China and Thailand in various fields. This thesis consists of the following six parts. In the introduction section, the focus is on reviewing the research background and content, research objectives and significance, research ideas and methods, and sorting out relevant literature and works on language life at home and abroad, especially analyzing the current research status of the language life of college learners of the Chinese language in Thailand. Chapter One introduces the social and cultural overview of Thailand, including its geographical environment, ethnic population, historical context of Sino-Thai cultural exchanges, and the development history of Chinese language education in Thailand, aiming to present the humanistic and social environment of Thailand and its Chinese language education. Chapter Two analyzes the language attitudes of college learners of the Chinese language in Thailand from the dimensions of cognition, emotion, and behavior, as well as the correlation between different background variables and Chinese language attitudes. Chapter Three investigates the language acquisition and language proficiency of college learners the Chinese language in Thailand, as well as the background factors influencing language proficiency. Chapter Four investigates the language usage of college learners of the Chinese language in Thailand in different situations, conducting surveys on language usage in family, school, public spaces, and media, as well as the correlation between different background variables and Chinese language usage. Chapter Five is the conclusion, summarizing the characteristics and development trends of the language life of college learners of the Chinese language in Thailand, concluding and reflecting on Chinese education in Thailand, and proposing corresponding countermeasures and suggestions for existing problems. The research indicates that (1) in the language attitude survey, many respondents hold positive attitudes towards learning Chinese. Different "ages" have a significant impact on Chinese language attitudes, but "gender," "Chinese proficiency," "learning time," "family background," and "whether visited China" do not significantly affect Chinese language attitudes. (2) In the language proficiency survey, Chinese proficiency is significantly influenced by age, learning time, Chinese proficiency, and family background. (3) In the language usage survey, significant differences were found in language use concerning gender, duration of study, proficiency level in Chinese, family background, and study plans. Regarding regional Chinese language usage, it is more prevalent in school and media environments as well as specific settings, while its usage is relatively limited in family and public spaces.
本论文以泰国各大高校汉语学习者语言生活状况为研究对象，采用调查问卷法、观察法和个人访谈法对泰国大学生汉语学习者生活情况进行调查分析。研究不同泰国大学生汉语学习者语言态度、语言使用、语言能力与不同背景变量的相关性，不仅能够为泰国的汉语教学提供坚实的理论基础和数据保证，还可助力于中泰两国各方面的合作交流。本论文由以下六个部分内容组成。在绪论部分，主要围绕包括研究背景与内容、研究目的及意义，研究思路与方法，对国内外有关语言生活的著作和文献资料进行梳理，尤其是对把泰国汉语学习者语言生活的研究现状进行分析；第一章从泰国的地理环境与民族人口、中泰文化交往历史源流、泰国汉语教育发展历史等介绍了泰国泰国的社会文化概况，目的是展现泰国人文社会环境与汉语教育。第二章从认知、情感、行为维度分析泰国大学生汉语学习者汉语语言态度，以及不同背景变量与汉语态度之间的相关性。第三章调查泰国大学生汉语学习者语言习得与语言听说读写能力，以及影响语言能力的背景因素。第四章调查泰国大学生汉语学习者在不同场合的语言使用，对家庭、学校、公共空间与媒体领域语言使用四个方面进行调查，以及不同背景变量与汉语使用之间的相关性。第五章是结论部分，概括泰国大学生汉语学习者语言生活的特征与发展趋势、对泰国汉语教育总结与思考，针对存在的问题，提出了相应的对策建议调研表明，（1）在语言态度调查中，大多数被调查者对学习汉语持有积极态度，不同“年龄”对学习者汉语语言态度存在显著的影响关系，但是“性别”“汉语水平”“学习时间”“家庭背景”“是否去过中国”并不会对学习者汉语语言态度产生显著影响。（2）在语言能力调查中，汉语能力与年龄、学习时间、汉语水平、家庭因素、学习形式和学习计划都有显著性影响。（3）在语言使用调查中，语言使用与性别、学习时间、汉语水平、家庭背景、学习计划之间存在显著性差异。在区域汉语使用方面，汉语在学校、媒体领域和一些特定环境中的使用相对较多，而在家庭、公共空间领域的使用相对较少。
