本文以“泰国中高级水平汉语学习者‘大概、也许、可能’习得研究”为题，研究泰国中高级水平汉语学生的偏误现象。首先，通过调查问卷，得到100份样本数据，并对调查结果进行了统计分析，分析得到：泰国中高级水平汉语学习者“大概、也许、可能”的语义、句法以及语用习得三个层面上，语义习得偏误率为41.57%；句法习得偏误率高达58%；语用习得偏误率为43.61%。其次，本文研究了泰国中高级水平汉语学习者“大概、也许、可能”偏误的类型，研究得到：泰国中高级水平汉语学习者“大概、也许、可能”偏误的类型主要有八种，即：语义混淆、语义确信度混淆、与句末语气词连用混淆、被否定词及程度副词修饰混淆、停顿混淆、单独作谓语混淆、语用前提混淆、语用句型混淆。再者，本文研究了泰国中高级水平汉语学习者“大概、也许、可能”偏误的原因，研究得到：泰国中高级水平汉语学习者“大概、也许、可能”产生偏误的原因主要有三点，分别是“大概、也许、可能”之间的语义及功能泛化、教学方法上的原因以及学习策略上的原因。最后，针对泰国中高级水平汉语学习者“大概、也许、可能”的偏误现象，本文提出三点教学建议，即：采用对比教学法，破解易混淆词辨析难点、结合图表，直观展示易混淆点、结合固定语块，培养学生的语感，以此来促进泰国中高级水平汉语学习者“大概、也许、可能”的习得效果。
This article named “A Research on the Acquisition of “Dagai, Yexu, Keneng” of Thai Intermediate and Advanced Learners of Chinese Language” is a study on the phenomenon of errors among Thai intermediate and advanced learners of Chinese language. The 100 sets of questionnaires are collected and analyzed through statistics. The results of the analysis reveals that the three aspects of learning Dagai, Yexu, and Keneng words, which include semantic, syntax, and pragmatic, of Thai intermediate and advanced learners of Chinese language can be classified as followed: the error rate of learning for semantic is 41.57%, while the rate for syntax is as high as 58%, and the pragmatic is 43.61%. Subsequently, the researcher examines the type of learning errors of “Dagai, Yexu, Keneng” among Thai intermediate and advanced learners of Chinese language and finds that there are eight types of learning errors of “Dagai, Yexu, Keneng” usually occurred among Thai intermediate and advanced learners. These eight types are semantic confusion, confusion of degree of semantic certainty, confusion of consecutive use of sentence-final particles, confusion of negatives and adverb of degree modifier, pausing confusion, confusion when functioning as a predicate, confusion of pragmatic presupposition and confusion of pragmatic pattern. Besides, this article also explores the causes of learning errors of “Dagai, Yexu, Keneng” among Thai intermediate and advanced learners. It is found that there are three major causes of these errors which are generalization of target language, the cause of error from teaching methods, and the cause of error from learning strategies. Lastly, this paper also presents three suggestions for correcting the error phenomenon of learning “Dagai, Yexu, Keneng” among Thai intermediate and advanced learners of Chinese language: solving difficult issues in analysis confusable words with comparable illustrated tables, visually showing frequently confused issues with fixed lexical chunks, cultivating language sense for students. These three methods are aimed to boost efficiency of the acquisition of “Dagai, Yexu, Keneng” among Thai intermediate and advanced learners of Chinese language.
