A Study on the Acquisition of Psychological Verbs and Teaching Strategies for Elementary-Level Chinese Learners in Thailand
Keywords:
Psychological Verbs, Error Analysis, Teaching StrategiesAbstract
This study focuses on Thai beginner-level Chinese learners as the research subjects, aiming to explore the types of errors they make in acquiring psychological verbs from the textbook Developing Chinese: Elementary Comprehensive Course and to propose corresponding teaching suggestions. The research employs literature review, survey analysis, and error analysis methods to systematically analyze the usage of psychological verbs among 106 Chinese learners at University of Phayao in Thailand. The findings reveal that the textbook contains a total of 47 psychological verbs, and the errors made by Thai students can be categorized into two major types: lexical errors and grammatical errors. At the lexical level, errors include the misuse, substitution, and omission of psychological verbs; at the grammatical level, errors involve the addition or omission of collocational components, as well as word order mistakes. Based on these findings, the study proposes improvement suggestions from two dimensions: teaching practice and textbook design. At the teaching level, it is recommended to enhance students' understanding of the semantic and collocational features of psychological verbs; at the textbook level, it is suggested to include more targeted exercises and application scenarios. This study not only provides a theoretical foundation for teaching psychological verbs in Chinese to Thai learners but also offers practical guidance for addressing common acquisition challenges faced by beginner-level Chinese learners in Thailand.
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