Error Analysis and Teaching Strategies of Adverb “就是 (Jiushi)” by Students at Prince of Songkla University

Zhang  Shuaishuai; Nathakarn  Thaveewatanaseth; Kanokporn  Numtong

Authors

Zhang Shuaishuai Ph.D., Candidate, Department of Eastern Languages, Faculty of Humanities, Kasetsart University
Nathakarn Thaveewatanaseth Department of Eastern Languages, Faculty of Humanities, Kasetsart University
Kanokporn Numtong Department of Eastern Languages, Faculty of Humanities, Kasetsart University

Keywords:

Prince of Songkla University, Students with Different Chinese Proficiency Levels, Adverb “就是 (jiushi)”, Error Analysis, Hierarchical Dynamic Teaching Strategies

Abstract

This study systematically analyzes the error types and causes of the adverb "jiùshì" based on the proficiency hierarchy framework, integrating error analysis with language input and output theories. It proposes corresponding tiered teaching strategies. By examining error corpora from Chinese majors across four grades at Prince of Songkla University and combining Lu Jianji and Zhou Xiaobing's error categorization, the error types are classified into six categories: omission, redundant addition, inappropriate substitution, misordering, structural blending, and overgeneralization. The research reveals that first and second-year students demonstrate remarkably similar patterns in total output and error type distribution, thus classified as Stage I, followed by third-year (Stage II) and fourth-year students (Stage III). Error causes are identified as: L1 negative transfer and insufficient language input for Stage I; overgeneralization of target language rules and contextual insensitivity for Stage II; and inadequate input quality with fossilization effects for Stage III. The tiered pedagogical strategies propose: 1. Chinese-Thai comparative analysis and structural drills for Stage I; 2. semantic mapping modeling and contextualized tasks for Stage II; 3. input-output integration with metalinguistic awareness training and digital tools for Stage III. The developed three-dimensional "Error Analysis-Proficiency Tiering-Dynamic Strategy" teaching model demonstrates extensibility to other Chinese adverb instruction, providing robust pedagogical support for Thai Chinese-learning contexts.

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