The Errors Analysis and Instructional Proposal Using Chinese Radical Plus Phonetic Characters in Teaching Chinese for Thai Students The Errors Analysis and Instructional Proposal Using Chinese Radical Plus Phonetic Characters in Teaching Chinese for Thai Students

Abstract

The purposes of this research were to study what kinds of errors the students had made in using Chinese Radical Plus Phonetic Characters and to analyze the causes of errors. The subject of this research 100 2nd year Thai students learning Chinese at Chiang Rai Rajabhat University who studied Chinese Major in second semester, academic year 2018 was from Purposive Sampling. The instrument was Chinese Radical Plus Phonetic Characters Test.

            The results of the study were as follows: (1) The most frequent student errors were The semantic category above Voice, acting for 69.6 percent and The semantic category on the right The audio part is on the left, acting for 60.8 percent. (2) The result of the analysis shows that, the cause of the error is divided into 3 main causes which are the cause of the homophone of the semantic type and the sound. The cause of the proximity of Chinese characters causes students to be confused and the reason students do not understand the principles of writing Chinese characters.

            The instructional proposal in teaching Chinese Radical Plus Phonetic Characters for Thai students were then proposed. (1) Teachers should use Chinese calligraphy strategy to help explain the meaning of Chinese characters. (2) There should be practice to select a lot of Chinese characters. And has a variety of training styles. (3) There should be emphasis on hierarchical teaching. Character classification and the writing style that is standard in Chinese (4) There should be innovation development or multimedia media that helps in the study of strokes or Chinese character writing and improve the skills of memorizing Chinese characters of students.