Analysis and teaching countermeasures of Thai student's partial conjunction errors based on HSK corpus

Abstract

This paper aims to study the phenomenon of errors made by Thai students in the HSK corpus, analyze the causes and characteristics of the errors, and propose countermeasures for teachers, teaching, and students. Specifically, this study uses literature analysis and database analysis methods, and through the analysis of the HSK corpus, it is found that the most common error made by Thai students in their language learning is the misuse of the "modifier-head" conjunction. In response to this phenomenon, this paper proposes a variety of countermeasures, including strengthening the teachers' ontological knowledge, optimizing the teaching process, improving teaching methods, selecting appropriate teaching materials, reviewing and consolidating knowledge, enhancing students' learning interest, and effectively utilizing errors. The implementation of these countermeasures can help Thai students effectively correct their errors, improve their Chinese language proficiency and language application ability. The research results and countermeasures of this paper not only have practical significance for Thai students' Chinese language learning but also have certain reference significance for Chinese language learners from other countries.