Errors Analysis in Chinese Complement: A Case Study of Third-year Chinese Major Students, Thaksin University

Abstract

This research analyzes errors in the use of Chinese complements made by third-year students enrolled in the Chinese program at the Faculty of Humanities and Social Sciences, Thaksin University. The study aims to examine the types, characteristics, and causes of these errors and to propose teaching strategies for Thai learners. The data were collected from homework assignments in the Chinese Writing II course during the 2022 academic year. Descriptive statistics, including frequency and percentage calculations, were used for analysis. 

The findings identified seven types of errors in the use of Chinese complements. The most common errors involved complements of state or manner, followed by errors in prepositional phrase complements, result complements, quantity/number complements, degree complements, directional complements, and potential complements.

Five main error characteristics were identified. The most frequent was incorrect word order in sentences, followed by word substitution, omission of words, addition of unnecessary words or components, and mixed usage of components.

The causes of these errors include negative language transfer, unclear expression, cultural differences, lack of linguistic intuition, and insufficient writing practice. 

Suggestions for improving the teaching of Chinese complements to Thai learners include fostering a positive attitude toward the target language, emphasizing practice, teaching grammar explicitly, using diverse teaching methods, and selecting appropriate teaching materials.