LEARNING AND TEACHING THE CHINESE PARTICLE “啊” IN NON-INTERROGATIVE SENTENCES
EVIDENCE FROM THAI LEARNERS
Keywords:
sentence-final particle “啊”, acquisition patterns, explicit instruction, Thai university learnersAbstract
The acquisition of the Chinese sentence-final particle “啊” in non-interrogative contexts remains challenging for foreigners. However, thorough research on Thai university learners is still lacking. This study analyzes Thai learners’ acquisition patterns and error types when employing “啊” and evaluates the effectiveness of explicit instruction designed to address these challenges. Using an embedded mixed-methods approach, learner oral data were first analyzed to discover the functional distribution of “啊” and common systematic errors. A controlled experiment with a pre-test, post-test, and delayed post-test then compared explicit function-focused instruction to normal instruction. Results revealed a clear acquisition gradient among Thai learners: exclamation was acquired most easily, followed by reminder, explanation and mitigation. Significant and long-lasting gains in pragmatic appropriateness and functional correctness were made by learners who received explicit instruction. The study contributes to interlanguage pragmatics and provides empirically grounded pedagogical recommendations for teaching the non-interrogative sentence-final particle “啊” to Thai learners.
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