「把字句」是漢語中極具代表性的處置結構，也是對外漢語教學中的語法難點之一。雖然泰語缺乏與「把字句」完全對應的語法形式，但泰語中的「aw」具備與「把」相似的語義功能，因此泰國華語學習者在學習與使用「把字句」時，常受母語影響出現偏誤與少用現象。本研究以泰國高中華語學習者為對象，採用中介語對比方法並應用語料驅動學習的理念進行教學，分析學習者的表現與學習成效。研究結果顯示，學習者在前測階段每人平均產出4.5筆把字句，教學介入後，每人平均使用提升至15.2筆。除了「把字句」的使用頻率提高，把字句的變化式也較多元，偏誤率亦明顯下降，顯示語料驅動學習能有效促進語法習得。

The bǎ-construction is one of the most representative disposal constructions in Mandarin Chinese and constitutes a well-known grammatical challenge in the teaching of Chinese as a foreign language. Although Thai lacks a grammatical structure that fully corresponds to the bǎ-construction, the Thai verb aw shares certain semantic functions with bǎ. As a result, Thai learners of Chinese are often influenced by their first language, leading to both erroneous use and underuse of the bǎ-construction. This study investigates Thai senior high school learners of Chinese by adopting an interlanguage contrastive approach and implementing instruction grounded in the principles of data-driven learning (DDL). Learners’ performance and learning outcomes were analysed before and after instructional intervention. The results show that, in the pre-test, learners produced an average of 4.5 instances of the bǎ-construction per student, whereas after instruction this figure increased to 15.2 instances. In addition to the substantial increase in usage frequency, learners also demonstrated a wider range of structural variants and a marked reduction in error rates. These findings indicate that corpus-based instruction can effectively facilitate the acquisition of the bǎ-construction.

把字句；泰國學習者；語料驅動學習；偏誤；華語教學

bǎ-construction; Thai learners of Chinese; data driven learning; grammatical errors; Teaching Chinese as a Foreign Language