本研究探討泰國華語學習者書面產出中的歐化結構是否源於其母語（泰語）的歐化現象。研究採用混合方法設計，以語法判斷任務（N = 187）與翻譯產出任務（N = 173）蒐集CEFR A2至C2（自評）等級泰國華語學習者的書面語料，分析被動泛化、虛主詞、存在句歐化、條件句倒置、輕動詞泛用及關聯詞強制等六大歐化機制的遷移模式。結果顯示，泰語歐化接受度與華語歐化產出呈中度正相關（r = 0.58, p < .001），此一發現與母語遷移假設的預期一致。即使在控制學習者英語使用頻率後，兩者間仍存在顯著關聯（β = 0.29, p < .01），為「母語變異體遷移」提供了初步的實證支持；不同機制的遷移強度差異顯著，其中輕動詞「進行」的遷移效應最強（r = 0.67），存在句歐化則未呈現顯著遷移關係；學習者程度與歐化產出呈非線性關係，中級學習者（B1/B2）的歐化產出最高，高級學習者（C1/C2）則高級組歐化產出仍高於初級組，暗示可能石化，需縱貫研究驗證；曾赴華語地區學習或生活的經驗顯著降低歐化產出（t = 3.42, p < .01）。本研究提出「中介語來源的三層模型」（感知層→偏好層→產出層），並依據遷移強度提出歐化結構的教學排序，其中「輕動詞『進行』」與「虛主詞『它』」不宜採取零教學策略。

This study investigates whether Europeanized structures in the written Chinese production of Thai learners originate from the Europeanization of their native language (Thai). Employing a mixed-methods design, the research collected written data from Thai Chinese learners at self-reported CEFR levels A2 to C2 through grammaticality judgment tasks (N = 187) and translation production tasks (N = 173). The analysis examined transfer patterns across six Europeanization mechanisms: passive voice generalization, dummy subject insertion, existential sentence Europeanization, conditional sentence inversion, light verb overuse, and obligatory conjunction pairing. Results revealed a moderate positive correlation between acceptance of Europeanized Thai and production of Europeanized Chinese (r = 0.58, p < .001), a finding consistent with the predictions of the mother-tongue transfer hypothesis. Even after controlling for learners' frequency of English use, a significant association remained between the two variables (β = 0.29, p < .01), providing preliminary empirical support for the transfer of "L1 variant structures." Transfer strength varied significantly across mechanisms, with the light verb "jìnxíng" demonstrating the strongest transfer effect (r = 0.67), while existential sentence Europeanization showed no significant transfer relationship. Learners' proficiency levels exhibited a non-linear relationship with Europeanized production: intermediate learners (B1/B2) produced the highest rates of Europeanized Chinese, whereas advanced learners (C1/C2), though showing some decline, still produced more Europeanized structures than beginner-level learners (A1/A2)—a pattern suggestive of possible fossilization that requires longitudinal research for confirmation. Prior experience of studying or residing in a Chinese-speaking region significantly reduced Europeanized production (t = 3.42, p < .01). This study proposes a "Three-Layer Model of Interlanguage Sources" (Perception Layer → Preference Layer → Production Layer) and establishes a pedagogical sequencing of Europeanized structures based on transfer strength, demonstrating that the light verb "jìnxíng" and the dummy subject "tā" are unsuitable for zero-instruction approaches.

中介語; 泰語; 混合研究; 華語教學; 語言遷移; 歐化

Chinese language teaching; Europeanization; interlanguage; language transfer; mixed-methods research; Thai