在汉语作为目的语的教学过程中发现，学习者经常出现的跨文化交际障碍中，受国别化特征影响较直接的便是就“歧义现象”的理解问题。“歧义句”的跨语言研究可以说是语言教学研究中具有研究价值的一个课题，汉语“歧义句”与外语“歧义句”的对比有待更加深入及全面的研究，尤其是汉泰歧义句的对比，其研究文献极少，而且研究方法比较单一，因此，本文以问卷调查为研究工具，调查对象为汉语和泰语的母语说话人，这一问卷调查的目的主要是考察中泰两国被试者对“歧义句”的理解。发放与回收后，根据整理的语料，以汉泰语相关“歧义”的理论为指导，全面分析问卷中所搜集的句子。 通过分析发现，就词汇层面、结构层面及语义层面上而言，汉泰语存在的歧义现象基本相同，唯一不同的就是有些句子在汉语中没有歧义，而在泰语中却有歧义，比如“你看那个长臂猴”，该句的“长臂猴”在汉语中只能理解为一种猴子，而在泰语中既能理解为一种猴子，也能理解为女人。此外，性别、年龄段和学历对中泰两国被试者的歧义句判断有些影响。在性别上，我们发现男性的选择比较集中，而女性的选择比较多样，这说明女性在歧义句这一方面的思考会比男性的仔细一些。在年龄段与学历上，22—30岁的被试者的歧义句判断能力比18—22岁的要好些，这也许是因为在这一年龄段的人大多为硕士和博士生，所以他们对歧义句有着更深层的理解。另外，所在国家、汉语水平及职业也会影响到两国被试者的歧义句判断，尤其是泰国被试者，曾来过中国并且长期居住在中国的人，他们拥有更多接触到歧义句的机会，并且他们的汉语水平也比不曾来过中国的高，因为长期居在中国的人大多是硕士和博士研究生，由于学位的要求，所以他们的HSK水平一般都是最高的6级，对“歧义”这一现象有较好的理解。而在泰国学汉语的多为本科生，他们的汉语水平一般是HSK3—5级，所以，当他们遇到歧义句时，就难以做出判断。 对于这一问题，我们认为是与泰国的汉语教学有关的，根据问卷的统计，目前泰国汉语“歧义句”的课堂教学尚存在诸多问题，比如在泰国学生所学的汉语教材中，大部分内容都是“课文”“生词”及“语法结构”的讲解，而关于歧义句的内容极为少见，导致他们对“歧义”这种现象没有多大理解。此外，课堂上的教学也是其中的一个重要问题，这也许是因为“歧义句”是一个难以掌握的句子，加上泰国的汉语教学更注重于语音、词汇及句法结构的运用，使“歧义句”的讲课时间不多，所以泰国汉语教师在对学生讲解“歧义句”的内容时，只讲了一些简单的，并且，给出的练习也很少，导致学生们不能判断更为复杂的歧义句。因此，我们建议，泰国的汉语课堂教学应安排更多的时间来讲解相关“歧义句”的内容，以及给学生布置更多关于“歧义句”的练习，以便让泰国学生可以掌握，并能准确地判断日常生活中所出现的歧义句。

In the process of teaching Chinese as a target language, it is found that among the intercultural communication barriers often encountered by learners, the problem of understanding “ambiguity” is directly affected by the characteristics of nationalization. The cross-linguistic study of ambiguous sentences can be said to be a valuable research topic in language teaching research. The comparison between Chinese ambiguous sentences and foreign ambiguous sentences needs to be studied more thoroughly and comprehensively, especially for the comparison of Chinese and Thai ambiguous sentences，the research literature is very few, and the research method is relatively single. Therefore, this paper takes questionnaire survey as a research tool, and the research subjects are native speakers of Chinese and Thai. The main purpose of this questionnaire is to investigate the understanding of ambiguous sentences in Chinese and Thai languages. The data analysis which was based on the collected corpus and guided by the theory of ambiguity in Chinese and Thai, showed a comprehensive analysis of the sentences collected in the questionnaire. The analysis shows that the ambiguities in Chinese and Thai are basically the same in terms of lexical, structure and semantic. The only difference is that some sentences do not have ambiguities in Chinese, but there are ambiguities in Thai, such as "Look at that long-arm monkey", which can only be understood as a monkey in Chinese, but in Thai, it can be understood as both a monkey and a woman. In addition, gender, age and education have some influence on ambiguous sentences judgment of Chinese and Thai research subjects. In terms of gender, we find that men's choices are more centralized, while women's choices are more diverse, which shows that women think more carefully about ambiguous sentences than men. In terms of age and education, the ambiguous sentences judgement ability of the subjects aged 22-30 is better than the subjects aged 18-22. This may be because most of the subjects in this age group are master's and doctoral students, so they have a deeper understanding of ambiguous sentences. In addition, the ambiguous sentences judgment of the subjects in the two countries is also affected by their country, Chinese level and occupation. Especially the Thai subjects, who have been to China and stayed in China for a long time, have more opportunities to contact ambiguous sentences, and their Chinese proficiency is higher than those who have never been to China, because most of the people who have lived in China for a long time are master's and doctoral students. Because of the requirement of degree, their HSK level is generally the highest level of 6, and they have a better understanding of the phenomenon of ambiguity. In Thailand, most of them are undergraduates. Their Chinese proficiency is generally HSK3-5, and some of them have careers unrelated to Chinese. Therefore, when they encounter ambiguous sentences, it is difficult to make a judgment. And some of them have careers unrelated to Chinese. For this problem, we think it is related to Chinese teaching in Thailand. According to the statistics of the questionnaire, there are still many problems in the classroom teaching of Chinese ambiguous sentences in Thailand. For example, most the contents of the Chinese textbooks that Thai students use are explanations of texts, new words and grammatical structures, while the contents of ambiguous sentences are very rare. As a result, Thai students have little understanding of the phenomenon of "ambiguity". In addition, classroom teaching is also an important issue, which may be because "ambiguous sentence" is a difficult sentence to grasp. Moreover, Chinese teaching in Thailand pays more attention to the use of pronunciation, vocabulary and syntactic structure, so that the teaching time of ambiguous sentences is not much. Therefore, when explaining ambiguous sentences to students, Chinese teachers in Thailand only talked about some simple things. Moreover, there are few exercises given, which lead to students’ inability to judge more complex ambiguous sentences. Therefore, we suggest that Chinese classroom teaching in Thailand should arrange more time to explain the relevant "ambiguous sentences" and give students more exercises on "ambiguous sentences", so that Thai students can master and accurately judge the ambiguous sentences in daily life.