A Study on Interesting Teaching Strategies for Primary Comprehensive Chinese Courses in Second Language Acquisition 
—A Case Study of Bunyawat Witthayalai School in Lampang, Thailand

In the current context of globalization, Chinese, as an important language, has attracted considerable attention in its teaching. The primary comprehensive Chinese course, a key component of Chinese language instruction, plays a crucial role in developing students’ comprehensive Chinese proficiency. With the enhancement of China’s overall national strength and international status, a global “Chinese fever” has emerged. Against this backdrop, Thailand attaches great importance to Chinese language learning, with such emphasis continuing to rise in recent years. Therefore, exploring how to help Thai students learn Chinese well has become a significant research topic. Through methods including literature review, classroom observation, questionnaire survey, and interviews, this study finds that existing research on interesting teaching strategies for Chinese classrooms in Thai middle schools, especially in local schools, remains scattered and lacks systematic exploration combined with the specific learning situation of individual schools. Based on this, the researcher intends to take Bunyawat Witthayalai School in Lampang, Thailand as the research object, focus on the teaching scenario of primary comprehensive Chinese courses in this school, and conduct a special study on interesting teaching strategies by integrating the cognitive characteristics and learning needs of middle school students in this school. The purpose is to fill the gap in the research on interesting Chinese teaching in local Thai middle schools and provide referable practical solutions for the teaching of primary comprehensive Chinese courses in this school and similar Thai middle schools. This paper expounds on the relationship between the Second Language Acquisition (SLA) theory and the teaching of primary comprehensive Chinese courses, deeply discusses the teaching strategies related to primary comprehensive Chinese courses, and analyzes in detail the current teaching situation and existing problems. It also proposes a series of interest-oriented teaching strategies, including those based on listening, speaking, reading and writing, culture integration strategies, interactive and cooperative learning strategies, and personalized teaching strategies. Furthermore, it analyzes the practical needs for the implementation of interesting strategies in this school from the perspectives of the state, school, volunteer teachers, and students, demonstrates the implementation effects through specific teaching cases, and points out the factors affecting the implementation of teaching strategies, including teachers, students, and environment, while putting forward suggestions to improve the effectiveness of teaching strategies. However, the experimental data of this study were only collected from Bunyawat Witthayalai School, resulting in limitations in the practical scope. Future research needs to conduct further indepth exploration to better promote the development of primary comprehensive Chinese course teaching and the advancement of international Chinese education.