选题理由
Trong quá trình sử dụng ngôn ngữ, mỗi loại ngôn ngữ đều xuất hiện nhiều từ đồng nghĩa, trái nghĩa và gần nghĩa Từ gần nghĩa là những từ có ý nghĩa tương tự nhưng không hoàn toàn giống nhau Giữa các từ gần nghĩa tồn tại sự khác biệt nhất định, nếu không nắm rõ sẽ dẫn đến việc sử dụng sai, gây ra hiện tượng diễn đạt không chính xác Do đó, từ gần nghĩa luôn được coi là một trong những điểm nhấn và thách thức trong giảng dạy ngôn ngữ Tiếng Trung cũng không phải là ngoại lệ Chúng ta dễ dàng nhận thấy trong tiếng Trung hiện đại có nhiều cặp từ gần nghĩa như “非常” và “异常”, “推动” và “加强”, “实验” và “试验” Tương tự, trong tiếng Việt cũng có nhiều từ gần nghĩa như “bảo vệ” và “giữ gìn”, “tăng trưởng”, “gia tăng” và “tăng lên” Những từ gần nghĩa này rất phong phú và đa dạng.
Việc học tiếng Trung có thể gây khó khăn cho sinh viên người Việt Nam, đặc biệt là những người có tiếng mẹ đẻ là tiếng Việt Hơn nữa, trong quá trình tiếp xúc giữa tiếng Hán và tiếng Việt, tiếng Việt đã tiếp nhận một lượng lớn từ mượn từ tiếng Hán Sau khi được đưa vào hệ thống từ vựng tiếng Việt, các từ mượn này vẫn chịu ảnh hưởng của quy tắc ngữ pháp tiếng Việt, với một số từ như "đại học" (大学), "phấn đấu" (奋斗) và "nỗ lực" (努力) không thay đổi về loại từ, nghĩa và cách sử dụng.
（nỗ lực）等；有的词类发生了变化，如，汉语的“特色”、“心得”或
Các từ như "兴趣" đều là danh từ, nhưng trong tiếng Việt, "đặc sắc", "tâm đắc", "hứng thú" lại là động từ chỉ hoạt động tâm lý Thứ tự cấu tạo từ cũng có sự thay đổi, chẳng hạn như "增加" trong tiếng Trung và "gia tăng" trong tiếng Việt, "成长" và "trưởng thành", "答复" và "phúc đáp" Một số từ có ý nghĩa khác nhau, như "仔细" trong tiếng Trung và "tử tế" trong tiếng Việt Về mặt ngữ nghĩa, từ mượn tiếng Trung thường được sử dụng trong các tình huống giao tiếp trang trọng, tạo nên bầu không khí giao tiếp nghiêm túc hơn Nhiều từ mượn từ tiếng Trung tồn tại song song với từ thuần Việt, làm phong phú thêm vốn từ vựng tiếng Việt, đáp ứng nhu cầu giao tiếp Tuy nhiên, từ mượn tiếng Trung cũng gây ra không ít khó khăn cho việc học tiếng Trung của sinh viên Việt Nam.
Synonym instruction is a crucial component of Chinese vocabulary teaching, leading to a wealth of reference books dedicated to this topic While these resources help teachers understand the differences between synonyms, they do not fully address how to effectively explain these distinctions to students.
During my experience teaching Chinese to students at a key high school in Thai Nguyen, Vietnam, I have observed instances of improper usage of synonyms among the students While they can generally convey their emotions and meanings during class interactions, their word choices are sometimes inaccurate This issue often arises from the misuse of synonyms Although I pay attention to potential synonyms in the lesson preparation, I tend to avoid actively differentiating between closely related synonyms during class to prevent confusion.
This study focuses on the analysis of synonym errors among Vietnamese high school students, specifically targeting the usage of 30 groups of synonyms found in contemporary Chinese textbooks The research aims to identify common misunderstandings and misapplications of these synonyms, stemming from challenges faced by students in grasping subtle distinctions in meaning Despite thorough preparation and reference materials, teachers often struggle to provide clear and concise explanations, leading to incomplete comprehension among students By examining these errors, the study seeks to uncover their underlying causes and offer teaching recommendations, ultimately aiming to enhance the effectiveness of synonym instruction in modern Chinese for Vietnamese high school learners.
研究目的
This paper focuses on the study of near-synonyms in the Chinese language, specifically analyzing 30 groups of near-synonyms found in high school Chinese textbooks for grades one through three It aims to identify and differentiate the subtle distinctions between these synonyms Additionally, the research examines the errors made by Vietnamese high school students regarding Chinese near-synonyms, investigates the underlying causes of these errors, and suggests methods for correcting them.
In teaching Chinese to Vietnamese learners, it is essential to address key issues that may arise during the educational process This research aims to provide valuable insights and reference materials for educators involved in this field, ultimately enhancing the effectiveness of Chinese language instruction.
研究任务
为了达到上述的研究目的，本论文要完成以下几项任务：
This paper provides a comprehensive overview of the theoretical issues related to modern Chinese synonyms and error analysis, summarizing them to establish a theoretical foundation for the research.
This article examines the current state of modern Chinese synonyms used by Vietnamese high school students, identifying common errors made by learners It analyzes and categorizes these mistakes while exploring the underlying causes of these errors.
+ 为越南高中生汉语近义词教学工作提出一些教学意见和建议。
研究方法
To achieve the research objectives outlined above, the author will employ comparative analysis and error analysis methods in the study.
+ 统计法：对高一、二、三汉语教材中的 30组近义词进行统计与分 析；
This article examines and analyzes the errors made by Vietnamese high school students in using Chinese synonyms It aims to identify the characteristics of these errors and categorize them effectively.
This article employs a comparative method to analyze 30 pairs of synonyms found in the Chinese language textbooks for high school grades one through three The goal is to clarify the distinctions between these synonyms, enhancing understanding of their nuanced meanings.
This article employs a survey methodology to investigate the current state of teaching and learning Chinese synonyms among high school students studying Chinese in Vietnam The analysis of the survey results highlights both the strengths and weaknesses of the existing educational practices in this area.
此外，本论文还使用演绎法、例证法等研究方法。
研究对象及范围
This study focuses on the usage errors of synonyms among Vietnamese high school students learning Chinese, specifically in the context of the current Chinese textbooks for grades 10, 11, and 12 To establish a reliable foundation, we first summarize previous research on modern Chinese synonyms and then clarify the issues through case studies As a Chinese teacher at a key high school in Taiyuan, I selected students from this institution as the research subjects, examining the characteristics of errors and learning difficulties encountered by these students in their study of synonyms within the Chinese curriculum The findings aim to provide strategies for teaching and training Vietnamese high school students in the effective use of Chinese synonyms.
论文结构
This paper is structured into three main chapters The first chapter, titled "Synonyms in Modern Chinese and Related Theories," provides an overview of the theories surrounding synonyms in modern Chinese and error analysis, summarizing previous research to establish a theoretical framework for the study The second chapter, "Error Analysis of 30 Sets of Synonyms in Modern Chinese Among Vietnamese High School Students," examines and analyzes 30 sets of synonyms found in the current Chinese textbooks for Vietnamese high school students, highlighting the differences among each set It also investigates the usage and teaching status of these synonyms, focusing on the errors made by students The third chapter, "Causes of Errors and Teaching Strategies for 30 Sets of Synonyms in Chinese Textbooks for Vietnamese High School Students," analyzes the error patterns based on the current textbooks and students' mistakes, identifies the causes of these errors, and proposes relevant teaching strategies aimed at improving the quality of Chinese language instruction.
现代汉语近义词及其相关理论
现代汉语近义词的相关理论基础
1.1.1 现代汉语近义词的界定
Modern Chinese has a rich array of synonyms, making the study of near-synonyms a popular topic in Chinese lexicology Within the research of Chinese vocabulary, the distinction between near-synonyms and true synonyms has consistently been a focal point of discussion Generally, there are three main viewpoints on this matter, as noted by scholars such as Fu Huaqing (2004), Huang Borong, and Liao Xudong.
In 2002, scholars supported the idea of categorizing synonyms and near-synonyms together, with near-synonyms being seen as the main focus of synonyms Conversely, Liu Shuxin (1992) and Zhou Jian (1991) argued that synonyms and near-synonyms represent distinct linguistic phenomena and should be treated separately Additionally, in 2007, Qi Huyang proposed the collective term "near-synonyms" to encompass both categories.
In contrast to ontology research, the field of teaching Chinese as a foreign language tends to group synonyms and near-synonyms under the term "near-synonyms." This trend is evident in the naming conventions of Chinese language distinction dictionaries, which, while including both synonyms and near-synonyms from ontology studies, are all labeled as "near-synonym dictionaries." Notable examples include Deng Shouxin's "Dictionary of Chinese-English Near-Synonym Usage" (1994), Liu Naishu and Ao Guihua's "Distinctions in Near-Synonym Usage" (2003), Wang Huan's "Dictionary of Chinese Near-Synonyms" (2005), and Yang Jizhou and Jia Yongfen's "Comparison of 1700 Pairs of Near-Synonym Usages" (2005).
In the teaching process, I have noticed that students often overlook the distinctions between synonyms and near-synonyms, focusing instead on understanding the similarities and differences between words, as well as their interchangeable usage Therefore, I believe it is more appropriate to consider them as a cohesive whole Additionally, referring to them as near-synonyms rather than synonyms is beneficial, as there are many near-synonyms, and the term "synonym" can easily mislead students into thinking that the meanings are identical, whereas "near-synonym" offers a clearer and more precise definition.
1.1.2 现代汉语近义词的分类
In the context of teaching, learners must grasp both the similarities and differences in meaning among a group of synonyms while studying and using them effectively Understanding these nuances is essential for mastering synonym usage.
In teaching synonyms, it is essential to focus not only on their meanings but also on their usage Therefore, we categorize synonyms into four types based on their meanings and usage conditions, highlighting when they can be interchangeable and when they cannot.
1.1.2.1 义同能互换
This type of near-synonym features words that have identical literal meanings, refer to the same object, and can be used interchangeably without altering their significance However, such near-synonyms are relatively limited in number, often consisting of monosyllabic words, with many being variations of foreign terms.
出租车—的士 吉他—六弦琴
1.1.2.2 义近不能互换
这一类近义词数量很多，词的理性义接近，但是用法不同，不能互 换。如：
The terms "发展" (development) and "发达" (developed) both signify a transition from lower to higher stages, yet they have distinct meanings and usages that cannot be interchanged "发达" refers to a high level of advancement and cannot take an object; it can serve as an attributive and be modified by adverbs of degree, as in "The transportation in this region is highly developed" (not "发展") Conversely, "发展" denotes the process of change and can take objects or complements, such as "To develop the economy, education must also be developed" (not "发达").
“他们公司准备向中国的西部发展”（发达×）”。
The terms "感激" and "感谢" both convey a sense of gratitude, but they have distinct meanings and uses that cannot be interchanged "感激" reflects a feeling of appreciation and emphasizes the emotional aspect, often serving as the object of expression, as in "We each gave a photo to Teacher Wang to express our gratitude." In contrast, "感谢" focuses on verbally or actively expressing thanks, and can function as an attributive or adverbial modifier, as in "I expressed my feelings of gratitude in the letter to Teacher Wang."
1.1.2.3 义同有时能互换
These synonyms have identical rational meanings and refer to the same object; some can be used interchangeably, while others have different usages and cannot be substituted for one another.
妈妈—母亲：这两个词都指有了子女的女性，如“这是我的妈妈
（母亲√）”；但是，“妈妈”可以当面称呼，“母亲”却不能，如
“妈妈！我回来了！（母亲×）”前者带有口语色彩，而后者带有书面 语色彩。
The terms "相互" and "互相" both describe a mutual relationship between people or things, indicating equal treatment They can both modify disyllabic verbs and serve as adverbials, as in the phrase "We are all here to learn Chinese and should help each other." However, "相互" can function as an attributive, while "互相" cannot.
“我们两国之间的相互关系很好。（互相×）”
1.1.2.4 义近有时能互换
This category of synonyms shares similar meanings but also has distinct differences Some of these words can be used interchangeably, while others cannot be substituted for one another.
按照—根据：这两个词都是介词，引出行为的依据。后面的名词是
When discussing terms such as "law," "regulation," "experience," "plan," and "requirement," they can often be used interchangeably For example, one might say, "I plan to write this article in chronological order" (according to √) However, "according to" can introduce a standard or requirement for behavior that "based on" cannot, as in "Calculating at 10 yuan per chair, 10 chairs will cost 100 yuan" (based on ×) Additionally, "based on" can establish the foundation for actions.
The term "according to" is not appropriate in certain contexts, such as when stating, "This TV series is adapted from a classic Chinese novel." Additionally, "according to" can function as a noun, while "in accordance with" cannot For example, one might say, "What I'm saying is based on solid evidence, not just random speculation."
The terms "经过" (jīngguò) and "通过" (tōngguò) can be used interchangeably when conveying the idea of achieving a goal through a specific action or effort For example, one might say, "After three years of hard work, he finally gained admission to university."
偏误分析理论及二语习得理论
1.2.1 偏误分析理论
本人对越南高中生现代汉语 30 组近义词偏误进行研究之前，先对汉语作为第二语言教学理论中的偏误、偏误分析、偏误类型、中介语、二语习得等各方面的理论进行总结。其中也提到偏误类型、偏误成因以及中介语的本质和来源，同时也对二语习得理论作了简明扼要的总结。其中包括第一语言习得和第二语言习得的区别，并加以介绍二语习得的顺序。这些内容可作为本论文的重要理论依据。以下就具体说明。 在《对外汉语“近义词辨析的教学”探究》里，王艺澄指出“汉语学习者使用汉语近义词时，常常会出现一些规律性的错误，即使是哪个国家的学生，他们所产生的偏误也是差不多的，因此，要很好地辨析近
Error analysis is essential when discussing synonyms, as it systematically examines the mistakes made by Chinese language learners during their acquisition process.
根据 Corder 偏误分析理论，“学习者在语言习得过程中所产生的
Errors can be categorized into two types: mistakes and errors Mistakes refer to slips of the tongue or writing that can occur even in a speaker's native language and can be self-corrected, thus not reflecting the speaker's overall language proficiency In contrast, errors arise from a lack of mastery of the target language and indicate a systematic deviation from the language norms, showcasing the speaker's linguistic ability and level Corder is recognized as a pioneer in error analysis, which is grounded in cognitive theory and Chomsky's theory of universal grammar.
The sources of errors in second language learners are multifaceted and arise from various factors These include negative transfer from the native language, adverse transfer of knowledge related to the target language, cultural influences, the impact of learning and communication strategies, as well as the effects of the learning environment.
Sự di chuyển tiêu cực từ ngôn ngữ mẹ đẻ xảy ra khi người học dựa vào kiến thức của ngôn ngữ mẹ đẻ do chưa quen với quy tắc của ngôn ngữ mục tiêu, dẫn đến những lỗi tương tự giữa những người học có cùng ngôn ngữ mẹ đẻ Điều này đặc biệt rõ ràng trong giai đoạn học phát âm, sau đó ảnh hưởng đến từ vựng và ngữ pháp Đối với tiếng Trung, sinh viên Việt Nam đôi khi gặp phải sự di chuyển tiêu cực trong việc viết chữ Hán, ví dụ như khi viết chữ “讠” (bên chữ “ngôn”), họ thường dễ dàng áp dụng cách viết chữ “i” trong tiếng Việt, mặc dù cách viết này không đúng theo quy tắc của người Trung Quốc, khiến chữ Hán trở nên không chuẩn Ngược lại, sinh viên Trung Quốc khi học tiếng Việt cũng thường nhầm lẫn giữa chữ “i” viết tay và “讠”, tạo ra sự khó chịu trong việc viết.
2 王艺澄 对外汉语“近义词辨析的教学”探究 研究生学位论文 2008
Target language negative transfer occurs when learners inappropriately apply their limited knowledge of the target language to new linguistic phenomena through analogy, leading to errors known as overgeneralization These errors typically do not have roots in the learners' native language and are commonly observed among learners from diverse linguistic backgrounds While errors caused by native language negative transfer are more prevalent in the early stages of learning, they gradually give way to errors stemming from the negative transfer of target language knowledge as learners progress to intermediate and advanced levels This reflects the errors that arise during the internalization of linguistic rules.
Cultural factors can lead to negative transfer in language use, where errors arise not solely from the language itself but from cultural differences These mistakes often stem from a failure to accurately understand the target culture, resulting in incorrect language forms or usage.
Learners often make errors influenced by their learning and communication strategies As active participants in language acquisition and communication, they adopt various plans and measures to overcome challenges, aiming for effective learning and smooth interaction These approaches manifest as distinct learning strategies and communication strategies.
Errors in language learning primarily stem from three factors: transfer, overgeneralization, and simplification Transfer occurs when learners rely on their first language knowledge to navigate difficulties in understanding and using the target language, potentially leading to errors Overgeneralization refers to learners inappropriately extending newly acquired language rules to broader contexts, resulting in mistakes Simplification involves learners intentionally reducing what they perceive as redundant elements in the target language or breaking down complex sentences with modifiers into simpler sentences.
Many errors in language learning stem from inappropriate communication strategies, primarily avoidance and language switching Avoidance is a common tactic among second language learners who feel uncertain about specific aspects of the language, such as pronunciation, vocabulary, grammar, or even particular topics This strategy often manifests as silence or reluctance to speak, but more frequently, learners resort to substituting simpler vocabulary for more advanced terms.
Language switching occurs when individuals feel unable to express themselves clearly in their target language, leading them to incorporate one or two words from their first language into their speech.
Learners are significantly influenced by their learning environment, which is an external factor that can either hinder or facilitate their progress A suboptimal learning environment can be attributed to various factors, including inadequate guidance and explanations from teachers, incorrect demonstrations, and the use of low-quality or poorly organized teaching materials Furthermore, ineffective classroom training methods can also have a detrimental impact on the learning process.
External factors contributing to learning errors often stem from unresolved "difficult problems" in research, leading to a lack of clear and scientific explanations in both textbooks and classrooms Additionally, issues related to the attitudes of textbook authors and teachers play a significant role; for instance, some textbooks contain numerous gaps, while certain teachers may hastily respond to student inquiries out of fear of losing face, without fully understanding the material These factors create an unfavorable learning environment, which can be a source of errors for learners.
1.2.2 二语习得理论
Krashen's second language acquisition theory consists of five key hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis These hypotheses are interconnected, providing a comprehensive framework for understanding how individuals acquire a second language.
Learners acquire knowledge of a target language through two primary pathways: language learning and language acquisition According to Krashen, the main route to obtaining target language knowledge is through language acquisition, which is central to his "Acquisition-Learning Hypothesis." He posits that second language acquisition consists of two independent systems: "language acquisition" and "language learning." Krashen emphasizes that language acquisition is a subconscious process where learners focus not on the structure of the target language but on meaningful communication He notes that this process is similar to how children acquire their native language In contrast, language learning is a conscious process, where learners grasp the language through formal instruction and explanations.
相关研究综述
1.3.1 现代汉语近义词的相关研究综述
Modern Chinese is a language rich in synonyms, making the study of synonyms a popular topic in Chinese lexicology This area of research has garnered significant attention from language scholars In China, there have been substantial achievements in the study of synonyms, with early scholars focusing on standards for defining synonyms, methods for identifying them, and their classification and scope Notable contributions include the works of Liu Shuxin and Zhou Jian (1992), Fu Huaqing (2004), and Zhu Yatong (2002).
随着 80 年代中后期，对外汉语教学事业的蓬勃发展和教学实际的
The teaching of synonyms for non-native Chinese speakers is gaining attention, focusing on specific paths and methods for distinguishing synonyms, analyzing subtle differences between them, and summarizing effective teaching strategies Research has shifted towards understanding the patterns of synonym acquisition among Chinese learners For instance, Zhou Xiaobing (1993) differentiates between "刚" (gang) and "刚才" (gangcai), highlighting that "刚" indicates a subjective perception of recentness, while "刚才" refers to a specific, objective time shortly before the moment of speaking This distinction illustrates clear and systematic differences that facilitate learners' understanding.
Yang Xuemei (2002) demonstrated in her work "Grammatical and Semantic Analysis of 'gege,' 'meige,' and 'yige (yi ge)'" that "gege" typically functions as the subject, conveying a sense of universality In contrast, "meige" is more commonly used as an attributive and is less frequently found as a subject Meanwhile, "yige ge" often serves as an adverbial, sometimes indicating the sequence of actions with meanings like "one by one" or "in turn," and at other times suggesting a situation characterized by numerous occurrences.
The term "纷" signifies a large quantity and can sometimes imply "each." Analyzing this meaning helps students better understand and accurately use these synonyms.
Scholars have noted the characteristics of near-synonyms in Chinese that share the same semantic roots but differ in syllable count Liu Chunmei's 2006 study on single and disyllabic near-synonymous nouns revealed that their semantic differences primarily reflect the relationship between individual and collective meanings, variations in semantic scope, and the presence or absence of metaphorical usage Additionally, the color differences are evident in the stylistic level and emotional connotations resulting from different affixes Furthermore, the combinatory differences are highlighted by the variations in acceptance of quantifier modifications, the strength of combinatory ability, and whether syllable count imposes restrictions during combination.
Li Quan (2001) examined the similarities and differences between monosyllabic and disyllabic synonymous adjectives in terms of their reduplication ability, syntactic features, and syntactic functions The study also explored the reasons for these differences from both internal and external linguistic structures.
从汉语近义词教学方面进行研究的也不少。如：刘缙（1997）在
In the teaching of Chinese as a foreign language, it is essential to adopt a broad approach to the analysis of synonyms Students often face three main challenges: the confusion caused by identical morphemes, polysemy, and the complex relationships between words To effectively assist students in distinguishing synonyms, educators should focus on the subtle differences between similar meanings, emphasize the analysis of morpheme meanings, and pay attention to collocation patterns and the use of typical example sentences.
Yang Jizhou (2004) emphasizes the importance of practical classroom teaching while exploring the comparison of meanings and usages of synonyms The distinctions in meaning can be analyzed from several perspectives, including: 1) fundamental meanings.
感情意义 3）语体意义：用法方面可从：1）词性 2）搭配对象 3）造句
能力 4）适用语体 5）音节长短 6）感情色彩 7）使用场合 8）构词能力
Yang Jizhou's research is distinguished by its detailed and comprehensive categorization of various projects, often focusing on specific types of words or even individual terms, rather than adopting a broad approach.
This article provides a comprehensive overview of the significance and application of a specific concept, enriched with numerous examples suitable for classroom instruction by teachers.
针 对 汉 语 近 义 词 的 偏 误 ， 许 多 学 者 也 进 行 研 究 。 赵 新 ， 洪 炜
In the 2009 article "An Investigation and Analysis of Chinese Synonym Errors among Foreign Students," various factors leading to synonym errors are discussed in detail These factors include semantic emphasis, intensity, appropriate contexts, target audiences, grammatical features, sentence structures, syllable combinations, emotional attitudes, and stylistic variations The article also explores three primary causes of these errors: negative transfer from the mother tongue, misinterpretation of foreign language definitions, and misconceptions in Chinese definitions.
在《对外汉语词汇教学之同义词辨析与教学方法研究》中，陈静
In 2009, an analysis was conducted on the lexical definition patterns of the Chinese language, focusing on various aspects such as lexical meaning, grammatical significance, and connotative meanings This study aimed to differentiate between synonymous nouns, verbs, and adjectives through a systematic examination of their word classes.
Despite numerous studies on synonyms, most research has focused on undergraduate students at Vietnam National University, specifically in the context of Chinese language instruction To date, there has been a lack of research addressing the teaching of Chinese synonyms to Vietnamese high school students This gap largely arises from the limited prevalence of Chinese as a foreign language in Vietnamese secondary schools and the insufficient emphasis on research by secondary school teachers Therefore, this study aims to analyze specific groups of synonyms found in Chinese textbooks, identify common errors made by students, explore the underlying causes of these errors, and propose effective teaching methods.
In Vietnam, research on synonyms in modern Chinese remains largely unexplored Notably, Associate Professor Qin Xiucai has dedicated years to teaching and studying Chinese vocabulary, culminating in the publication of the book "Chinese Semantics," which includes sections addressing synonyms in modern Chinese.
1.3.2 汉语近义词偏误分析的相关研究综述
Zhao Xin and Hong Wei (2009) provide an in-depth analysis of various synonym errors caused by differences in semantic emphasis, intensity, applicable time, target audience, grammatical features, sentence structures, syllable combinations, emotional attitudes, and stylistic variations They also explore three main causes of these errors: negative transfer from the mother tongue, misleading interpretations in foreign languages, and misinterpretations in Chinese.
小结
Every language has a wealth of synonyms, which serve to distinguish between various similar yet different concepts Modern Chinese and Vietnamese are no exceptions, as the interaction between these languages has led to a significant incorporation of Chinese loanwords into Vietnamese These loanwords often undergo changes in meaning, word class, and usage within the Vietnamese vocabulary system Additionally, while there are similarities and differences in the corresponding expressions of Chinese synonyms in Vietnamese, the inherent complexity of Chinese synonyms makes them difficult to clearly define and differentiate As a result, synonyms have long been regarded as a key challenge in teaching Chinese as a foreign language, particularly in Vietnamese Chinese education This area of research has gained significant attention in China, yielding promising results; however, studies in Vietnam remain notably limited.
越南高中现行的汉语教材中共有 30 组近义词。通过汉语教学启发 学生正确掌握并熟练使用这些近义词进行语言交际并正确地答题是高中 汉语教师非常关心的一大问题。因此，对这 30 组近义词以及中学生使 用中的偏误研究是极其重要的一项工作。
The primary goal of error analysis is to investigate, analyze, and categorize the errors that students make during second language acquisition, particularly in foreign language learning This process aims to clarify the characteristics of these errors and identify their causes, which may include both internal factors, such as native language interference, and external factors, like the inherent difficulty of the target language and shortcomings in teaching strategies Based on this analysis, effective teaching strategies can be proposed Ultimately, the aim is to leverage positive transfer of language, manage negative transfer, and enhance teaching methods, materials, and learning strategies to significantly reduce errors and improve overall teaching quality.
第二章 越南高中生现代汉语 30 组近义词的偏误分析 2.1 越南高中生 30 组近义词习得情况考察
Vietnamese high school students often struggle to accurately grasp the meanings and usage of modern Chinese synonyms, leading to frequent errors in their application This study aims to investigate and analyze the acquisition of 30 sets of synonyms by Vietnamese high school students, identifying the types of errors and their underlying causes The findings are intended to offer valuable teaching recommendations for the instruction of modern Chinese synonyms.
This study focuses on the current state of synonym teaching among high school students, particularly addressing the issue of synonym errors The research targets second and third-year students at a key high school in Taiyuan, as distinguishing and using synonyms is a complex task First-year students have limited vocabulary and lower Chinese proficiency due to their shorter learning time, which hinders their ability to understand and apply synonyms effectively In contrast, second and third-year students benefit from over two years of accumulated learning, allowing them to use synonyms more proficiently in communication Additionally, the investigation includes synonyms from first and second-year textbooks, aligning with previous research findings.
"Reviewing the past enhances understanding of the new." Additionally, for high school students in their second and third years, vocabulary knowledge, including synonyms, is crucial when preparing for the Level 4 and Level 5 Chinese proficiency exams, as well as graduation and college entrance exams.
The study focuses on 60 students from Thai Nguyen High School in Vietnam, comprising 30 second-year and 30 third-year high school students All participants have been studying for over two years and possess an intermediate level of Chinese proficiency.
2.1.3 考察词表设计
In the teaching process, I have observed that despite clear explanations from teachers and detailed descriptions in textbooks, students frequently misuse 30 pairs of synonyms To obtain reliable data for analyzing the errors made by Vietnamese high school students in modern Chinese, this article examines language points from current Chinese textbooks for grades one to three, as well as 30 pairs of synonyms selected from Yang Jizhou and Jia Yongfang's "Comparison of 1700 Synonym Usages."
表1：30组近义词列表
序号 近义词名称 问卷调查中的题号 来源
1 陆续—连续 1,2 高一汉语教材
2 发挥-发扬 3,4 高一汉语教材
3 自豪-骄傲 5,6 高一汉语教材
4 交流-交换 7,8 高一汉语教材
5 表扬-赞扬 9,10 高一汉语教材
6 因为-由于 11,12 高一汉语教材
7 往往-常常 13,14 高一汉语教材
8 逐步-逐渐 15,16 高一汉语教材
9 急忙—连忙 17,18 高二汉语教材
10 接受—接收 19,20 高二汉语教材
11 基本—根本 21,22 高二汉语教材
12 的确—确实 23,24 高二汉语教材
13 增长—增加 25,26 高二汉语教材
14 感激—感谢 27,28 高二汉语教材
15 悄悄—暗暗 29,30 高二汉语教材
16 平凡—平常 31,32 高二汉语教材
17 倔强—顽强 33,34 高二汉语教材
18 发达—发展 35,36 高二汉语教材
19 仔细—详细 37,38 高三汉语教材
20 随后—随即 39,40 高三汉语教材
21 靠—凭 41,42 高三汉语教材
22 特殊—特别 43,44 高三汉语教材
23 满意—满足 45,46 高三汉语教材
24 保证—保障 47,48 高三汉语教材
25 遗憾—可惜 49,50 高三汉语教材
26 保持—维持 51,52 高三汉语教材
27 按照—根据 53,54 高三汉语教材
28 请教—请求 55,56 高三汉语教材
29 充实—充足 57,58 高三汉语教材
30 通过—经过 59,60 高三汉语教材
2.1.4 考察步骤说明
本次考察发出 60 份，收回了 60 份，有效的问卷（一份高三的学 生未答完的不算）59 份。答题的时间为 60 份，并且按照调查问卷的题 号顺序，高二的学生只做到第 36 题，因为剩下的近义词他们还没学过。 调查问卷是由本人亲自监督的，要求被调查者在规定的时间完成而且不 能互相讨论或参考工具书。
2.2.越南高中生现代汉语 30 组近义词偏误的考察结果及分析
2.2.1 越南高中生现代汉语近义词的教学现状考察
To gain insights into the causes of errors and to propose practical teaching strategies, I designed a survey to investigate high school students in their second and third years in Taiyuan The survey consisted of four key questions, and the results are detailed in the appendix.
（1）现代汉语近义词学习难度
A study on the difficulty of learning synonyms in modern Chinese reveals that 66.7% of students find it challenging, while 33.3% consider it very difficult, with no students reporting it as easy This indicates a shared understanding among students regarding the complexity of modern Chinese synonyms, aligning with the views of most Chinese language educators and researchers Both students and experts agree that this aspect of the language presents significant challenges.
（2）现代汉语近义词的掌握
A recent assessment of students' understanding of modern Chinese synonyms revealed that only 8.3% of the 60 participants felt they had a clear grasp of the concept, while 50% believed they understood it, 25% admitted to limited comprehension, and 16.7% reported complete confusion This indicates that a significant portion of the students struggled to fully comprehend the teacher's explanations in class Consequently, this lack of understanding likely contributed to a low accuracy rate in their responses during the subsequent questionnaire, highlighting a considerable level of misunderstanding among the students regarding this language point.
The findings align perfectly with the analysis presented in Chapter Two, highlighting the need to enhance teaching methods to ensure that more students can immediately grasp the teacher's explanations in class Improving the quality of classroom instruction is essential for students to effectively apply synonyms in practical language communication and achieve higher accuracy in their exercises.
（3）现代汉语近义词教学方法
A study on modern Chinese synonym teaching methods revealed that 75% of students (45 out of 60) preferred to receive explanations before engaging in practice exercises, while only 25% (15 out of 60) favored practicing before receiving explanations.
释，占 25.0%。我们认为，其实，先让学生做练习，然后从实际的语言