选题缘起和意义
The character "是" is a commonly used word in modern Chinese, exhibiting a complex nature and diverse applications Over the years, linguists have explored "是" from various perspectives, achieving significant advancements However, there remain many unexplored areas, and a comprehensive analysis and explanation of the characteristics of its usage are still lacking.
Historically, the character "是" in ancient Chinese served as both a demonstrative pronoun and an adjective Over time, it evolved into a widely recognized judgment word and adverb in modern Chinese Despite this transformation, "是" retains a significant role in both ancient and modern contexts Beyond its function as a judgment word, "是" exhibits various other qualities and usages, which contribute to its unique charm in contemporary Chinese language.
In modern Chinese, the "是" (shì) sentence structure is highly frequent and uniquely complex Its intricate structure and diverse meanings present significant challenges in teaching Chinese as a foreign language The widespread use and varied applications of "是" surpass that of typical high-frequency words, making it a common source of confusion for learners Consequently, it is both a focal point and a challenging aspect of Chinese language instruction.
As language evolves, the ways in which people express themselves also change In the context of Chinese, the character "是" has a rich and varied usage that can pose challenges for both foreign learners and native speakers With the increasing number of individuals learning Chinese, understanding the high-frequency applications of "是" becomes essential Many native Chinese speakers may be familiar with its usage yet lack a deep understanding of its nuances This article aims to conduct a thorough investigation into the uses of "是," with the hope that the insights gained will contribute to a broader comprehension of the language.
“是”的理论提供一些有用的帮助。
研究现状
工具书
不少工具书都收录了“是”一词。
2.2.1《现代汉语词典 4 》 把“是”分为是1、是 2、和是3：
The term "是" serves multiple functions in the Chinese language As an adjective, it means "correct" or "right," as seen in the phrase "一无是处应该早做准备才是," emphasizing the importance of preparation It can also express agreement, as in "是，我知道," indicating acknowledgment Additionally, "是" can function as a verb and is used in the context of affirming or agreeing with a statement Lastly, it is also a common surname in Chinese culture.
是2：代词，指示代词。这；这个：“是可忍孰不可忍”。
The verb "是" serves two primary functions: (1) it connects two entities to indicate their equivalence or to clarify the category or attribute of the first through the second, as in the example "To save means not to waste"; (2) it is often used in conjunction with the character "的" for grammatical purposes.
1 黎锦熙.《新著国语文法》，北京：商务印书馆，1924 年。
2 赵元任 《汉语口语语法》，北京：商务印书馆，2005 年。
3 吕叔湘 《中国文法要略》，北京：商务印书馆，1990 年。
The 5th edition of the Modern Chinese Dictionary, published by the Commercial Press in Beijing in 2005, was edited by the Lexicography Office of the Institute of Linguistics at the Chinese Academy of Social Sciences.
The word "是" serves various functions in Chinese sentences It can categorize objects, as in "This table is made of stone," or link two things, indicating that the subject belongs to the situation described, like "He is a kind-hearted person." It also denotes existence, exemplified by "In front of the village is a rice field." When used with the same noun or verb on both sides, it highlights that the mentioned items are unrelated, as in "Last year is last year, and this year is this year." Furthermore, it can express concession, implying "although," as in "I went, but I didn't stay for dinner." At the beginning of a sentence, it emphasizes the statement, for example, "Who told you?" It can also imply "any" when placed before a noun, such as "He actively engages in anything beneficial for the community." Additionally, it suggests suitability, as in "This rain is timely." Lastly, it appears in choice questions, yes-no questions, or rhetorical questions, like "Do you prefer rice or noodles?" or "Isn't he tired?"
（11）（必须重读）表示坚决肯定，含有“的确、实在”的意思。例如：
“我打探清楚了，他那天是没去”。
2.2.2《中学生规范词典 5 》将“是”分为以下几类：
1 代词：表示近指，相当于“这”“这个”“这样”，如：
“是可忍孰不可忍”（古汉语用法）；复指前置宾语，如：“唯利 是图”。
2 动词：联系两个事物。 表示判断，如：“我们的任务是 守卫大桥”；表示解释或描述，如：“今年又是丰年”；跟“的” 相呼应，表示强调，如：“他的手艺是很高明的”；表示存在，如：
“街边是一排商店”。
3 联系相同的两个词语。连用两次这样的格式，表示严格 区分，互不相关，如：“说是说，做是做，该干还得干”；单用这
5 李行健.《中学生规范词典》，北京：中国青年出版社，2001年。
The phrase "friends are friends, but principles must be upheld" illustrates a concession format It can also imply suitability when used before a noun, as in "the right time to come." Additionally, it conveys a sense of inclusivity with expressions like "he's willing to do any job." Overall, these phrases affirm a positive stance.
“没错，他是辞职了”；用于选择问句、是非问句或反问句，如：
“你是喝啤酒，还是喝白酒？/他是走了不是？/他不是来了吗？”
4 形容词：正确，如：“你说的是”。
5 名词：指正确的论断或肯定的结论，如：“实事求是”。
6 动词：认为正确；肯定，如：“是古非今”。
7 表示答应，如：“是，我明白”。
相关专题研究
In recent years, numerous scholars have conducted research on certain special structures related to the word "is." Current studies primarily focus on these specific linguistic constructions and their implications.
In Yang Shuda's "Advanced Chinese Grammar 6," the term "是" is defined as a demonstrative pronoun, an incomplete internal verb, a demonstrative adjective, and a particle used in sentences.
Zhu Cheng's 2004 article, "The Interpretation of the ‘Is’ Character in the Context of Excavated Texts," argues that the use of "is" as a copula began to emerge in pre-Qin texts The study focuses on the construction "is is" found in excavated literature, highlighting its significance in understanding the evolution of this grammatical form.
“是”在名词谓语 句里只能是系词，而不是副词。
冯胜利著、汪维辉译的《古汉语判断句中的系词 8 》（2003）此文认为，
The weakening of the referential function of "是" has led to the gradual disappearance of the "pause" form between the subject and predicate Consequently, an increasing number of adverbs are appearing before the diminished "是," ultimately replacing the "pause."
“是”，“是”由此变为系词。
6 杨树达，《高等国文法》，上海古籍出版社，2007年。
7 朱城，《出土文献“是是”连用后一“是”字的训释问题》，2004年。
8 冯胜利著、汪维辉译，《古汉语判断句中的系词[冯胜利著、汪维辉译》，2003年。
Mr Lü Shuxiang's "A Brief Outline of Chinese Grammar" primarily argues that "shi" can function as a demonstrative word for "near reference" and also as a copula Similarly, Mr Gao Mingkai shares this perspective in his work "On Chinese Grammar," where he examines "shi" from both of these aspects.
研究方法
For years, grammarians have explored the word "is" from various perspectives, achieving significant results However, the focus has predominantly been on syntax, leading most studies to center around the word class and sentence usage of "is." This article employs a combined approach of comprehensive and typical analysis, based on extensive corpus collection, to examine several specific aspects of "is" from both its word class and usage dimensions.
This article provides a comprehensive examination of the structure of the word "是," its combinatory phenomena, and its unique usages The aim is to expand theoretical research on "是" and assist individuals in learning and effectively using sentences that incorporate this character.
The core content of this article focuses on Chapters Two and Three Chapter Two investigates and analyzes the acquisition of "是" sentences among Chinese language learners at Hanoi Capital University Chapter Three identifies the causes of errors related to the use of "是" among students and offers recommendations for improvement.
本文的研究问题如下：
By synthesizing previous research findings, this article identifies potential areas for exploration and establishes a clear research topic.
This article aims to provide an overview of the research on the modern Chinese character "是," focusing on its grammatical properties and usage in two different languages.
This study investigates the proficiency of Chinese learners at Hanoi Capital University in using the character "是." By examining relevant corpora, we aim to assess the ability levels of students in applying this essential grammatical element effectively.
四、本文的研究内容将对语言教学提供一定的参考价值。
本文似采取以下的研究方法：
This article employs literature review, quantitative, and qualitative research methods to study the usage of the word "是" across various parts of speech It summarizes and analyzes the different meanings and applications of "是" based on literature research The study investigates errors made by Chinese learners in Hanoi regarding the use of "是." A survey questionnaire will be designed based on the research findings to quantitatively analyze the acquisition of "是" among students at Hanoi Capital University, with the aim of enhancing understanding of Chinese language learning.
“是”的习得顺序作出定性分析。
相关理论基础
偏误分析理论
Error analysis involves examining the mistakes learners make while acquiring a second language According to Corder, errors are systematic deviations arising from insufficient understanding of the target language, reflecting the speaker's proficiency and mastery of the language The purpose of error analysis is to deepen the understanding of the specific processes involved in second language acquisition, thereby enhancing the relevance of language teaching This paper focuses on error analysis to categorize the types of errors related to the use of the Chinese "shi" sentence structure in a corpus and investigates the various factors leading to these errors It specifically studies the errors made by students at Hanoi Capital University when learning this structure, identifies the underlying causes, and proposes practical strategies to improve the teaching and learning methods for the "shi" sentence structure in Chinese as a foreign language.
构式语法理论开始发展于 20 世纪 80 年代，且在 90 年代得以最终形成。在 Goldberg 9 (1995)所明确的概念中涵盖两个中心：“一是构式是形式与意义的配对；二是依据构成成分无法知晓完整构式具有的意义。 10 ”其是一种建立在认知语法理论基础上的新型语法分析理论。论文将充分利用构式理论研究河内首都大学的学生在学习“是”字句过程中产生的偏误，由于该理论是一种新型的理论，它与以往的主谓宾定状补的理论不同，构式理论更具有简单性和趣味性，使本校的学生可以运用更加实用的语法理论学习汉语。通过将句子成为分为不同的语段，让学生更为直接明了地掌握语法。
对外汉语教学中的“是”字句研究现状
The study of "是" sentences in the field of teaching Chinese as a foreign language has started relatively late However, in recent years, the global surge in interest in learning Chinese has attracted more scholars to focus on the teaching of Chinese as a foreign language, leading to increased research and understanding in this area.
9Goldberg, A.E 1995 A Construction Grammar Approach to Argument Structure, Chicago and London: The University of Chicago Press.
10 陈满华．关于构式语法理论的几个问题［Ｊ］．外语教学与研究，2009: 38。
The theoretical study of the "is" sentence structure differs from the research conducted in the field of teaching Chinese as a foreign language According to the "Grammar Outline for Teaching Chinese as a Foreign Language," "is" sentences are a type of verb predicate structure primarily used to express affirmative judgments, and they can also imply equivalence Consequently, they serve a crucial linking function between the subject and object.
Significant research in the field of Teaching Chinese as a Foreign Language includes Liu Yuehua's "Practical Modern Chinese Grammar," which categorizes "shi" sentences into two structures: "shi" sentences and "shi de" sentences, providing a detailed classification based on their meanings Recent years have seen a shift towards research that combines teaching experience with the analysis of errors made by learners from specific countries or regions Notable works following this approach include Shi Jiahui's 1998 study on the acquisition order of 22 types of modern Chinese sentence structures among foreign students, which utilized statistical survey methods and included 12 structures related to "shi." Additionally, Liu Lining's 2003 master's thesis from Jinan University investigated the acquisition of "shi" sentences among Chinese learners in Asia, analyzing various sentence types based on the classification from Lü Shuxiang's "Eight Hundred Words of Modern Chinese," while also identifying student errors and offering teaching recommendations based on her experience.
暨南大学硕士毕业生刘丽宁 12 (2003)在其硕士毕业论文《亚洲地区汉 语学习者 “是”字句习得情况调查与研究》中以东南亚及日韩国家留学 生汉语学习中常见八种“是”字句句式出现的偏误为依据，分析了偏误产 生的原因，并提出了相应 的教学建议。并且在调查问卷的基础上对“是” 字句的习得难度做了估计，对“是”字句在对外汉语教材中的编排情况和
11 施家讳，《外国留学生22类现代汉语句式的习得顺序研究》，1998。
12 刘丽宁，《亚洲地区汉语学习者 “是”字句习得情况调查与研究》，暨南大学，2003。
The article analyzes existing issues related to the use of "是" sentences, summarizing the common problems encountered during the acquisition process and the factors that influence this learning.
In their 2011 article, "An Analysis of Errors in Central Asian Students' Use of 'Shì' Sentences," Li Rui and Li Jinghuan examine the common applications of 'Shì' sentences, the frequent errors made by students in the early stages of learning Chinese, and instances where students correctly utilize these structures They discuss relevant teaching strategies to address these challenges and enhance students' understanding and usage of 'Shì' sentences.
In their 2009 article, "Analysis of the Misordering Errors of 'Is' in Korean Middle and Primary School Students," Li Ying and Fu Li examine the common misordering errors that Korean middle and primary school students encounter when using the 'is' sentence structure They provide a comprehensive summary and analysis of these errors, highlighting the challenges faced by learners in mastering this aspect of the language.
李燕洲 15 在(2011)《越南留学生汉语“是……的”句偏误分析》一文 中分析了越南学生汉语学习过程中使用“是……的”句式常出现的偏误类 型及成因。
吴裴 16 (2010) 《“是……的”句式的偏误分析及教学策略—基于自 建小型汉语中介语语料库的研究》一文中根据其自建的小型汉语中介语语 料库，对中级汉语水平的在华留学生作文进行抽样调查，分析了学生在
The use of the sentence structure "是……的" can lead to various types of errors, primarily due to misunderstandings of its function and context To enhance the effectiveness of teaching this structure, it is essential to adopt a situational teaching approach that immerses students in practical scenarios This method not only clarifies the usage but also reinforces comprehension, thereby reducing the likelihood of mistakes.
暨南大学硕士毕业生张井荣 17 (2009)在其硕士毕业论文《印尼学习者 习得汉语“是……的”结构偏误分析》描写并分析了印尼学生在习得
The structure "是……的" often presents error patterns during the learning process This article compares Chinese with the learners' native language, Indonesian, to analyze the learning strategies employed by students, the teaching methods utilized by instructors, and the effectiveness of the textbooks used.
13 李睿、李敬欢，《中亚学生学习“是”字句的偏误分析》，2011。
14 李影，付莉，《韩国中小学生“是”的错序偏误分析》，2009。
15 李燕洲，《越南留学生汉语“是……的”句偏误分析》，2011。
In the 2010 study by Wu Pei, titled "Analysis of Errors in the 'Is of' Sentence Structure and Teaching Strategies: A Study Based on a Self-Built Small Chinese Interlanguage Corpus," the author examines common mistakes made by learners in using this specific sentence structure The research highlights the significance of understanding these errors to enhance teaching methodologies and improve student comprehension of Chinese grammar By utilizing a self-constructed corpus, the study provides valuable insights into effective instructional strategies tailored to address these challenges in language acquisition.
17 张井荣，《印尼学习者习得汉语 “是……的”结构偏误分析》，暨南大学，2009。
This article explores the reasons behind Indonesian learners' errors in acquiring the structure "是……的" and proposes several teaching strategies to address these issues.
佟慧君 18 (1986)在其《外国人学汉语语病分析》一文中对“是”字句 和“是…… 的”句的偏误进行了总结，提出了“是”字句和“是……的” 句的几种偏误类型。
现代汉语“是”各种词性的用法
1.3.1 形容词“是”的用法
“是”在现代汉语中还可以作形容词。
例子 1：你可真是，怎么不说一声就走了。
例子 2：嗯，那倒也是！
例子 3：你说得极是。
例子 4：是是，还是非，要讲个明白。
“是”作形容词的用法也很简单，主要有以下两种：
18 佟慧君，《外国人学汉语语病分析》，1986。
（一）、“是”不带宾语作谓语，但前边常常有状语此时“是”含有
“对”、“正确”的意思，可以用“ 行”、“成”、“对”来替换。表 示对的，正确的。
例子 1：你可真是，怎么不说一声就走了。
例子中的“ 是 ”均是不带宾语作谓语，且都可以用“行”、“成” 或“对”来替换。
例子 2：“他说得是”是“他说得对”是表示赞同别人的。
Example 3: Seeking truth from facts emphasizes the importance of understanding objective reality It involves studying and exploring the inherent connections and patterns within these realities This approach advocates for a grounded analysis of the actual circumstances, ensuring that issues are addressed and managed appropriately based on the true nature of the situation.
*)古代汉语中的形容词“是”有以下例如：
例子 1：陶渊明《归去来兮辞 19 》中：“实迷途其未远,觉今是而昨 非”。
The essence of the statement is that one has realized they have strayed off the right path, but they are now aware that their current actions are correct, contrasting with their past behaviors, which they recognize as wrong.
In the letter from Lin Juemin to his wife, he reflects on a conversation where, despite his gentle explanations, the other party did not agree with his viewpoint The phrase highlights that while they did not consider his statements to be correct, they were left without a counterargument The term "是" in this context signifies the meaning of "correct" or "right."
The word "是" can form a modifying phrase with the adverb "不," serving as the central element of a noun phrase In this context, "是" retains its meanings of "to be" or "correct," and can be substituted with "对."
“正确”来替换。
例子 1：这就是你的不是了。
19 陶渊明,《归去来兮辞》，东晋。
20 林觉民,《与妻书》.《广州三月二十九日革命史》，1911年。
例中的“不是”作“你的不是”这个名词性短语的中心语，也可以用
Replacing "is" with "correct" or "right" is a misunderstanding The use of "is" as an adjective is less common in modern Chinese.
（三）：“是”与“非”是反义词，“非”表示“错”的意思，“是” 表示“对”的意思。
例子 6:“谁是谁非？”解释“谁对谁错”，“是”表示对，“非”表 示错。
The phrase "今是昨非" highlights the concept of recognizing or regretting past mistakes, signifying that what is deemed correct today was considered wrong in the past This expression emphasizes the evolution of understanding and the importance of learning from previous errors.
The phrase "口是心非" describes a situation where one's spoken words do not align with their true feelings, indicating a disconnect between what is expressed verbally and what is genuinely thought It emphasizes the inconsistency between one's outward statements and inner beliefs, highlighting the difference between saying something is right while secretly thinking otherwise.
Example 9: "Seemingly Correct but Actually Incorrect": The term "seemingly" suggests something that appears to be true, while "correct" indicates accuracy, and "incorrect" denotes the opposite This phrase refers to something that seems right at first glance but is ultimately wrong, highlighting the distinction between appearance and reality.
1.3.2 代词“是”的用法
（一）、表示“这”，“此”的意思。
In modern Chinese, the pronoun "是" is rarely used, primarily appearing in written language It serves a similar meaning to "这" and "此," translating to "this" or "such." Historically, "是" was commonly used as a pronoun in classical Chinese, indicating proximity and corresponding to "this" or "these," while terms for distant reference were different.
“彼”、“其”、“夫”等。“是”在古代书面语中是最基本的一种用法。 请看下面的例子：
*“是”在《山经 21 》中使用比较多，且经常作为指示代名词出现。
例子 1：“是日天气晴朗”
21 《山海经》，共《南山经》《西山经》《北山经》《东山经》《中山经》5卷，先秦。
In the ancient text "Shan Hai Jing" (Classic of Mountains and Seas), it is stated, "This mountain contains everything." This signifies that within this mountain, a diverse array of elements and treasures can be found, highlighting its richness and abundance.
Example 3 states, "Another three hundred fifty miles to the west lies a mountain called Yushan, which is the dwelling place of the West Queen Mother" (Shan Hai Jing, Western Mountain Classic) This indicates that Yushan, located three hundred fifty miles west, is significant as the residence of the West Queen Mother.
In Liu Zongyuan's "Record of Xiaoshicheng Mountain," he notes that the spiritual essence of the landscape does not give rise to great individuals but instead manifests in the extraordinary beauty of the mountains This is reflected in the statement, "the south of Chu produces fewer talents but more奇峰怪石," highlighting the unique geological features of the region The phrase "是" serves as an emphasis on the uniqueness of this place.
On a particular evening around eight o'clock, I rowed a small boat, dressed in a fur coat and carrying a portable stove, to the pavilion in the center of the lake to enjoy the snowy scenery This sentence illustrates the use of nouns or noun phrases to convey meaning through reference.
In the Ming Dynasty, Zhang Dai's representative work "Viewing Snow at the Lake Pavilion" frequently employs "是" as a pronoun, a usage that can often be substituted with "this."
In Lin Si-Huan's "Kou Ji 23," the vivid description captures a moment filled with diverse sounds: a mother clapping her hands to mimic her child's voice, her soft humming, the cries of a baby nursing, the stirring of an older child awakening, and a husband's stern reprimand, all occurring simultaneously This rich auditory imagery showcases the art of sound imitation, creating an intricate tapestry of familial life The term "中" can be interpreted as meaning "this" or "that," emphasizing the immediacy and presence of the scene.
本章小结
This chapter focuses on the study of "是" sentences, providing a brief overview of previous research on "是" and its related constructions The analysis of "是" sentences presented in this article highlights their significance and the insights gained from earlier studies.
“是”作谓语或谓语中心词构成的句子。
By reviewing previous research findings, we have clarified several relevant issues regarding the use of "是" (shi) and "是" constructions in modern Chinese language studies Additionally, we have defined the significance of error analysis in "是" constructions, emphasizing its impact on understanding the nuances of modern Chinese syntax.
The current research status in the field of Teaching Chinese as a Foreign Language (TCFL) reveals significant debates surrounding the nature of the word "是" (shì), particularly regarding its grammatical classification and the definition of "是" sentences While there is a wealth of findings on the syntax, semantics, and pragmatics of "是" sentences from various innovative perspectives, studies specifically focused on "是" sentences within TCFL remain limited Although experts have attempted to describe and explain "是" sentences from a TCFL standpoint, the outcomes are still scarce, and research on errors related to "是" sentences is notably narrow Analysis of collected data indicates ongoing challenges in teaching "是" sentences effectively, highlighting the need for educators to consider how to better facilitate students' understanding and usage of "是" sentences in both classroom settings and daily life.
This chapter highlights the complexity of the usage of the character "是" in modern Chinese, which appears frequently in both written and spoken forms Its primary function is to serve as a copula between the subject and object, acting as a verb of judgment Additionally, within the rich and profound Chinese language, "是" plays various roles that contribute to precise and effective communication.
河内首都大学的汉语学习者“是”字句习得情况调查与分析
调查目的、对象、方法及内容
This survey aims to achieve two main objectives: first, to investigate the types of errors made by students at Hanoi Capital University when using the "shi" sentence structure in Chinese, along with the reasons behind these errors Second, the author will explore the challenges students face in employing the "shi" structure, with the intention of providing teachers with appropriate teaching methods and offering effective learning suggestions to students Through this investigation, the article seeks to gain a deeper understanding of the issue and address it, ultimately enhancing students' accuracy and fluency in using the "shi" sentence structure, thereby offering improved learning strategies and teaching guidance.
This study focuses on students majoring in Chinese at Hanoi Capital University, aiming for a comprehensive and authoritative analysis The research includes participants from various academic years and proficiency levels, specifically first-year to fourth-year students A total of 200 questionnaires were distributed, with 46 responses from first-year students, 40 from second-year students, and 44 from third-year students.
This article presents findings from a survey of 70 senior students, aiming to gain a comprehensive understanding of the challenges faced by students at various academic levels in learning Chinese The research results are designed to be more representative and reliable, providing valuable insights into the experiences of learners.
This paper collects data through an online survey distributed to students majoring in Chinese language at Henan University of Technology A total of 200 questionnaires were sent out, and responses were gathered for analysis.
200 份合格的问卷。
This survey consists of three main sections with a total of 42 questions, utilizing a testing format The first and second sections contain 30 multiple-choice questions, each with a single correct answer, designed to assess learners' knowledge and understanding.
This article provides a comprehensive understanding of the word "是" in modern Chinese, focusing on its grammatical roles and usage The third section consists of 12 questions that assess correctness, offering options for "true" or "false." Among these, 2 questions evaluate whether learners mistakenly replace or omit "是," 6 questions investigate instances of incorrectly adding "是," and 1 question examines the improper sequencing of "是."
This article aims to provide a comprehensive analysis of the use of "是" sentences in Chinese as a Foreign Language (CFL) learning The author will explore the usage errors, part-of-speech mistakes, and other issues encountered by students at Hanoi National University when using "是" sentences, along with an examination of the underlying causes of these errors Based on these findings, teaching recommendations will be proposed to enhance instructional methods for Chinese language learners Additionally, these suggestions will serve as valuable reference points for other learners facing similar challenges, ultimately fostering improvement within the broader learner community.
Improving the accuracy and fluency of "是" sentences is a key focus of our research We aim to contribute to the field of Chinese language education by providing learners with more effective resources and support.
偏误分析
The "shi" sentence structure is a highly frequent and distinctive form in modern Chinese, often appearing in daily communication This article aims to analyze the grammatical role of "shi" within these sentences, highlighting the understanding level of students at Hanoi Capital University regarding the word's grammatical properties.
表 1.调查问卷“是”的词性统计表
序号 一年级的正确率
二年级的正确率
三年级的正确率
四年级的正确率
*）考察卷共有 3 题的答案是动词。
第一题：大家都中五百万了，下一个应该是我了吧。
第二题：这个包是真皮的。
第三题：浑身是汗。
图 1.河内首都大学生对现代汉语动词“是”的正确率统计
In sentences (1), (2), and (3), the verb "is" plays a crucial role, contributing to a high accuracy rate of 95.2% For instance, in example (1), "Everyone has won five million; it should be my turn next," the word "next" serves as the subject, while "I" is the object This indicates that "is" primarily functions to connect the subject and object, signifying a concession.
This bag is made of genuine leather The complete sentence would be "This bag is a genuine leather bag," but the second "bag" can be omitted In this statement, "is" indicates the material, with the subject typically being a noun.
In sentences where "是" is used, the noun that follows typically requires a modifier Analyzing the examples reveals that "是" primarily functions as a verb, linking the subject and the object.
“是”主要出现在名词性词语前面，但也可能出现在动词性、形容词性词
In Vietnamese grammar, the verb "to be" is commonly used and plays a significant role, leading to a lower rate of misinterpretation It often appears before non-noun phrases, functioning as the predicate in sentences.
*）调查卷有 3 题的答案是连词。
第四题：好好读书不是为了父母，而是为了自己的未来。
第五题：她得到今天的好结果是平时很用功儿。
第六题：今天你说从来没爱过他，是有意还是无意的？
图 2.河内首都大学生对现代汉语连词“是”的正确率统计
In sentences (4), (5), and (6), the word "is" functions as a conjunction, contributing to a relatively high accuracy rate of 85.6% For instance, in example (4), "Studying hard is not for parents, but for one's own future," the "is" is followed by a prepositional phrase introduced by "for," indicating the purpose or reason behind an action In example (5), "The good grades she achieved today are because she worked hard," the "is" connects two complementary parts of the sentence Lastly, in example (6), "When you said you never loved him, was it intentional or not?" the use of "is" serves to link the two ideas being presented.
Trong các câu hỏi yêu cầu lựa chọn giữa hai tùy chọn A hoặc B, chúng ta thường sử dụng liên từ "hay" Liên từ "hay" xuất hiện trong bài học thứ mười bốn của sách giáo khoa ngôn ngữ Trung Quốc của Đại học Ngôn ngữ Bắc Kinh, do đó, độ chính xác của câu này đạt 97,1% Từ ba ví dụ này, chúng ta có thể thấy cách sử dụng "là" như một liên từ, được dùng để kết nối các phần khác nhau của câu và thể hiện sự phán đoán cũng như lựa chọn.
*）考察卷共有 3 题的答案是副词。
第七题：她长得是美。
第八题：是学生就要好好学习。
第九题：老师是回家了。
图 3.河内首都大学生对现代汉语副词“是”的正确率统计
In sentences (7), (8), and (9), the word "是" functions as an adverb For instance, in sentence (7) "她长得是美" (She is indeed beautiful), the structure includes a modal complement, following the pattern "verb + 得 + modal complement," indicating that "是" acts as an adverb Similarly, in sentence (8) "是学生就要好好学习" (Being a student means you must study hard), "是" serves as an adverb, reinforcing the necessity of diligent study for students.
25 《北京语言大学语文教材第一册[北京语言大学》，北京语言大学，2020年。
In a study, 80.5% of first and second-grade students incorrectly identified the word "是" (shi) as a verb, with average error rates of 21.7% and 17.5%, respectively For example, in the sentence "老师是回家了" (The teacher is home), "是" functions as an adverb emphasizing the verb "回家" (go home), indicating certainty This translates to "The teacher has indeed gone home." The overall accuracy for these sentences was only 56.1%, suggesting that students either lack a comprehensive understanding of the word's grammatical role or are careless in their responses.
*）考察卷有 3 题的答案是代词。
第十题：是日天气晴朗。
第十一题：是山也，万物无不有焉。
第十二题：是日更定，余拿一小舟，拥毳衣炉火，独往湖心亭看雪。
图 4.河内首都大学生对现代汉语代词“是”的正确率统计
In sentences (10), (11), and (12), the word "是" functions as a pronoun For instance, in sentence (10), it is used in the context of "The weather is clear today," while in sentence (11), it appears in "It is also the mountain; everything exists within it."
The article discusses the usage of the pronoun "是" in classical Chinese, highlighting that the accuracy rate for its correct application is notably low at only 20.9% In the examples provided, "是" conveys meanings similar to "this" or "that." Its frequent occurrence in classical texts contributes to the challenges faced by students, particularly those in their first and second years, who lack the exposure to Chinese literature that third-year students receive Consequently, the younger students demonstrate a higher error rate in understanding and using the pronoun "是."
*）考察卷有 2 题的答案是形容词。
第十三题：他说得是。
第十四题：口是心非。
图 5.河内首都大学生对现代汉语形容词“是”的正确率统计
In sentences (13) and (14), "是" functions as an adjective For example, in "他说得是," the structure includes a modal complement formatted as "verb + 得 + adjective." Here, "他" serves as the subject, "说" is the verb, and "是" acts as the adjective, positioned alongside the particle.
The word "是" in this context implies correctness or affirmation and can be replaced by terms like "行" or "对." An example is the Chinese idiom "口是心非," which refers to the inconsistency between what one says and what one truly thinks This idiom also has a corresponding translation in Vietnamese, allowing most students to distinguish between these two types of adjectives.
“是”。从而该句话的正确率比较高，达到了 64.1%。
*）调查问卷中只有一个问题的答案是名词。
第十五题：“天下难安，国是未定”
图 6.河内首都大学生对现代汉语名词“是”的正确率统计
In sentence (15), the word "是" functions as a noun, specifically referring to "国是," which signifies major national affairs or policies The meaning of the sentence conveys that "the situation in the world is turbulent, and the country's significant affairs or policies remain unclear." Many students incorrectly chose a verb as their answer, believing "国" is the subject, "是" is the verb, and "未定" is the object However, "国是" should be interpreted as a single term in this context This misunderstanding resulted in a correct response rate of only 36.9%.
This article analyzes common errors students make when mastering the different grammatical roles of the word "是" (shì) In various sentence structures, "是" can function as a verb, conjunction, adjective, adverb, noun, or pronoun As a verb, it primarily connects the subject and object, indicating concession or material, which most students understand correctly The conjunction usage of "是" connects different parts of a sentence, expressing judgment or choice, and is generally not challenging for beginners However, the adverbial use of "是" emphasizes the predicate verb or forms a complement, which can be difficult for novice learners due to their limited knowledge The noun and pronoun forms of "是" are often encountered in advanced studies of Classical Chinese, leaving beginners and intermediate students with a higher error rate due to lack of exposure Overall, students show insufficient mastery of the grammatical roles of "是," leading to various misunderstandings.
表 2.调查问卷“是”的用法统计表
序号 一年级的正确率
二年级的正确率
三年级的正确率
四年级的正确率
本章小结
In this chapter, the author summarizes the types of errors associated with the "shi" sentence structure and analyzes the reasons behind these errors Based on the analysis, all error data in this article have been categorized, identifying four main types of errors: part-of-speech errors related to "shi," usage errors of "shi," incorrect additions of the character "shi," and misordering of "shi" within sentences.
The omission of the character "是" is a common error in various contexts In this article, we have selected representative examples from each type for detailed analysis and summarized shared mistakes to highlight prevalent patterns.
河内首都大学学生“是”的偏误成因及建议
河内首都大学生使用现代汉语“是”字句的偏误成因
3.1.1 母语迁移作用
Mother language transfer refers to the influence of similarities and differences between the target language and the second language It includes both positive and negative transfer Positive transfer occurs when there are similarities between the mother tongue and the target language, while negative transfer arises from differences that may lead to errors There are two sources of mother language transfer: one occurs when the learner's knowledge of the target language is insufficient to meet linguistic needs, and the other happens when the learner cannot effectively distinguish between certain features in the mother tongue and the target language For instance, Vietnamese students learning Chinese often experience negative transfer with the "是" sentence structure, mistakenly aligning it with the "là" structure from Vietnamese.
“是”字句简单地对应起来，最后造成偏误。
In the process of teaching, we have observed that learners of Chinese often add the preposition "在" before locative nouns in existential sentences This tendency stems from the rules of their native language, leading to frequent errors in their construction of locative phrases.
3.1.2.学生学习策略的影响
After learners have completed a certain amount of input and grasped the concept of "是" sentences or other existential constructions, it does not necessarily mean they can effectively apply this language point in real communication In practical output situations, they may face various challenges due to insufficient mastery of the target language rules, leading to avoidance of usage and other errors Understanding and application are not equivalent; thus, even after learning "是" sentences and comprehending their semantic and structural features, learners may still struggle to use them correctly in context.
Students frequently make errors in the use of adjectives, pronouns, and nouns Many of them mistakenly identify "is" as a verb in sentences, leading to confusion in their understanding of word classes.
The error rate among all fourth-grade students regarding the use of the pronoun "是" (shi) is notably high This can be attributed to the differences between Classical Chinese and Modern Chinese, leading to variations in the usage of "是." Beginner and intermediate students may not be well-acquainted with the usage of Classical Chinese while learning Modern Chinese.
The learning objectives and interests of beginner and intermediate students often focus on achieving basic communication skills for daily life and work, rather than prioritizing an understanding of Classical Chinese and ancient literature.
In summary, beginner and intermediate Chinese learners may find the usage of "是" in this sentence challenging to understand This difficulty primarily arises from the differences between Classical Chinese and Modern Chinese, as well as factors such as the curriculum they encounter, their learning objectives, interests, and available resources during their studies.
3.1.3.教材的误导
Textbooks are a crucial resource for students learning a target language, significantly impacting the effectiveness of teaching However, the field of teaching Chinese as a foreign language is still developing, and the quality of textbooks is often inadequate This can lead to misleading content, particularly for beginners who have limited understanding of Chinese language rules and lack sufficient language sensitivity As a result, their heavy reliance on textbooks makes them vulnerable to confusion caused by less rigorous material.
The curriculum and textbook content for beginner and intermediate Chinese courses typically focus on fundamental grammar, vocabulary, and sentence structures In contrast, the study of Classical Chinese is generally reserved for advanced courses As a result, beginner and intermediate students may not encounter the usage of Classical Chinese during their learning process.
The pronoun "是" is frequently found in ancient literature Although third-year students at Hanoi Capital University have encountered ancient literature in their "Chinese Literature" course, their focus has primarily been on foundational literary knowledge As a result, they may not be fully familiar with certain vocabulary that commonly appears in ancient texts.
“是”，他们的理解仍然有限，这在深入学习时可能导致对词义的理解偏
To enhance teaching effectiveness, the development of educational materials must be more rigorous to prevent confusion among learners.
3.1.4.学习策略和交际策略的影响
Learning strategies refer to the methods and techniques students use during their educational journey When studying Chinese, students may overly rely on textbooks or teacher explanations, neglecting the importance of independent exploration and critical thinking For instance, while learning the word "是" (shì), students might simplify its meaning to merely signify affirmation or assertion in modern Chinese, overlooking its broader implications and uses in the language.
The word "is" has various meanings, including emphasis, agreement, universality, and causation This oversimplified learning strategy may lead students to misunderstand the usage of the modern Chinese character "是."
Communication strategies refer to the methods and techniques that students use to express and understand language more effectively during interactions Beginners learning Chinese may lack sufficient language skills and cultural background knowledge, leading them to adopt simplification or avoidance strategies in communication For instance, students might interpret "是" (shì) in ancient literature as it is understood in modern Chinese, overlooking other possible meanings Additionally, many beginner and intermediate students recognize "是" as a verb but forget its other grammatical roles, resulting in errors when distinguishing its usage and parts of speech.
河内首都大学生现代汉语“是”字句的教学及学习建议
In this section, the author will provide suggestions to address the issues identified in the previous discussion regarding Chinese language teaching and learning at Hanoi Capital University Additionally, strategies will be outlined to effectively minimize the occurrence of errors in both teaching and learning processes.
3.2.1.1.加强“是”字句本体研究
Despite significant achievements in the study of "是" sentences, many fundamental issues remain unresolved, impacting the teaching of Chinese as a foreign language The author suggests that linguists should intensify their research on the essence of "是" sentences to establish clear reference standards for teaching Simultaneously, foreign language teachers should proactively enhance their approach to teaching these structures in their curricula.
The study of "是" sentences allows for direct application in teaching Chinese as a foreign language, bypassing the need for conversion from theoretical research This approach is more scientific, straightforward, and effective for educators.
3.2.1.2.加强越汉对比，尽量减少已掌握语言的负迁移
This article focuses solely on comparing Chinese and Vietnamese languages, highlighting significant similarities between English and Vietnamese in the use of "to be" sentences The primary reason for errors stems from the negative transfer of knowledge that students already possess Therefore, Chinese language teachers should consciously compare the two languages before instruction, at a minimum conducting a Chinese-Vietnamese comparison This approach will enable students to grasp the material accurately and understand the distinctions of the Chinese language before encountering errors.
3.2.1.3.教材应提高“是”字句各语法项的复现率
The "是" sentence structure is a crucial and frequently used grammatical form in Chinese, warranting significant emphasis in educational materials To enhance learning, textbooks should systematically arrange this structure according to acquisition patterns Given the complexity and abundance of grammatical elements within "是" sentences, it's essential for materials to increase the frequency of exposure to these structures, thereby reinforcing previously learned knowledge As language learners are prone to forgetting, and considering the limited language environment for international students, classroom instruction and textbooks serve as vital tools for second language acquisition Therefore, it is imperative that educational resources prioritize the reinforcement of previously covered concepts.
To achieve scientific reproducibility, international students can reinforce their learning while gaining new insights Additionally, incorporating ancient poetry that includes the character "是" in the "Chinese Literature" curriculum can enhance students' understanding of the pronoun "是."
3.2.2.1.学生应加强对“是”字句的重视
For every Chinese language learner, the process of studying Chinese is both enjoyable and challenging Under the guidance of teachers, students should develop a comprehensive understanding of Chinese grammar, enriching the details of this system continuously This process can be likened to building a house; after establishing a solid foundation, one must continually add bricks to construct a tall building Within the vast framework of Chinese grammar, "是" (shì) sentences are a crucial component and a fundamental aspect of the language that students must prioritize It is important for teachers to remind students not to underestimate "是" sentences simply because they seem straightforward at the beginning, thereby deepening their understanding of this essential grammar point.
3.2.2.2.重视母语及媒介语负迁移的影响
In the process of second language acquisition, the negative transfer effects of the native and intermediary languages significantly impact learning This influence is particularly evident in the study of the Chinese "是" (shì) construction While "是" can convey various semantic relationships in Chinese, its meanings do not always correspond directly to those in Vietnamese In some instances, the meaning of "是" is expressed through the entire sentence rather than a single word Consequently, learners of Chinese at Hanoi University often mistakenly add "是" when constructing sentences This negative transfer leads to various errors among students.
In light of the aforementioned situation, students should pay close attention to their Chinese language learning process, consistently reminding themselves to reflect and summarize their experiences to learn from both successes and challenges.
3.2.2.3.学生应随着汉语学习的不断深入对“是”字句进行归纳总 结
Inductive summarization is an effective learning method for language acquisition, enabling students to organize their knowledge and identify their strengths and weaknesses The complex syntax and semantic categories of modern Chinese "是" sentences require more than just a few lessons for thorough understanding; instead, students should gradually comprehend and summarize these concepts through ongoing study After a period of learning, students, with their teacher's guidance, should consolidate their knowledge by distilling the structure and common semantic categories of "是" sentences This process aids in better retention of intricate details and enhances the systematic organization of knowledge in students' minds, ultimately facilitating a more efficient and adaptable application of Chinese language skills in everyday life.
本章小结
In this chapter, we address the error types and causes identified in the previous chapter by proposing specific teaching strategies and learning approaches focused on the "是" sentence structure Additionally, we differentiate "是" sentences from several similar sentence types that are often confused with it.
In this chapter, we present teaching and learning strategies related to the "是" (shì) sentence structure We share our insights from the perspectives of textbook development, teacher instruction, and student learning We believe that the compilation of Chinese as a foreign language textbooks should emphasize the systematic approach to the "是" sentence pattern, which will enhance teachers' attention and facilitate students' understanding and mastery Additionally, teachers should focus on effective instructional methods when teaching this structure.
When teaching "是" sentences, different instructional strategies should be employed based on the students' proficiency levels For beginners, the focus should be on constructing a foundational understanding of "是" sentences to enhance their grasp of the concept For more advanced students, teachers should continuously summarize and provide prompts to encourage self-directed synthesis, thereby enriching and refining their knowledge of "是" sentences through diverse resources.
To enhance the foresight and predictability of teaching "是" sentences, it is essential to collect and reflect on teaching experiences Students should also strengthen their initiative and engagement by consciously summarizing, categorizing, and comparing the grammar knowledge they acquire Moreover, it is crucial to pay close attention to the seemingly simple "是" sentences to avoid negative transfer from their native language and to standardize their understanding of this grammatical structure.
“是”字句的使用。
This article provides an in-depth exploration of the diverse grammatical roles of the Chinese character "是" (shì) and its usage in modern Mandarin Notably, "是" exhibits a rich variety of grammatical categories, including adjectives, pronouns, verbs, adverbs, conjunctions, and nouns Its high frequency in everyday language, particularly as a verb, highlights its significant role in both nominal and predicate forms While "现代汉语八百词" categorizes all nine usages of "是" as verbs, research by Zhang Jing and Fan Xiao indicates that "是" also encompasses other grammatical functions, such as adjectives, interjections, and pronouns, complicating its grammatical classification.
The word "is" demonstrates a flexible part of speech in practical usage, exhibiting numerous overlaps and intersections For instance, the phrase "不是，就是" can function as both a judgment verb and a conjunction for choice, or even be interpreted as a fixed expression Similarly, in "比比皆是," "is" can convey a meaning of abundance or serve as a pronoun within a noun, with its specific interpretation relying heavily on context.
This article summarizes the current research on the "是" sentence structure and analyzes the errors made by students at Hanoi University in acquiring this structure It offers practical teaching suggestions for Chinese as a second language However, the study acknowledges several limitations, including insufficient in-depth research on the "是" sentence structure due to time and resource constraints, and aims to improve and refine these aspects in future research.
In modern Chinese, the use of "是" is both rich and complex, serving as a crucial linking verb that connects the subject and object Beyond this primary function, it plays numerous other roles within the language, contributing to accurate and refined expression This multifaceted nature of "是" underscores its significance in the intricate tapestry of the Chinese language.
The initial understanding of the role of the word "是" in modern Chinese requires further research and exploration We hope that our study will provide valuable references and insights for researchers interested in the grammatical properties and usage of "是."
In modern Chinese, the word "是" (shì) is not only highly active but also uniquely versatile Its primary function is as a copula verb, serving to make judgments However, through extensive usage, "是" has developed numerous special applications This distinctive combinatory and expressive ability of "是" enriches our linguistic experience.
1 黎锦熙.《新著国语文法》，北京：商务印书馆，1924 年。
2 赵元任.《汉语口语语法》，北京：商务印书馆，2005 年。
3 吕叔湘.《中国文法要略》，北京：商务印书馆，1990 年。
4 中国社会科学院语言研究说词典编辑室，《现代汉语词典》（第 5 版），北京：商务印书馆，2005 年。
5 李行健，《中学生规范词典》，北京：中国青年出版社，2001 年。
6 杨树达，《高等国文法》，上海古籍出版社，2007 年。
7 朱城，《出土文献“是是”连用后一“是”字的训释问题》，2004 年。
8 冯胜利著、汪维辉译，《古汉语判断句中的系词[ 冯胜利著、汪维辉 译》，2003 年。
9 《是仪传》出自《三国志ã吴书》，古文。
10 《书ã禹贡》，《尚书》中的一篇，先秦。
11 陶渊明, 《归去来兮辞》，东晋。
12 林觉民,《与妻书》 《广州三月二十九日革命史》，1911 年。
13 《山海经》，共《南山经》《西山经》《北山经》《东山经》《中 山经》5 卷，先秦。
14 柳宗元，《小石城山记》 《永州八记》的最后一篇，唐代。
15 林嗣环,《口技》 《虞初新志》，清代。
16 张岱，《湖心亭看雪》.《陶庵梦忆》，清初。
17 《北京语言大学语文教材第一册[ 北京语言大学》，北京语言大学，
18 尹建芳，《关于现代汉语“是”字用法的调查分析》，天津师范大 学，2014 年。
19 张建萍，《 “是”的用法解析》，首都师范大学。
20 刘宁，《留学生汉语“是”的习得研究》，复旦大学，2012 年。
21 魏万莉，《韩国学生汉语“是”字句偏误分析与教学研究》，湖南师范大学，2015 年。
附录 调查问卷
河内首都大学现代汉语“是”的偏误分析 一、选择正确答案
1 、 大家都中五百万了，下一个应该是我了吧。
名词 形容词 动词 代词 副词 连词
2、这个包是真皮的。
名词 形容词 动词 代词 副词 连词
名词 形容词 动词 代词 副词 连词
4、好好读书不是为了父母，而是为了自己的未来。
名词 形容词 动词 代词 副词 连词
5、她得到今天的好结果是平时很用功儿。
名词 形容词 动词 代词 副词 连词
6、今天你说从来没爱过他，是有意还是无意的？
名词 形容词 动词 代词 副词 连词
7、她长得是美。
名词 形容词 动词 代词 副词 连词
8、是学生就要好好学习。
名词 形容词 动词 代词 副词 连词
9、老师是回家了。
名词 形容词 动词 代词 副词 连词
10、是日天气晴朗。
名词 形容词 动词 代词 副词 连词
11、是山也，万物无不有焉。
名词 形容词 动词 代词 副词 连词
12、是日更定，余拿一小舟，拥毳衣炉火，独往湖心亭看雪。
名词 形容词 动词 代词 副词 连词
名词 形容词 动词 代词 副词 连词
答案：形容词
名词 形容词 动词 代词 副词 连词
答案：形容词
15、天步难安, 国是未定。
名词 形容词 动词 代词 副词 连词
二、选择正确答案
16、是日天气晴朗。
A: 相当于“这”、“此”
B: 表示对的，正确的
C: 表示“错”的意思
17、是个有良知的人都会这么做。
A: 相当于“这”、“此”
B: 表示对的，正确的
C: 表示概括，凡是，任何
18、是他扶起了路上摔倒的老人。
A: 表示的确、实在
B: 表示赞同、同意、服从
C: 表示概括、凡是、任何
B: 表示对的，正确的
C: 表示概括，凡是，任何
20、 长官：“你的任务结束，去叫下一个同志进来” 士兵：“是”
B: 表示赞同、同意、服从
C: 表示概括，凡是，任何
21、是他太大意了，把绝密文件搞丢了。
A: 表示的确、实在
B: 表示赞同、同意、服从
C: 表示原因、目的
B: 表示对的，正确的
23、女儿是自己去上学，是坐车去，还是骑自行车？ A: 表示的确、实在
C: 表示原因、目的
24、看他的样子，必定是有心事。
C: 表示原因、目的
25、街边是一排商店。
26、这件上衣是我父亲的。
B: 表示材料的组成
27、项链是金的。
B: 表示材料的组成
28、《红楼梦》是曹雪序的。
B: 表示材料的组成
29、这机器是德国的。
B: 表示类型或特征
30、这条鱼是新鲜的。
B: 表示类型或特征
三、判断正误
这个职员是很漂亮。 错
一斤苹果是五块钱。 错
那本书是红色。 错
你的裙子好看是好看，就是太贵了。 对
我觉得这家长们应重视的。 错
我长大了，今年是二十九岁。 错
路上摔了几次，全身都是脏了。 错
我们是在家里。 错
我们说的正是刘老师。 对
他是在教室里讲课。 错
食堂是宿舍旁边。 错
他学韩语是为了去韩国。 对