选题理由
According to the UNESCO's ranking of the ten most difficult languages to learn, Chinese is identified as the hardest language in the world This highlights the inevitable challenges that language learners face when studying Chinese.
Error analysis involves examining the mistakes made by students learning a second language to identify patterns and propose relevant learning and teaching strategies The ultimate goal of error analysis is to understand the second language acquisition process, making language instruction more targeted and practical Identifying and analyzing student errors significantly enhances the quality of second language teaching and plays a crucial role in foreign language education In Mandarin, conveying certain grammatical meanings often relies on word order and function words Structural particles, as essential components of function words, play a vital role in modern Chinese Among them, the structural particle "得" is frequently used and exhibits complex grammatical, semantic, and pragmatic characteristics It is a key focus in Chinese teaching and a challenging aspect for learners The acquisition of the structural particle "得" poses a considerable obstacle for many Chinese learners, including Vietnamese students Therefore, understanding the issues Vietnamese students face when using the structural particle "得" is of great importance.
The structural particle "得" in modern Chinese has been a focal point in linguistic research, as evidenced by extensive literature review While previous studies have made significant contributions to this area, there remains a lack of analysis regarding the errors made by second and third-year students at Hanoi Capital University when using this particle This indicates a substantial gap in research concerning the misconceptions surrounding "得," highlighting the need for further investigation and the development of targeted teaching and learning strategies.
Based on the reasons mentioned above, I have chosen "An Analysis of Errors in the Modern Chinese Structural Particle 'de' (A Case Study of Students from Hanoi Capital University)" as the title for my graduation thesis I hope this paper will serve as a valuable reference for the study and teaching of Chinese in Vietnam.
研究目的
This study aims to analyze the errors made by second and third-year students majoring in Chinese at Hanoi Capital University concerning the structural particle "得." It seeks to clarify the causes of these errors and propose teaching strategies to enhance students' understanding and application of "得." Ultimately, the research findings will be applied to the practice of Chinese language learning and teaching in Vietnam The study hopes to assist students in accurately learning and using the structural particle "得" while providing valuable teaching suggestions for Vietnamese Chinese language instructors from the perspective of language learners.
研究对象及范围
The structural particle "得" is a key focus and challenge in Chinese language learning, particularly for intermediate-level students At Hanoi Capital University, first-year students primarily study its use in modal complements, while fourth-year students, who are at a more advanced level, exhibit a lower error rate This study targets second and third-year Chinese language majors, as they have already been exposed to structures related to "得." It is anticipated that students at the intermediate level will demonstrate a higher error rate when using this structural particle.
研究方法
Based on an analysis and summary of previous research on structural particles, I have adopted a comprehensive approach to further explore their significance and usage.
“文献研究法”、“引证法”、“考察法”、“统计法”、“归纳法”等方 法来进行具体研究。
The literature review method involves collecting and reading various research materials related to previous studies, followed by summarizing, synthesizing, and analyzing these research findings.
The citation method involves referencing relevant theoretical issues as evidence, providing a solid theoretical foundation for the arguments presented in this research paper.
This study examines the usage of the modern Chinese structural particle "得" among second and third-year students at Hanoi University It aims to clarify the common errors that students make in their application of this grammatical element.
统计法：对学生常犯的偏误进行统计、整理，分析偏误的基本规律并归类；
归纳法：对调查结果进行详细分析归纳，找出常见偏误及其成因。
论文结构
本论文的主要内容一共分为三章：
第一章：相关理论基础
第二章：现代汉语结构助词“得”的偏误分析（以河内首都大学学生为 例）
第三章：河内首都大学生现代汉语结构助词“得”的偏误成因及建议
相关理论基础
偏误分析理论
"Errors" are a characteristic feature of language learners There is often a gap between the forms learned and those used by second language learners during communication This gap is commonly referred to as "errors." Errors do not signify failure in language learning; rather, they symbolize the learner's language development Therefore, the study of errors and their causes is essential to understanding the language acquisition process.
Error analysis emerged in the early 1960s as the first theory focused on learners' language systems, introducing a systematic approach to describe and analyze these systems Although the method of analyzing learners' errors is not new, having been utilized by language teachers since the late 1940s due to the demands of second language teaching, traditional error analysis lacked rigorous methodologies and a theoretical framework Starting in the mid to late 1960s, Corder (1967) published a series of articles on error analysis, establishing it as a crucial tool for researching the language acquisition process and providing insights into how learners acquire a new language.
Corder's article on error analysis marks a pivotal starting point in the study of second language acquisition, establishing error analysis as a crucial framework for understanding language learning challenges.
成为应用语言学研究领域公认的一部分。
In "The Significance of Learners' Errors," applied linguist Corder (1967) distinguishes between "mistakes" and "errors," noting that mistakes are random and belong to the realm of language performance, while errors are systematic and pertain to language competence Corder outlines a five-step procedure for error analysis: 1) Data collection, focusing on gathering second language learners' output under natural conditions while considering collection methods, scope, and influencing factors; 2) Error identification, which examines the appropriateness of target language usage; 3) Error description, analyzing observable error phenomena based on their linguistic surface features.
The article emphasizes the importance of error classification in language learning, categorizing various types of errors and their characteristics It discusses the analysis of error sources, suggesting that errors can arise from multiple factors Richard (1971) identifies three types of errors: "interference errors," caused by native language influence; "intralingual errors," resulting from the overgeneralization of target language rules; and "developmental errors," stemming from limited language knowledge leading to incorrect assumptions Additionally, the evaluation of errors involves three key aspects: the severity of different error types, the differing perspectives of native and non-native speakers on error assessment, and the standards used for evaluation Research indicates that native speakers prioritize the impact of errors on sentence comprehension, while non-native speakers emphasize grammatical accuracy.
In summary, error analysis is a research method that focuses on the language systems of learners, specifically examining the patterns within their second language systems rather than their native language systems As a significant theoretical framework and research approach, error analysis plays a crucial role in the study of second language acquisition.
现代汉语结构助词“得”的语法功能
The Chinese structural particle "得" is placed after verbs or adjectives to form degree complements, modal complements, and potential complements However, it is important to note that not all of these complements require the use of "得."
The particle "得" is recognized as a structural marker indicating that the following component serves as a complement It primarily functions in two ways: first, it signifies degree, appearing between verbs or adjectives and their complements to clarify the extent of an action or quality; second, it conveys modality, positioned between adjectives or adjective phrases and their modal complements, as well as between verbs or verb phrases and their complements, to describe the resulting state of an action or to provide specific details about an adjective.
① 王建勤（2009），《第二语言习得研究》，商务馆对外汉语专业本科系列教材，北京
The article discusses the use of modal verbs in Chinese, focusing on words that express possibility It highlights their placement between verbs and complements to indicate whether an action is possible or permissible.
“得”字在三个补语句有如下一些具体情况：
Degree complements are used after adjectives or psychological verbs to indicate the extent of a certain quality or mental state Similar to degree adverbs, degree complements can only follow adjectives and verbs that express emotions, feelings, or psychological activities, and they do not have a negative form.
程度补语非常有限，主要有两种表现方式：
述语后面加上“极了”、“多了”、“透了”、 “死了”、
In Chinese grammar, certain descriptive structures cannot include the particle "得," and the "了" at the end must not be omitted For example, in the sentence "看到我的大学录取通知书，爸爸高兴极了," the phrase illustrates the emotional reaction of the father upon seeing his child's university acceptance letter, emphasizing the intensity of his happiness.
（2）他的病好多了。
（3）今天的天气糟糕透了。（注意：“透”只用于不要的情况）
（4）今天的天气真冷，我都冻坏了。（不能说“寒冷坏了”）
（5）这么久不见，我都快想死了。（不能说“思念死了”）
① 杨玉玲（2011），《现代汉语语法答问（下）》，北京大学出版社，北京
② 齐沪杨（2010），《对外汉语教学语法》，复旦大学出版社，上海
In Chinese grammar, adding "得" after a verb or adjective enhances the expression, allowing for modifiers like "很" (very), "慌" (anxious), "多" (many), "不得了" (extremely), "要命" (deadly), "要死" (to death), "不行" (not okay), "可以" (can), "厉害" (severe), and "什么似的" (like something) to convey intensity or degree This construction enriches the language by providing nuanced meanings and emotional depth.
动词/形容词 + 得 + 很
表示程度很深
例如：（6）他考了第一名，高兴得很。
（7）他们俩的关系好得很。
动词/形容词 + 得 + 慌
多用于口语，只用于不好的情况，表示难以忍受。
例如：（8）屋里太多人了，闷得慌。
（9）昨天要加班到很晚，累得慌。
动词/形容词 + 得 + 多
例如：（10）今天的作业容易得多。
（11）她比我高得多。
动词/形容词 + 得 + 不得了
表示程度极高。
例如：（12）他对考试紧张得不得了。
（13）得知晚上妈妈要带他去看电影，小王高兴得不得了。
动词/形容词 + 得 + 要命/要死
表示程度达到极点，多用于口语。
例如：（14）听了他的话，我气得要命。
（15）一天不吃不喝，我已经饿得要死。
动词/形容词 + 得 + 不行
表示程度很深，让人受不了。
例如：（16）这种点心甜得不行。
（17）他参加了全国演讲比赛，没有获奖，他难过得不行。
动词/形容词 + 得 + 可以
表示情况很严重。
例如：（18）他们都说我傻得可以。
（19）今天的天气实在热得可以。
动词/形容词 + 得 + 厉害
表示程度很高。
例如：（20）我头疼得厉害，不能工作。
（21）路上堵车堵得厉害。
动词/形容词 + 得 + 什么似的
表示达到很高的、无法形容的程度。
例如：（22）听到我考上北大的消息，妈妈激动得什么似的，一夜也没睡着。
（23）听完了我讲的笑话，她笑得什么似的，连眼泪都笑出来了。
动词/形容词 + 得 + 够呛
表示受不了的意思。
例如：（24）因为家里有事，我最近忙得够呛。
（25）真的把我气得够呛。
Modal complements, also known as state complements, describe the state resulting from an action that has occurred or is currently taking place These complements can be represented by adjectives or adjective phrases, verbs or verb phrases, as well as subject-predicate phrases.
动词/形容词 + 得 + 形容词/形容词短语/形容词重叠式/状态词
例如：（26）小王跑步跑得很快。
（27）小明说汉语说得非常流利。
① 齐沪杨（2010），《对外汉语教学语法》，复旦大学出版社，上海
（28）她打扮得漂漂亮亮的。
（29）别看是男孩子，他的房间永远是收拾得整整齐齐的。
（30）她的小手冻得冰凉。
（31）孩子声嘶力竭地哭喊着，蹬踢着双脚，小脸涨得通红。
动词/形容词 + 得 + 动词短语 例如：（32）他难过得吃不下饭。
（33）她气得说不出话来。
动词/形容词 + 得 + 主谓短语 例如：（34）我早上没吃饭，饿得肚子疼。
（35）孩子得了冠军，父母乐得嘴都合不上了。
（36）他跑得满身是汗。
动词/形容词 + 得 + 固定短语 例如：（37）妈妈在房间里急得走来走去。
（38）孩子高兴得手舞足蹈。
（39）他把事情搞得乱七八糟。
动词/形容词 + 得 + 名词/代词 + 动词短语
* 动词或代词宾语也可以用“把”提到动词前边去。
例如：（40）这几天忙得他团团转。
也可以说：“这几天把他忙得团团转。”
（41）这个好消息乐得他跳了起来。
也可以说：“这个好消息把他乐得跳了起来。”
情态补语的注意规则
述语和情态补语之间一定要用“得”。
例如：（42）他说得很清楚。
不能说：他说很清楚。
（43）他兴奋得唱起来了。
不能说：他兴奋唱起来了。
In the negative form of modal complements, the negative adverb must be placed before the modal complement rather than before the main verb.
例如：（44）昨天晚上楼下很吵，我睡得不好。
不能说：昨天晚上楼下很吵，我不睡得好。
（45）这个房间打扫得不太干净。
不能说：这个房间不打扫得太干净。
Not all modal auxiliaries have a negative form; only those that semantically indicate an action possess a negative counterpart In contrast, descriptive modal auxiliaries do not have a negative form.
例如：（46）他学得不好。
（47）你写得不清楚，别人写得清楚。
（48）他高兴得又蹦又跳。
不能说：他高兴得不又蹦又跳。/他高兴得没（有）又蹦又跳。
一般而言，带有结果补语或趋向补语的述补词组，中间加进“得”或
The phrase "不" forms a complement structure with potential complements Adding "得" indicates affirmation, while incorporating "不" signifies negation.
结果补语/趋向补语 可能补语肯定形式 可能补语否定形式
看完 → 看得完 看不完
洗干净 → 洗得干净 洗不干净
拿出来 → 拿得出来 拿不出来
走进去 → 走得进去 走不进去
吃饱 → 吃得饱 吃不饱
做完 → 做得完 做不完
In practical language use, the occurrence of potential complements in their negative form is the most frequent The affirmative form of potential complements is typically found in interrogative and rhetorical questions, while positive statements are often used in responses.
例如：（49）A：英文电影你看得懂看不懂？ B：看得懂。
（50）A：明天的会议你去得了去不了？ B：去不了。
从结构和意义上，可以把可能补语分为以下几类：
动词 1 + 得/不 + 动词2/形容词
表示有没有条件或能力完成某个动作、实现某个结果。
例如：（51）刚到中国我什么也听不懂。
（52）我看不清楚那几个字。
（53）大厅里的人太多太挤，我们进不去。
动词 + 得/不 + 了（liǎo）
表示是否有实现某个动作的可能性。
表示能不能做，或能不能有个结果。
例如：（54）他年纪大了，走不了那么远的路。
（55）对不起，我去不了了。
表示能不能做完、用完。
例如：（56）我吃得了一碗面条。
（57）我一个月花不了那么多钱。
动词/形容词 + 得/不得
When evaluating the consequences of an action, it is crucial to make informed judgments about its feasibility This often involves using rhetorical questions and negative statements to caution, advise, or warn others against certain behaviors Engaging in specific actions may lead to undesirable outcomes, highlighting the importance of considering potential repercussions before proceeding.
例如：（58）路上车多，大意不得。
（59）这个人你可千万小瞧不得。
（60）这种恐怖电影是小孩看得的吗?
这种“得”既能用在动词后，也能用在形容词后，表示是否许可。
例如：（61）这可是温室里的花，热不得也冷不得。
动词 + 得/不 + 来
The expressions "get along," "communicate well," "enjoy the same food," "cohabit comfortably," and "be compatible" are commonly used to indicate whether it is worthwhile, habitual, or feasible to do things together.
（合不来）、划得来（划不来）。
例如：（62）花那么多钱买件衣服真划不来。（不值得）
（63）香菜有一种特别的味道，我吃不来。（不习惯）
（64）他们是好朋友，很合得来。（可以在一起，兴趣相同）
动词/形容词 + 得/不 + 住
表示是否能坚持，或是否可以做。
例如：（65）没关系，我能忍得住。
（66）他这个人靠不住，你别相信他。
（67）不用扶我，我站得住。
动词 + 得/不 + 着（zháo）
表示能不能有某种结果、是否值得做或者可不可以做。
例如：（68）为这点儿小事，你犯得着跟他吵架吗？（不值得）
（69）你的护照我找不着。
动词 + 得/不 + 动
表示有没有力量让人或事移动位置。
例如：（70）我走得动。
（71）我搬得动这把椅子。
（72）他提不动这个箱子。
动词/形容词 + 得/不 + 下
表示某空间能不能容纳一定数量的人或事物。
例如：（73）这个教室坐得下三四十人。
（74）每个房间都放得下两张床。
（75）我吃不下这么多面条。
动词/形容词 + 得/不 + 趋向补语 例如：（76）这个问题的答案，我怎么也想不出来。
（77）不论你提什么问题，她都写得出来答案。
（78）她的话真把他弄糊涂了，他一句也答不上来。
现代汉语结构助词“得”偏误的研究综述
Chinese structural particles have long been a focal point in the study of Chinese grammar, as they play a crucial role in modern Chinese syntax In recent years, there has been a surge in academic papers examining the structural particles "de," "dei," and "di," leading scholars to introduce various new theories and concepts Consequently, the particle "de" remains a significant topic of grammatical research in the field.
Research on the errors related to the Chinese structural particle "得" has yielded a significant amount of literature, indicating a wealth of findings in this area A comprehensive review of the current state of research highlights the diverse insights and conclusions drawn from various studies.
Liu Xuemei (2006) analyzes the usage of structural particles "de," "di," and "de" in modern written Chinese, noting that "de" typically follows attributive phrases, "di" is used after adverbial phrases, and "de" precedes complement phrases She also examines the misuse of structural particles among middle school students, highlighting the differences between correct usage and common errors Liu identifies four main categories of misuse concerning the particle "de" and offers teaching recommendations to improve students' understanding and application of these structural particles.
“地”、“得”混用，例如“地”误用为“的”、“的”误用为“地”、
Misuses of the particle "得" as "的," "的" as "得," and "得" as "地" are common Additionally, there are instances of redundant structural particles, primarily "的," as well as cases where structural particles are missing, again focusing on "的." Furthermore, there is a tendency to mix structural particles with dynamic particles The article summarizes the correct usage and distinctions of three structural particles, highlighting that "的" is the most frequently used, primarily indicating possession and modification, serving as a connector between the headword and the attributive The choice of whether to use an attributive or a headword is crucial.
The character "的" is used in five different contexts: as a connector for nouns, verbs, adjectives, personal pronouns, and quantifiers serving as modifiers Additionally, the structural particle "地" links adverbial phrases to the main clause.
The structural particle "得" connects the main verb and its complement, playing a crucial role in Chinese grammar In terms of adverbial modifiers, five categories can serve as adverbials: adverbs, adjectives, pronouns, temporal nouns, and prepositional phrases The use of "地" after adverbials varies, with certain conditions applying Generally, multi-syllable result complements or those with descriptive functions require "得" before them, as seen in the example "假期过得很愉快" (The holiday was spent very pleasantly) However, for monosyllabic degree complements and expressions like "一些" (some) or "一点" (a little), "得" is not necessary.
In the study "Research on the Acquisition of Chinese Complements by Thai Students" by Hu Faxuan (2008), it was found that Vietnamese students commonly misused the Chinese structural particle "得" in four ways: omission, addition, substitution, and incorrect order The errors were attributed to two main causes: 1) Interlanguage transfer, where learners apply their native language rules due to a lack of knowledge of the target language; and 2) Intralanguage transfer, where learners, with limited understanding of the target language, develop rules that may overlap with the target language's rules Based on the findings, the paper offers strategies to shorten the acquisition process of Chinese complements for Vietnamese students, along with beneficial recommendations for grammar syllabi and textbook development.
In her 2010 work, "Analysis of Errors in the Use of Structural Particles by International Students," Yu Qian emphasizes the significance of structural particles in Chinese grammar While extensive research has been conducted on the characteristics, functions, and usage patterns of these particles, there remains a lack of effective teaching methodologies for structural particles in teaching Chinese as a foreign language Furthermore, studies focusing on the learning patterns of second language learners regarding structural particles are limited, hindering international students' understanding of usage rules Based on an analysis of the errors made by these students, the author investigates the underlying causes of these mistakes and proposes corresponding teaching strategies to enhance the effectiveness of instruction in structural particles, aiming to achieve the desired educational outcomes.
In their 2011 study, Qi Chunhong and Qiu Lan examined the acquisition of potential complements in Chinese by Thai students, highlighting that these complements pose significant challenges for foreign learners Their research utilized essays written by Vietnamese students and included a questionnaire to gather insights on this learning difficulty.
The study identifies the main types of errors made by Vietnamese students in learning and using Chinese complements, analyzing their causes and suggesting relevant teaching strategies Specifically, common mistakes include the incorrect use of "的" instead of "得" and the omission of "得." To clarify the distinction between "的" and "得" in teaching Chinese as a foreign language, educators must first explain sentence components, emphasizing that "的" serves as a modifier marker while "得" functions as a complement marker The omission of "得" is primarily attributed to negative transfer from the students' native language, as there is no equivalent structure in Thai for the use of "得" in Chinese complement sentences.
In her 2013 study, "An Investigation into Thai Students' Learning of Structural Particles 'de', 'di', and 'de'," Ma Lili highlights the high frequency of the structural particle "de" in Chinese and its common misuse in practice The article employs a questionnaire to examine the issues faced by third-year students in the Chinese department at King Mongkut's University of Technology North Bangkok regarding their learning of the particle "de." It provides a comprehensive analysis of the types of errors and the underlying reasons for these mistakes, ultimately offering practical recommendations for teaching the structural particle "de" in Chinese language education.
Recent studies indicate a growing academic interest in the error analysis of the Chinese structural particle "得." Research has evolved from comparative and error analysis to exploring acquisition sequences and processes, covering a wider range of topics with increasing depth and improved methodologies This article aims to build on previous research by analyzing the usage of the Chinese structural particle "得" among second and third-year students at Hanoi Capital University It will provide an error analysis and offer learning and teaching suggestions to assist Vietnamese students in using the particle "得" more accurately.
Since its inception, error analysis theory has garnered significant attention from researchers worldwide The study of errors plays a crucial role in understanding learners' transitional language and the second language acquisition process Grasping the characteristics and nature of errors, along with conducting targeted analyses, holds substantial importance for second language acquisition and teaching.
Research on the acquisition of the Chinese structural particle "得" has yielded significant results These studies indicate that both Chinese children and foreign learners of Chinese struggle to use this structural particle accurately.
Previous research has rarely delved into the analysis of learners' errors in sentences containing the Chinese structural particle "得." Moreover, there has been no specific study focused on the errors made by students at a particular university in Vietnam when using "得." This study aims to investigate the common sentences that frequently use the structural particle "得" among second and third-year students at Hanoi Capital University It seeks to identify the patterns of errors these students exhibit in acquiring and applying the particle, ultimately providing effective learning and teaching recommendations.
现代汉语结构助词“得”的偏误分析（以河内首都大学学生为例）25 2.1 调查目的、对象及方法
调查目的
This survey aims to achieve two objectives: first, to investigate the types of errors and their causes encountered by second and third-year students at Hanoi Capital University in the acquisition and use of the Chinese structural particle "得"; second, to identify the difficulties students face when using "得," in order to provide suitable teaching methods for educators and appropriate learning recommendations for students.
调查对象
本调查问卷的调查对象情况如下：
- 母语为越南语。
- 汉语水平考试分为初级、中级、高级。
- 调查对象共有160名，均是河内首都大学中国语言专业的二、三年级学生。
调查方法
This study collected data through an online survey distributed to second and third-year students majoring in Chinese at Hanoi National University A total of 165 questionnaires were sent out for this research.
收回160份合格的问卷。
The questionnaire consists of five sections The first three sections examine the errors made by second and third-year students majoring in Chinese Language at Hanoi University regarding the Chinese structural particle "得." The fourth and fifth sections focus on additional aspects related to this topic.
This article gathers insights on students' experiences with the Chinese structural particle "得" and their suggestions for improving its teaching methods.
调查结果及分析
本研究抽样调查了160名河内首都大学中国语言专业的二、三年级学生，
发出165份问卷，收回160份，问卷回收率为 96,96%。
To gain a genuine understanding of how students learn and use the Chinese structural particle "得," the author conducted data statistics and analysis on a survey The findings reveal that university students in Hanoi primarily encounter several types of errors during the acquisition of the Chinese structural particle "得."
2.2.1.现代汉语结构助词“得”的误代偏误分析
Misrepresentation errors occur when an unsuitable form is selected from two or more options in a specific linguistic context In modern Chinese, the structural particles “的, 地, 得” are all pronounced as the light tone "de," making them homophones Homophones are words that share the same phonetic form but have no inherent semantic connection “的, 地, 得” are function words that do not carry concrete meaning on their own; they are considered three distinct words because they attach to other words or phrases to indicate different grammatical meanings Specifically, “的” is used to connect modifiers and the head noun, indicating a modification relationship, while “得” connects verbs to express certain grammatical functions.
① 鲁健骥（1994），《外国人学汉语的语法偏误分析（第一期）》，语言教学与研究
In Chinese grammar, the particles "得," "的," and "地" serve distinct functions despite all being classified as auxiliary particles "得" indicates the degree or manner of an action or state, while "地" connects adverbials to verbs, specifying aspects such as time, place, reason, and purpose Accurate differentiation among these particles is crucial for students learning Chinese, as confusion may lead to misuse and misunderstandings in sentence structure.
The article discusses the usage of the Chinese structural particles "得," "的," and "地," focusing on a survey conducted among university students in Hanoi The first part of the survey aims to assess the students' understanding and application of these particles in the Chinese language.
“地”的掌握情况，以探究学生们混用这三个结构助词的原因。
表 2-1 河内首都大学生对现代汉语结构助词“得”的误代偏误情况
（95名） 平均比率 答对人数 正确率 答对人数 正确率
图 2-1 河内首都大学生对现代汉语结构助词“得”的误代偏误统计
The correct answer to the sentence "The summer sun is hot _ like a fireball." is "得." The proper sentence reads: "The summer sun is hot enough to be like a fireball." In this sentence, "hot" functions as an adjective describing the sun's state, while "like a fireball" serves as a complement indicating the degree of heat Thus, the use of "得" is necessary to convey the intended meaning.
“得”。这一题的错误率为 19.37%，其中大多数答错的学生选“的”，而
The character "的" is used to indicate possession and modifies nouns by preceding them In the phrase "the sun of summer," "的" effectively shows this possessive relationship However, it is not suitable between "hot" and "like a fireball" because it is necessary to express degree in that context.
In the sentence "The teacher pointed to the new vocabulary on the blackboard, and the students read them one by one _," the correct usage is "de," indicating the manner of the action Second-grade students have a 60% accuracy rate, likely due to their insufficient language proficiency and understanding of the usage of "de," "di," and "de."
解 尚 未 充 分 ， 导 致 使 用 不 当 。 三 年 级 学 生 的 正 确 率 为 74.73%， 但 仍 有
25.27%的学生选择错误答案。值得注意的是，二年级和三年级学生选错“的”
的比率更多，这可能是因为“的”在日常汉语中使用较为频繁，学生容易将
Many students mistakenly use "地" in contexts where it is not appropriate, although there are some who select it correctly, albeit in smaller numbers This discrepancy arises from their incomplete understanding of the grammatical structures involving "得," "的," and "地," or due to carelessness in their usage.
The correct answer to the question "He is a handsome _ boy." is "的," as "帅气" (handsome) is an adjective modifying the noun "男孩" (boy), and "的" indicates this modification relationship Statistical data shows a high accuracy rate of 83.75% for this question; however, some students remain confused about the usage of these three structural particles Analysis reveals that all students who answered incorrectly chose "得," likely due to a misunderstanding of the differences between "得" and "的," mistakenly using "得," which indicates a verb with a complement, instead of "的," which denotes the relationship between adjectives and nouns.
In the exercises, the fourth question, "The happy little rabbit quickly _ came running, faster than anyone else," and the seventh question, "The young man angrily _ said to him, 'Just wait,'" should both use "地" to modify the verbs, indicating the manner of the actions Incorrect choices can lead to grammatical errors and unclear meanings, making it difficult for readers to understand However, the accuracy rates for questions four and seven are notably low, at 55% and 75.63%, respectively.
第五题“越不好意思，她的心跳 _越快。”和第十题“母亲去世了，
他哭 _死去活来。” 都应该选择“得”为正确答案。在两个句子中都需要
用“得”来修饰谓语动词的程度。第五和第十题的平均正确率分别为63.13%
和80.63%。第五题的正确率比第十题低可能是因为学生们看到“心跳”是名
词就以为它充当主语，从而误用“的”。实际上，“她的心”才是主语，而
“跳”是句中的谓语动词。
第六题“他瘦 _很，好像骨头比肉多。”正确的填空答案是“得”。
The structure "adjective + 得 + 很" is a common complement used to express degree in Mandarin However, 22.5% of students still choose incorrect answers, indicating that a portion of learners has not yet mastered the usage of the structural particle "得."
The correct answer to the question "This white shirt belongs to him _." is "的," as it indicates possession In contrast, "得" and "地" cannot be used alone at the end of a sentence A 100% accuracy rate demonstrates that students have a strong grasp of this grammatical structure.
第九题“一般 _说，这两种情况都不会出现。”的正确选项是“地”。
Generally speaking, the term refers to a summary statement regarding a specific viewpoint or situation This particular issue has a high error rate.
为19.37%，大多数答错的学生选用助词“的”。在“一般地说”中，“说”
In Chinese grammar, the term "谓语动词" refers to the predicate verb, while "一般" serves as an adverbial modifier The particle "地" functions as a marker for adverbial phrases, whereas "的" does not hold this grammatical role.
In summary, the misuse of the structural particle "的" is the most common error when using "得、的、地," while the incorrect use of "地" is relatively rare This phenomenon is observed not only among second-grade students but also among third-grade students.
2.2.2.现代汉语结构助词“得”的错序偏误分析
河内首都大学生现代汉语结构助词“得”的偏误成因及建议
河内首都大学生使用现代汉语结构助词“得”的偏误成因
3.1.1 母语与目的语的影响
母语负迁移
Negative transfer from a learner's mother tongue refers to the adverse effects that their first language can have on acquiring a target language For Chinese language learners, particularly Vietnamese students studying in Vietnam or China, their native language significantly influences their Chinese language acquisition The structural differences between Vietnamese and Chinese often pose challenges during the learning process For instance, students from Hanoi Capital University, who learn Chinese in Vietnam, experience considerable impact from Vietnamese grammar and sentence structure rules An example of this is the Chinese structural particle "得," which corresponds to "một cách" in Vietnamese, but in many cases, Vietnamese uses a zero form, where no equivalent word appears.
Cô ấy viết chữ Hán không đẹp lắm, và trong tiếng Trung, khi bổ ngữ có tân ngữ, động từ phải được lặp lại: "Cô ấy viết chữ Hán viết không đẹp."
The influence of a native language on learning Chinese extends beyond pronunciation to include grammar and functional expressions, as the linguistic rules of Vietnamese and Chinese are not entirely aligned Students often encounter challenges when using structural particles due to these differences.
The errors associated with the use of "得" primarily stem from interference from the learners' native language, which hinders their ability to grasp Chinese sentence structures effectively Learners often struggle to clearly distinguish between modifiers, adverbials, and complements, leading to an inaccurate expression of their intended meaning Consequently, such errors become inevitable in this context.
目的语规则泛化
Interference from the target language occurs when learners mistakenly apply rules they believe they have mastered to all Chinese language phenomena without differentiation, leading to errors Chinese is a complex language with numerous intricate rules, many of which are not universally applicable Blindly applying a single rule to all language situations can result in mistakes For instance, when using the structural particle "得" in Chinese, learners often generalize the rules they have learned After understanding that "得" functions as an adverbial marker, they may overuse it, resulting in errors An example is the phrase "我现在好得多了," which should be corrected to "我现在好多了," as the degree complement structure following this type of predicate cannot include "得."
3.1.2 教师教学方面的影响
Teachers play a crucial role as guides for students, and their influence is significant The way teachers explain concepts directly impacts students' understanding and mastery of the material An exceptional teacher not only imparts knowledge effectively but also fosters students' interest in learning and encourages them to explore deeper questions However, for various reasons, some teachers may struggle when explaining structural particles, which can lead to student confusion and negatively affect their learning outcomes.
The structural particles "得," "的," and "地" are fundamental elements of Chinese grammar, yet many students misunderstand them due to insufficient or overlooked explanations by teachers This misunderstanding can lead to errors in writing and reading, ultimately affecting students' language proficiency Effective teaching methods are crucial; some educators rely solely on textbook content without adjusting to students' actual needs, resulting in a lack of targeted practice Consequently, students may not know how to avoid mistakes, and when errors occur, teachers often fail to provide timely corrections and explanations, increasing the likelihood of repeated misunderstandings.
3.1.3.学生学习策略的影响
Learners' strategies significantly influence their understanding of the Chinese structural particle "得." Ineffective learning strategies pose substantial obstacles to students' acquisition of this particle in Mandarin.
The fourth section of the survey aims to explore the learning methods of modern Chinese structural particle "得" among university students in Hanoi The data collected in this section will assist educators in understanding students' learning habits, enabling them to design more effective teaching strategies and resources that cater to students' needs.
表 3-1 河内首都大学生现代汉语结构助词“得”的学习方法
（95名） 平均比率
（%） 选择人数 选择比率 选择人数 选择比率
图 3-1 河内首都大学生对现代汉语结构助词“得”学习方法的数据统计
A significant 20.63% of students engage solely in listening during classes without taking notes, possibly believing that this approach aligns better with their learning style and is more effective for their study habits.
In the classroom, a significant number of students focus on traditional teaching methods, with 83.75% taking notes on the usage of the Chinese structural particle "得" and 68.75% practicing related exercises after class This indicates a reliance on self-study and conventional learning approaches Additionally, over half of the students (55%) learn by synthesizing knowledge based on personal understanding of "得," while 54.38% differentiate between the grammatical functions of "得," "的," and "地." However, this suggests a lack of collective discussion among students Fewer students engage in research (37.5%) or group discussions (26.25%) about "得," likely due to the time and resources required for these methods, or a preference for independent study.
From second to third grade, there has been an increase in the selection of research materials and group discussions, indicating that students are gradually recognizing the importance of diverse learning methods However, overall, their learning strategies still exhibit some deficiencies.
根据上述结果统计分析，可见错误的学习策略表现在以下几种情况：
Many students struggle to differentiate between the grammatical functions of "得," "的," and "地," often placing too much emphasis on "的" due to its higher frequency in daily communication This reliance can lead to incorrect usage of "得" and "地" in contexts where they are required, highlighting the need for better understanding and practice of these distinctions to improve overall language proficiency.
Students often hesitate to seek help from teachers when they encounter difficulties or have unclear questions during exercises This reluctance prevents them from fully understanding the grammatical functions of the Chinese structural particle "得," leading to a mechanical and incorrect application of its usage.
Students often exhibit a negative attitude towards learning grammar, perceiving the rules of structural particles like "得" as tedious and unengaging This lack of motivation leads to passive classroom behavior, where they may not pay attention or actively seek additional resources to enhance their understanding.
河内首都大学生现代汉语结构助词“得”的学习建议
This article addresses the common mistakes students make when learning the Chinese structural particle "得," recognizing that these errors can hinder their understanding and application of the particle From the perspective of Chinese learners, the author offers several suggestions aimed at helping students overcome these learning obstacles, ultimately enhancing their mastery and usage of the structural particle "得."
Students must clearly distinguish between the uses of "得," "的," and "地" in Chinese, as each serves a different function "得" is typically used after verbs to indicate degree or result, while "的" is primarily placed before nouns to express possession In contrast, "地" follows adjectives to transform them into adverbs that describe a state Engaging in practice exercises and real-life contexts can help students effectively differentiate and connect these terms.
Students should proactively seek help from teachers or discuss with classmates when they encounter difficulties in understanding the usage of "得." This approach not only enhances learning efficiency but also boosts their motivation Furthermore, students need to recognize the importance of grammar studies and actively engage in their learning Developing a habit of taking notes in class is essential, as it reinforces the material and improves comprehension and retention Research indicates that note-taking significantly increases learning efficiency, particularly in the process of acquiring a new language.
Extracurricular self-practice is a crucial component for improving Chinese language skills Students must engage in extensive practice outside the classroom, especially in real-life contexts, to effectively use the particle "得" (de) It is important for students not only to memorize the usage of "得" but also to understand the underlying grammatical rules, enabling them to apply it correctly in new situations Whether in class or during extracurricular activities, students should actively participate in group discussions when faced with challenges These discussions provide diverse perspectives, enhance understanding, and improve communication and expression skills Additionally, group discussions offer students opportunities for feedback and correction, facilitating quicker error rectification and enhancing overall learning outcomes.
总之，为了更好地掌握结构助词“得”的用法，学生们需要明确“得”、
Understanding the distinction between "的" and "地" is essential for mastering Chinese grammar Actively seeking help and fostering a positive learning attitude can significantly enhance language acquisition Engaging in extensive extracurricular practice and grasping the underlying grammatical rules are crucial steps in this process Additionally, developing a habit of note-taking and participating in group discussions will further aid students in effectively mastering and utilizing Chinese structural particles By implementing these learning strategies, students will improve their command of the language.
“得”，提高他们的语言能力和沟通表达能力。
河内首都大学生现代汉语结构助词“得”的教学建议
Chinese, known for its rich expressions and complex grammatical structures, presents significant challenges for non-native learners Mastering its intricate grammatical components, particularly structural particles, is crucial for effective communication.
“得”就是一个常见的学习难点。在教学过程中，如何有效地传授和解释
Understanding the usage of "得" and its distinction from particles like "的" and "地" is crucial for helping students grasp the Chinese language To better comprehend students' needs and expectations regarding teaching methods, the author conducted a survey among second and third-year students at Hanoi Capital University This survey aimed to assess their educational requirements concerning the teaching of "得." The following section presents the results and analysis of this investigation.
表 3-2 河内首都大学生对现代汉语结构助词“得”的教学需求
（95名） 平均比率
（%） 选择人数 选择比率 选择人数 选择比率
图 3-2 河内首都大学生对现代汉语结构助词“得”教学需求的数据统计
Survey results indicate that the most popular teaching method among students is option B, which involves the teacher explaining each usage of "得" through specific examples Among all second-grade students surveyed, this approach was favored the most.
A significant 78.46% of students preferred this teaching method, with 71.58% of third graders making the same choice, resulting in an average selection rate of 74.38% This indicates that students favor using vivid and illustrative examples to gain a deeper understanding and mastery of the usage of "得."
其次，选项A（“老师仔细地讲解汉语结构助词‘得’的用法”）和选
The detailed explanation provided by the teacher on the distinctions and usage of the particles '得', '的', and '地' was met with enthusiastic approval from students The average selection rates for these two options were 73.13% and 66.25%, indicating a strong demand among students for comprehensive clarification of these commonly confused particles.
So với các tùy chọn khác, tùy chọn C ("Giao bài tập liên quan đến trợ từ cấu trúc tiếng Trung '得' sau giờ học") nhận được sự đồng thuận tương đối thấp, chỉ có 44,62% học sinh lớp hai và 50,53% học sinh lớp ba chọn tùy chọn này, với tỷ lệ chọn trung bình là 48,13% Điều này có thể cho thấy nhu cầu của học sinh đối với bài tập sau giờ học không mạnh mẽ như nhu cầu về việc giải thích và trình bày chi tiết trong lớp học.
Based on the analysis of the data, the author presents the following teaching recommendations aimed at assisting educators at Hanoi Capital University in delivering more targeted strategies and decisions when teaching the modern Chinese structural particle "得".
Teachers should utilize vivid and concrete examples in the classroom to enhance students' understanding of structural particles By crafting engaging stories or scenarios that illustrate various applications, educators can facilitate easier comprehension and retention for students.
Teachers should dedicate time to thoroughly explain the usage of the particle "得" in Chinese, comparing it with other similar particles to help students understand the distinctions Utilizing comparative methods, grammatical analysis, and example sentences can enhance students' mastery and application of these particles.
Teachers can create targeted exercises focused on the structural particle "得" in modern Chinese, encouraging students to complete them after class These exercises should cover various usages and sentence patterns to reinforce learned concepts Additionally, teachers should promptly review and correct students' work to provide valuable feedback and guidance.
To enhance student engagement and interest, teachers should diversify their instructional methods by incorporating multimedia resources, collaborative group learning, and role-playing activities Recognizing that students have varying preferences for different teaching approaches, educators can tailor their strategies based on the characteristics of the class and student feedback, ultimately improving the effectiveness of their teaching.
Incorporating real-life contexts during teaching can enhance students' understanding of the usage of "得." By extracting example sentences from listening or reading materials, teachers can illustrate practical applications of "得," allowing students to experience its relevance in authentic language situations This approach not only aids in comprehension but also strengthens the practical significance of language learning.
Encouraging students to take charge of their learning fosters their autonomous learning abilities Teachers can facilitate this by providing relevant resources, such as recommended reading materials, online learning platforms, and language learning applications, enabling students to explore and practice the usage of "得" independently after class.
A survey conducted among second and third-year students at Hanoi Capital University regarding the teaching needs for the modern Chinese structural particle "得" has yielded valuable insights For educators, truly understanding student needs and adjusting teaching methods accordingly is crucial for enhancing teaching effectiveness This research and analysis aim to provide teachers with valuable reference materials, assisting them in developing more targeted strategies and decisions when teaching the modern Chinese structural particle "得."
Chapter three of this article thoroughly examines the errors and underlying causes encountered by university students in Hanoi when using the modern Chinese structural particle "得." It delves into issues such as negative transfer from the mother tongue, overgeneralization of target language rules, and various factors related to teaching and learning Negative transfer occurs when students unconsciously apply their native language's grammatical structures and thought processes to the new language, leading to errors Overgeneralization happens when students simplify and misapply new language rules, resulting in incorrect language output Additionally, factors related to teaching and learning, including students' learning strategies, teachers' instructional methods, and the style of textbooks, can significantly impact students' understanding and usage of the structural particle "得" in modern Chinese.