选题理由
众所周知，人类社会是有继承性的。作为人际交往中万能的交际
Language, like tools, is constantly evolving Throughout its development, the phenomenon of using ancient language forms in contemporary contexts is quite common, particularly in the case of Chinese.
在现代汉语里至今还保持着较多的文言语言现象。从语法方面看
The use of causative verbs is a notable phenomenon in Chinese, alongside the active utilization of various word classes Additionally, modern Chinese has adopted several formal written expressions from classical Chinese, such as "之," "于," "者," and "其." Among these, "其" is a versatile word derived from classical literature, frequently found in written language It serves dual functions as both a pronoun and a particle, with its usage and meaning being quite complex; it can refer to people or objects, particularly when used as a possessive pronoun.
“其”可以代替第三人称，也可以代替第一人称，相当于“他的”和
Từ "其" trong tiếng Trung có thể đóng vai trò là chủ ngữ, tân ngữ hoặc định ngữ, nhưng thường được sử dụng nhiều nhất dưới dạng định ngữ Việc kết hợp "其" với các hình thức diễn đạt tương ứng trong tiếng Trung hiện đại đã làm phong phú thêm cách diễn đạt của ngôn ngữ này Tiếng Việt cũng đã mượn từ "KỲ" từ tiếng Trung Nếu trong quá trình học tiếng Trung, người học có thể hiểu cách sử dụng "其" và liên hệ với các hình thức diễn đạt khác, đồng thời phân biệt sự khác nhau và tương đồng giữa chúng, thì sẽ có thể sử dụng chính xác và nâng cao hiệu quả diễn đạt tiếng Trung.
经过多年学习与研究汉语，本人认为，越南汉语专业本科生在学
Learning Chinese, particularly in the context of applied writing, often presents challenges due to the various usages of "其." Many learners struggle with understanding and correctly employing this term, which hinders their ability to improve their Chinese language skills, especially in written expression Vietnamese undergraduate students majoring in Chinese frequently encounter errors such as omission, misuse, and improper collocation when using "其."
出于以上的各种原因，本人拟定选择“越南汉语专业本科生关于
This article analyzes the common errors associated with the word "其," using undergraduate students from the Chinese Language and Culture Department at Hanoi National University of Education as a case study The aim of this thesis is to provide valuable reference material for Chinese language teaching in Vietnam, particularly in the area of Chinese writing instruction, thereby enhancing learners' written expression in Chinese.
本论文的研究目的在于：
The article examines the misunderstandings and usage errors of Vietnamese students concerning the modern Chinese term "其," identifying the types of errors made.
- 经分析指出其偏误成因；
Based on the analysis of the causes of errors, this article offers relevant teaching and learning recommendations Upon completion of this paper, it will serve as a valuable reference for Chinese language teaching in Vietnam.
3．研究任务 为了达到上述的目的，本论文要完成以下三项任务：
This article provides a comprehensive overview of theoretical issues related to the analysis of polysemous words in modern Chinese, with a particular focus on the word "其." It examines common errors and misconceptions associated with its usage, contributing to a deeper understanding of its semantic nuances in contemporary language.
This study examines the understanding and usage of the polysemous word "其" among undergraduate students majoring in Chinese language in Vietnam, focusing on intermediate and advanced levels It aims to identify common errors made by these students and categorize them accordingly.
Based on the analysis of the obtained results, this study identifies the underlying causes of errors and offers relevant teaching and learning recommendations aimed at improving the quality of education for undergraduate students majoring in Chinese language in Vietnam.
研究对象、研究范围、语料来源
- 本论文的研究对象为越南汉语专业本科生的兼类词“其”的理解
This study focuses on the understanding and usage of the particle "其" among second and third-year undergraduate students at the Department of Chinese Language and Culture, University of Foreign Languages, Hanoi National University, particularly those majoring in Han-Nom Studies and Chinese as a second major By conducting a case study, the research aims to reveal broader insights from specific instances, analyzing the types of errors and their underlying causes The scope of the research is limited to modern Chinese literary function words.
The data for this study primarily comes from a survey conducted among second and third-year undergraduate students at the University of Foreign Languages, Hanoi National University, specifically within the Chinese Language and Culture Department Additionally, approximately 200 written assignments from second-year students majoring in Chinese as a second language were analyzed.
研究方法
在研究过程中，本人拟定选择文献法、考察分析法等。具体的研
究方法和手段如下：
（1）文献法：用来查阅、总结相关的文献和资料，从而进行文献综述；
The survey method was employed to investigate the understanding and usage of the term "其" among second-year undergraduate students in the Chinese Language and Culture Department at the University of Languages and International Studies, Vietnam National University, Hanoi Additionally, student writings were collected for targeted analysis.
（3）统计法、对比法：用来进行考察结果的统计并进行比较；
（4）分析法：用来对考察结果进行分析，阐明其偏误现状及其原因；
（5）归纳、推理法: 用来进行偏误的归类。
研究意义
A comprehensive study on the misuse of the character "其" will provide valuable reference material for undergraduate Chinese language teaching in Vietnam The findings aim to inspire students on how to learn and understand classical vocabulary in modern Chinese, particularly the polysemous word "其." This will enhance their comprehension skills in Chinese reading as well as improve their written expression abilities.
本论文主要内容除了前言，结语，附录及参考文献以外，分为以下
第一章 相关研究综述及理论问题。在这一章，笔者主要对前
This article summarizes research findings related to individuals and provides an overview of theories pertinent to second language teaching, including error analysis and interlanguage It also introduces key concepts related to Chinese linguistics, such as cognates and the distinctions between modern Chinese and classical Chinese terms, serving as a theoretical foundation for further analysis.
第二章 越南汉语专业本科生“其”的偏误考察与分析。这一
This article examines the understanding of the word "其" among undergraduate students majoring in Chinese, focusing on its grammatical category, meanings, and usage Through an analysis of students' writings, the study identifies and categorizes the common errors related to the use of "其," providing insights into the current state of these misconceptions.
第三章 越南汉语专业本科生“其”的偏误成因及教学对策。
In this chapter, the author analyzes the causes of errors made by Vietnamese students in using the modern Chinese term "其," and subsequently proposes teaching strategies This study aims to provide a valuable reference for Chinese language education in Vietnam.
相关研究综述及理论问题
偏误分析理论
S.P Corder, a British linguist and advocate of error analysis, categorized errors made by second language learners into two types: "mistakes" and "errors." Mistakes are random and irregular errors that do not reflect the learner's language proficiency, while errors are systematic and consistent, occurring specifically among second language learners These errors reflect the characteristics of interlanguage and are considered the primary focus of error analysis research.
Error analysis focuses on examining the mistakes learners make during the process of acquiring a second language, revealing insights into the learning process, stages, and strategies Different stages of language learning lead to distinct types of errors For instance, Vietnamese learners new to Chinese often make errors influenced by their native language, such as "Today is the twelfth of August" or "Younger brother, I study Chinese at university." However, as their exposure to Chinese increases, the interference from their native language diminishes while errors stemming from the target language increase This shift highlights the significance of error analysis in applied linguistics, aiming to explore the nature and characteristics of errors The findings play a crucial role in second language teaching, enabling learners to leverage positive transfer while minimizing negative transfer, thereby enhancing their learning outcomes.
1.1.2.偏误的类型
In his 2007 book "Analysis of Foreigners' Errors in Learning Chinese Grammar," Zhou Xiaobing categorizes errors into five types: over-addition, omission, misplacement, substitution, and blending Among these, over-addition, also known as
“添加”指的是句子、语篇中多了不该 出现的语言单位 。遗漏指的是句
Errors in language can significantly impact the coherence of a discourse One common issue is misordering, where certain language units are placed incorrectly within a sentence or text Another issue is substitution, which occurs when an inappropriate language unit is used in a specific syntactic position Additionally, blending refers to the improper combination of two or more grammatical structures, leading to confusion in meaning Addressing these errors is essential for clear and effective communication.
S.P Corder 不但限于对偏误进行分类，而且还进一步说明偏误的来
While S.P Corder's classification system is unique, other classification methods also play a crucial role in second language teaching Depending on the specific research content and objectives, various classification systems can be effectively applied in the practice of error analysis.
Based on scholarly research, we have identified several key reasons for errors in second language teaching, particularly in foreign language instruction.
1.1.3.1 母语负迁移
In the process of learning a second language, learners often rely on existing language phenomena from their native language to infer corresponding features in the target language, particularly in the early stages This tendency to apply native language habits can lead to errors due to the inherent differences between the two languages Additionally, when learners lack familiarity with the rules of the target language, they depend on their native language knowledge to grasp new concepts, resulting in similar errors among learners from the same linguistic background This native language interference is particularly evident in the acquisition of phonetics, where learners may apply the phonetic rules of their first language to the target language For instance, Vietnamese learners of Mandarin often use the "heavy tone" from Vietnamese to pronounce Mandarin's fourth tone, highlighting the challenges faced in phonetic learning.
Việc áp dụng sai "thanh hỏi" vào âm thanh của tiếng Trung đã dẫn đến việc phát âm âm thứ tư không chính xác và làm cho âm thứ ba trong tiếng Trung cũng bị ảnh hưởng, gây ra sự không chuẩn xác trong phát âm.
1.1.3.2.目的语知识负迁移 目的语知识负迁移指的是学习者将他们所学的有限而又不充分的 目的语知识，通过类推的方法不适当的套用在目的语新的语言现象之上 导致了偏误，这种又叫做过渡概括的偏误成因 这类偏误一般在学习者 的母语中找不到根源，而且不同母语背景的学习者常常出现同样的偏 误。比如，在学习到程度补语时，通常可以在某一个动词后面加上结构 助词“得”然后加程度补语。因此，会发生“我们完成得很好老师交付 的任务”、“他写汉字得很好看”、“小王游泳得很快”等偏误。
1.1.3.3 文化因素负迁移
Cultural differences can lead to pragmatic errors in language use, which are not solely linguistic issues Despite Vietnam and China sharing a similar cultural space, subtle differences can result in negative transfer for language learners For instance, in Chinese culture, the wolf is perceived as a fierce predator, while the term "色狼" refers to someone with excessive sexual desires In contrast, the equivalent expression in Vietnamese is "DÊ," highlighting the divergence in cultural interpretations.
Trong văn hóa Việt Nam, hình ảnh con dê được coi là biểu tượng cho sự dâm đãng, với từ "DÊ" trong tiếng Việt mang ý nghĩa ẩn dụ chỉ những người có ham muốn tình dục thái quá Điều này cho thấy sự khác biệt trong cách biểu đạt khái niệm dục vọng giữa tiếng Trung và tiếng Việt; trong khi tiếng Trung sử dụng hình ảnh con sói để thể hiện dục vọng, tiếng Việt lại chọn con dê Sự khác biệt này có thể gây khó khăn cho những người học tiếng Trung tại Việt Nam.
1.1.3.4 学习策略和交际策略的影响
Learning strategies refer to the various plans, approaches, steps, methods, techniques, and adjustments that language learners use to effectively master the rules of a language system, develop language skills, enhance communication abilities, and address challenges encountered during the learning process.
Communication strategies refer to the methods used by second language learners to express their thoughts and convey information when they lack full mastery of the target language When learners need to articulate ideas that exceed their current linguistic knowledge or skills, they often resort to various linguistic or non-linguistic means to communicate effectively Key strategies include avoidance, paraphrasing, seeking help from authoritative sources, and translating directly from their native language These strategies primarily impact vocabulary and grammar usage in communication.
1.1.3.5 学习环境的影响
The learning environment significantly impacts learners, particularly when it is influenced by inadequate language support Key issues include teachers failing to provide clear explanations and guidance, as well as incorrect demonstrations Additionally, the lack of scientific rigor in textbooks and improper organization, along with discrepancies between classroom teaching and skill training, contribute to these challenges Some of these objective biases stem from unresolved research issues, particularly concerning complex topics like grammar Furthermore, inappropriate attitudes from textbook authors or teachers can exacerbate the situation When teachers respond to students' questions without fully understanding them, they may inadvertently give incorrect answers, creating an unfavorable learning environment and becoming a source of errors.
1.1.3.6 教学环节的疏漏 在此所涉及的关于教学环节的疏漏主要包括教材、教师的教学方法以及教师所确定的教学重点和难点有所不恰当和课堂教学等不同客观
中介语简介
Interlanguage refers to a unique linguistic system that learners develop, situated between their first language and the target language It possesses its own set of rules, evident in phonetics, vocabulary, and grammar, which learners consciously apply to generate or comprehend unfamiliar discourse Interlanguage shares characteristics and functions with other human languages, serving as a communication tool The emergence and development of interlanguage theory were driven by the challenges faced by contrastive analysis in the 1960s, which was criticized for its "teaching-centered" approach that overlooked the learner's role and process in language acquisition Consequently, there was a shift in focus toward the factors influencing learners themselves.
Some believe that contrastive analysis, error analysis, and early interlanguage theory are interconnected in a developmental manner; however, this is a misunderstanding These three approaches differ significantly in their theoretical foundations and research methodologies Contrastive analysis is grounded in behaviorist psychology and structural linguistics, aiming to describe and explain the internal learning processes of language learners by comparing their native language with the target language, identifying differences as learning challenges In contrast, error analysis focuses on the learner's own language system, albeit a limited one, to explain their learning process While error analysis does not exclude comparison, it is based on the learner's errors and the target language, which clearly distinguishes it from contrastive analysis Additionally, early interlanguage theory diverges from both contrastive and error analysis, as the former does not regard the learner's language as an independent system, and although error analysis acknowledges this to some extent, it does not fully recognize the independence of the learner's language system as early interlanguage theory does.
1.2.2 中介语的特点
Interlanguage is a dynamic and evolving language system rather than a fixed entity It continuously incorporates new knowledge and rules while refining existing ones that have yet to be mastered As learners' language proficiency and communicative needs increase, interlanguage develops through distinct stages, progressing from simple to complex and from basic to advanced, gradually moving away from the structures of the first language.
Interlanguage contains certain errors; however, it is not entirely incorrect, as there are correct elements that expand as learning progresses The errors in interlanguage tend to be repetitive Rather than a linear approach towards the target language, interlanguage develops in a more complex manner, with previously corrected mistakes reappearing in a patterned way.
Interlanguage is a unique linguistic system that learners develop at various stages of language acquisition, existing between their first language and the target language It encompasses its own set of rules, manifesting in phonetics, vocabulary, and grammar Learners consciously apply these rules to generate or comprehend discourse they have never encountered before Interlanguage shares characteristics and functions with other human languages, serving as a tool for communication.
The emergence of interlanguage can be attributed to five key factors: language transfer, transitional generalizations of the target language rules, transfer due to training, learners' strategies, and communication tactics Interlanguage represents a linguistic system developed by learners who have not fully mastered the rules of the target language, resulting in incomplete generalizations and inferences While interlanguage contains certain errors, it also includes correct elements that expand as learning progresses The errors within interlanguage tend to recur, and its development is not linear; instead, it evolves in a complex manner, with previously corrected mistakes potentially reappearing in a systematic way.
Interlanguage errors exhibit a persistent nature, often resulting in certain aspects of language stagnating and leading to phenomena like "fossilization." This is particularly evident in pronunciation, where learners may resist making necessary adjustments The reasons behind this rigidity are multifaceted.
The influence of a learner's first language may be difficult to eliminate, leading to persistent errors Additionally, learners might recognize these errors but feel that they do not hinder communication, resulting in complacency with their progress Furthermore, biases against certain aspects of the target language can also impede acceptance and improvement.
汉语中的兼类词简介
1.3.1 现代汉语划分词类的标准
Chinese scholars have engaged in extensive discussions regarding the criteria for categorizing word classes in modern Chinese, ultimately reaching a general consensus The primary standard for classifying word categories is based on the grammatical characteristics of words, which encompass three key aspects: morphological features, the ability of words to function as syntactic components, and the capacity for words to combine with one another Below, the author briefly introduces each of these aspects.
The first aspect of word classification is morphological features, which can be divided into word formation morphology and shape morphology The second aspect is a word's ability to function as a syntactic component, reflecting a correspondence between word classes and syntactic roles In English, the position of a word within a syntactic structure often determines its part of speech, allowing for classification based on its syntactic capabilities This consistent relationship in Indo-European languages means that a word's syntactic function can serve as a criterion for categorizing word classes The third aspect involves the combinatory ability of words, where specific words can combine according to established rules, leading to the classification of words sharing similar combinatory patterns Zhu Dexi (1985) noted in "Grammar Q&A" that the basis for classifying word types lies solely in their grammatical functions, which he interpreted as the combinatory abilities of words and their potential grammatical positions In modern Chinese, words can be categorized into two main classes: content words (including nouns, verbs, adjectives, pronouns, numerals, and measure words) and function words (including adverbs, prepositions, conjunctions, particles, interjections, and onomatopoeic words).
1.3.2 现代汉语兼类词的特点
In modern Chinese, a "dual-category word" refers to a term that possesses two or more grammatical functions This phenomenon occurs when a word frequently fulfills the primary grammatical roles of different categories; for instance, it may function as one type in one context and as another type in a different context, but not simultaneously in the same situation Dual-category words must have the same pronunciation and related meanings, distinguishing them from words that lack such connections or have unrelated meanings Furthermore, they should be differentiated from temporary or rhetorical usages.
In Chinese, there are three common types of polysemous words: first, nouns that can also function as verbs, such as "工作" (work), which can mean "to work" (我哥哥工作了两年了) or "a job" (我已经找到了一份工作) Second, nouns that double as adjectives, like "代表" (representative), which can refer to a person (这是北京大学的代表) or describe a work (丰乳肥臀是莫言的代表作) Third, adjectives that can act as verbs, with "代表" again serving both roles (我代表全班同学上台讲话) The meaning of these polysemous words depends heavily on context; without it, their definitions can become unclear, as illustrated by the sentence: "我是华东贸易公司的翻译" (翻译 is a noun).
请帮我把这一句翻译成越南语。（翻译是动词）
经过多年学习汉语，我们发现，常见的兼类词有以下几种：
Verbs that also function as nouns include terms such as illness, letter, painting, suggestion, leadership, work, representation, instruction, notification, summary, report, coverage, investigation, organization, research, criticism, discovery, expression, education, exhibition, commemoration, editing, translation, direction, expectation, and explanation.
Nouns that also function as adjectives include terms such as science, standards, economy, morality, difficulty, ideals, rules, brilliance, spirit, politeness, expertise, mechanics, brightness, happiness, contradictions, health, pain, and cattle.
Adjectives that also function as verbs include terms like noisy, bustling, sinking, breaking, busy, hot, tight, lively, abundant, prosperous, active, clear, serious, isolated, resolute, fulfilling, upright, and understandable.
努力、普及、麻烦、奇怪、巩固、固定、多、少等等。
（4）非谓形容词兼副词，诸如：共同、自动、定期、高速、长期、 临时等等。
Adjectives that also function as verbs and nouns include terms like "trouble," "convenience," "cheap," and "represent." Additionally, nouns that can serve as adjectives and adverbs include words such as "light" and "nature."
（7）动词兼介词，诸如：比、跟、用、到、给、靠、让、叫、凭、 朝、向、通过等。
（8）介词兼连词，诸如：和、跟、与、同、因为、由于、为了等。 （9）动词兼介词兼副词，诸如：在。
（10）名词兼量词，诸如：口、尺等。
（11）动词兼量词，诸如：回、封等。
（12）介词兼量词，诸如：把。
（13）名词兼动词兼副词，诸如：保管、保险等。
（14）动词兼副词，诸如：胜利、成功、区别、连续、破例、比较、 肯定、提前等。
（15）形容词兼副词，诸如：特别、实在、随便、干脆等。
根据以上所列的情况，可见，在汉语里，兼类现象较为常见，有的
In modern Chinese, the word "其" serves as a representative example of a versatile word that can function as both a demonstrative pronoun and a particle It can be categorized into personal pronouns and possessive pronouns, showcasing its dual roles The appropriate use of "其" enhances the formal tone of written Chinese, contributing to more nuanced and sophisticated expressions.
语言的继承性以及现代汉语中的文言词语简介
Ancient Chinese, as a written language of the Han ethnic group, has evolved through three historical periods—ancient, medieval, and modern—culminating in contemporary Chinese It primarily reflects the literary language before the May Fourth Movement in 1919, characterized by classical Chinese and archaic vernacular Understanding ancient Chinese requires analyzing linguistic phenomena in classical texts to deduce language rules, encompassing phonetics, vocabulary, grammar, and characters This language system spans various fields, including history, literature, politics, military, medicine, technology, and ethics Despite the evolution of modern Chinese, many classical particles and grammatical structures persist, often with distinct differences Without knowledge of classical Chinese, learners may face significant language barriers Studying ancient Chinese enriches cultural knowledge and enhances written expression and reading comprehension in modern Chinese.
Classical Chinese is characterized by its concise language and profound meanings, predominantly consisting of monosyllabic words The flexible use of word classes is common, along with unique grammatical phenomena such as object fronting, causative constructions, intentional constructions, and ellipsis Additionally, the role of function words in classical Chinese is crucial for understanding grammar Therefore, studying classical Chinese requires a comprehensive approach that cannot overlook these elements.
For Vietnamese learners of Chinese, it is essential to focus on accumulating knowledge in phonetics, vocabulary, grammar, and characters when studying Classical Chinese In each lesson, learners must grasp the Chinese-Vietnamese pronunciation and meanings of new words and characters, particularly the usage of function words This foundational understanding will help them master newly emerging grammatical phenomena.
To effectively grasp the original text, learners must understand its unique grammatical structures, historical context, literary allusions, and relevant cultural knowledge This foundation allows for the modern Chinese reinterpretation of the text Additionally, learners should identify idioms, proverbs, and maxims within each article to enrich their vocabulary and appreciate the profound insights conveyed The selected readings primarily stem from renowned works of ancient Chinese literature, providing an opportunity to delve into this rich literary heritage Furthermore, modern Chinese retains certain classical elements in its phonetics, vocabulary, and grammar, particularly in specific sentence patterns and function words, making the study of classical Chinese beneficial for enhancing reading comprehension and written expression in contemporary Chinese The rewards of this study are significant.
In the language learning process, it is essential to actively employ contrastive analysis alongside general language learning techniques The principle of "knowing the differences through similarities" highlights the importance of comparing ancient and modern Chinese, as their differences can significantly aid in learning and research For Vietnamese students, the historical and social influences, particularly the contact between Chinese and Vietnamese, create a close relationship among Vietnamese, ancient Chinese, and modern Chinese By thoroughly comparing these three languages, learners can alleviate difficulties, enhance their interest, and improve learning outcomes With a solid foundation in classical Chinese, students will notice a marked improvement in their understanding and expression of modern Chinese Additionally, utilizing reference materials and strengthening skills through memorization of idioms, proverbs, and famous quotes is crucial for effective learning.
From a vocabulary perspective, Classical Chinese primarily consists of monosyllabic words, whereas Modern Chinese has shifted towards a predominance of disyllabic words This transition highlights the continuity of the language, as many ancient terms have been preserved and evolved Notably, several disyllabic words in Modern Chinese have their origins in Classical Chinese, such as "可以" from "可," "告诉" from "告," "知道" from "知," "旁边" from "旁," "富有" from "富," and "贫穷" from "贫."
察 观察; 民 人民 (老百姓); 弃 放弃; 初 当初; 他 其他; 况 况
且; 书 书写; 帅 统帅；良 好/良好等。
然而，也有的新的词语出现替代旧的词语。例如：
The article outlines key Chinese characters and their meanings in English: 食 means "to eat," 饮 translates to "to drink," and 欲 signifies "to desire." It also notes that 恶 or 厌 means "to dislike," while 曰 translates to "to say." Additionally, 闻 means "to hear," 余 represents "more," and 窥 (or 照) refers to "to look in a mirror." The character 视 means "to see," 走 translates to "to run," and 饥 signifies "hungry." Furthermore, 诸 means "various," 寡 translates to "few," and 亦 means "also." The character 书 can refer to "writing" or "letters," while 此 means "this" and 彼 translates to "that." Lastly, 则 means "then," 若 signifies "if," and 是 translates to "is."
这样；方 才（方才）；无暇 没有空闲的时间；否则/不然要不
In modern Chinese, the word "何" can represent different meanings depending on the context It can be interpreted in various ways, such as "何时" meaning "when," "何谓" meaning "what is called," "何不" meaning "why not," "何能" meaning "how can," "何处" meaning "which place," and "如何" meaning "how." Understanding the context is essential for determining the appropriate expression.
In Classical Chinese, the term "其" can be categorized into several parts of speech based on research from "Cihai" and "Ancient Chinese Language Course," as well as various online resources.
“其”当代词用又分为以下几种情况：
The first point is that third-person pronouns serve as possessive adjectives, which can be translated as "his," "her," "its," or "their," including plural forms.
（1）臣从其计，大王亦幸赦臣。（《廉颇蔺相如列传》）
第二是，第三人称代词。作主谓短语中的小主语，应译为“他”、
“她”和“它”（包括复数）。例如：
（2） 秦王恐其破壁。（《廉颇蔺相如列传》）
第三是，活用为第一人称或第二人称，译为“我的”“我（自
己）”或者“你的”“你”。例如：
（3） 今肃迎操，操当以肃还付乡党，品其名位，犹不失下曹从事。
第四是指示代词, 表示远指。可译为“那”、“那个”、“哪些”、
“那里”等。例如：
（4）及其出，则或咎其欲出者。（《游褒禅山记》）
（5）今操得荆州，奄有其地。（《赤壁之战》）
第五是，指示代词，表示近指，相当于“这”、“这个”、“这些” 等。例如：
（6）有蒋氏者，专其利三世矣。（《捕蛇者说》）
第六是，指示代词，表示"其中的"，后面多为数词。例如：
（7）于乱石间择其一二扣之。（《石钟山记》）
1.5.2．用作副词 “其”当副词用又可以分为以下几种情况：
第一是，加强祈使语气，相当于“可”、“还是”。例如：
I wish to exchange five hundred miles of land for Anling, and I hope the Lord of Anling will grant me this request This statement reflects a tone of speculation, suggesting that there is a possibility or likelihood of this exchange occurring.
“可能”等。例如：
（9）圣人之所以为圣，愚人之所以为愚，其皆出于此乎?（《师 说》）
（10）王之好乐甚，则齐国其庶几乎?（《庄暴见孟子》）
The third key element is to enhance the rhetorical questioning tone, similar to expressions like "is it not?" or "how could it be?" For example: "With the remaining strength in old age, I could not even remove a hair from the mountain; how could I possibly affect the earth and stones?" (from "The Foolish Old Man Who Removed the Mountains").
“其”当连词用又可以分为以下几种情况：
第一是，表示选择关系，相当于“是„„还是„„”。例如：
（12） 其真无马邪？其真不知马也?（《马说》）
第二是，表示假设关系，相当于“如果”。例如：
Some individuals may lack excellence in their work or moral integrity, not due to inferior natural qualities, but because their dedication is not as strong as that of others Additionally, particles serve to regulate syllables and can be omitted in translation.
The particle "其" serves as a grammatical tool that regulates syllables without a direct translation For instance, in the line from "Li Sao," "The road ahead is long and winding; I will seek and explore both above and below," it exemplifies its usage in enhancing poetic expression.
至于誓天断发,泣下沾襟,何其衰也!（《伶官传序》）
（15） 吾其还也。（烛之武退秦师：左传）
The term "其" is frequently used in classical Chinese, exhibiting a complex range of grammatical categories and functions In contrast, its usage in modern Chinese has significantly diminished, primarily serving as a pronoun or particle Appropriately incorporating "其" into modern written language enhances the expressiveness of the text and signifies a higher proficiency in the language for the user.
汉越语言接触及 越南语里的汉语借词“ K Ỳ ” 简介
“成长”和越南语的“trưởng thành”，汉语的“答复”和越南语的
“phúc đáp”。也有的意思完全变了，比如，汉语的“仔细”和越南语
的“tử tế”，汉语的“到底”和越南语的“đáo để”等等。这些越南语中
The complexity of Chinese loanwords presents significant challenges for Vietnamese learners of Chinese and Chinese learners of Vietnamese, making language acquisition a major difficulty.
Trong quá trình tiếp xúc giữa tiếng Hán và tiếng Việt, từ "其" đã được đưa vào tiếng Việt cùng với các từ được cấu thành từ "其", chẳng hạn như "thật ra" (kì thực) và "cực kỳ" (cực kỳ).
Câu thành ngữ “闻其声见其形” (văn kì thanh bất kiến kì hình) thể hiện sự hiểu biết qua âm thanh mà không cần nhìn thấy hình dáng Tuy nhiên, nhiều từ đồng âm với “其” cũng đã được đưa vào tiếng Việt, dẫn đến sự phong phú của các từ đồng âm Ví dụ, từ “好奇” (hảo kỳ) cũng là một trong những trường hợp như vậy.
（hiếu kì）、“奇观” （kì quan）、“国旗” （quốc kì）、“红旗”
（hồng kì）、“军旗” （quân kì）等。与此同时，在汉语里共有“”的
读 音 可 字 形 不 同 的 字 词 也 很 多 ， 诸 如 “ 齐 ” 、 “ 棋 ” 、 “ 骑 ” 、
Words like "祁" and "祈" are examples of homophones in Chinese, but their pronunciations in Vietnamese differ, creating a significant challenge for Vietnamese learners of Chinese.
相关研究综述
Modern Chinese retains a significant number of classical elements, encompassing both vocabulary and grammar This presence of classical features in contemporary language has become a focal point of research within the Chinese linguistic community Notably, Zhang Shilu's 1956 work, "Ancient Words in Modern Chinese - Linguistic Knowledge," highlights that the differentiation of ancient Chinese led to the replacement of classical Chinese by vernacular forms Throughout this transition, modern Chinese has inherited many aspects of classical language.
很 多 语 言 现 象 ， 其 中 古 语 词 占 有 大 量 的 比 分 。 接 着 要 提 到 吕 叔 湘
（1983）的《文言和白话：吕叔湘语文论集》，文中作者分析了文言和
In his 1986 work "Classical and Vernacular Chinese," Zhang Zhonghang systematically and comprehensively analyzes the relationship between classical Chinese (文言) and vernacular Chinese (白话) He emphasizes that inheritability is a universal phenomenon in the development of any language, and Chinese is no exception.
自从二十一世纪以来的相关研究成果要提到李玉玲（2003）在
The article "A Brief Discussion on the Characteristics of Ancient Chinese in Idioms" analyzes the features of modern Chinese idioms, highlighting their regularity, symmetry, and coordination, which are rooted in ancient Chinese Additionally, Sun Yuwen (2004) emphasizes the differences between written and spoken modern Chinese, arguing that learners must understand the connection between ancient and modern Chinese to achieve the correct language style and enhance their expressive abilities Xu Shiyi (2007) elucidates the inheritability of modern Chinese by examining its continuity with ancient Chinese, illustrating the historical evolution from classical Chinese to vernacular Chinese Wang Ning (2005) discusses the importance of integrating classical Chinese instruction into modern Chinese language teaching for middle school students, based on a comparative analysis of classical and vernacular Chinese.
In 2012, Mr Sun Dejin published a significant work titled "A Study of Classical Grammar Components in Modern Written Chinese." The author systematically summarizes previous research on classical grammar in modern Chinese and further investigates the classical grammatical phenomena present in contemporary usage Notably, the book extensively analyzes the meanings and usages of classical function words in modern Chinese, supported by rich and reliable data Additionally, the classification and usage of the word "其" are explored in depth, providing valuable insights into written Chinese.
Understanding the significance of Classical Chinese expressions is crucial, particularly in grasping the use of the character "其" in classical texts and its modern Chinese counterpart This exploration highlights the evolution of language and the nuances that "其" embodies across different contexts, enhancing our appreciation of both historical and contemporary Chinese literature.
Research on error analysis in China has yielded substantial成果, with significant achievements in related fields such as interlanguage and second language acquisition However, we have already summarized the relevant theories, so further discussion is unnecessary.
1.7.2．在越南的相关研究情况
In recent years, there has been a growing emphasis on error analysis in Vietnam, particularly concerning vocabulary acquisition among Vietnamese students learning Chinese Numerous master's theses have emerged focusing on vocabulary errors made by these students This paper specifically examines modern Chinese vocabulary errors.
The common misusage of the classical Chinese term "其" is examined, with a focus on related vocabulary and the study of its errors.
Tại Việt Nam, nghiên cứu về văn ngôn được coi trọng, nhưng chủ yếu do các chuyên gia Hán học thế hệ cũ thực hiện Một trong những nhà nghiên cứu tiêu biểu là Nguyễn Xuân Thại, người đã dành nhiều năm nghiên cứu lĩnh vực này.
Nhiều nghiên cứu đã được công bố trên tạp chí "Ngôn Ngữ" và "Từ Điển Học và Bách Khoa" về ý nghĩa và cách sử dụng các từ mượn từ tiếng Trung trong tiếng Việt, chỉ ra sự khác biệt về nghĩa của cùng một từ giữa hai ngôn ngữ Những nghiên cứu này không chỉ hỗ trợ cho việc giảng dạy tiếng Trung tại Việt Nam mà còn góp phần vào công tác biên soạn từ điển Các nhà nghiên cứu thế hệ trước, đặc biệt là ông Nguyễn Quang Hồng, đã phân tích các từ tiêu biểu như "trên", "dưới" trong cách đọc và ý nghĩa tiếng Việt, cũng như cách đọc và ý nghĩa của "Tĩnh Dạ Tư" giữa hai ngôn ngữ Tác giả đã tiếp cận từ góc độ chữ viết, từ vựng và ngôn ngữ để phân tích ý nghĩa và cách sử dụng của một số từ, đặc biệt là sự biến đổi của các từ Hán vào tiếng Việt.
Ông Phạm Ngọc Hàm đã kế thừa những thành quả nghiên cứu của thế hệ trước và gần đây đã tiến hành nghiên cứu sâu về các yếu tố Hán văn trong tiếng Việt Ông đã tiếp cận vấn đề từ góc độ ngôn ngữ và văn tự, đồng thời công bố nhiều bài viết quan trọng Nổi bật trong số đó là cuốn sách "Văn ngôn trong tiếng Hán hiện đại" được xuất bản vào năm 2016.
The article summarizes the vocabulary and grammatical phenomena inherited from Classical Chinese in modern Mandarin, highlighting the relationship between the two Key particles such as "之," "者," "所," and "于" are examined to illustrate their significance in both forms of the language.
The article explores the comparative analysis of the classical Chinese function word "其" and its counterparts in the Vietnamese language, examining related vocabulary and grammatical phenomena This connection extends to the teaching of Chinese in Vietnam, providing significant insights for our research.
此 外 还 要 涉 及 到 阮 廷 贤 （Nguyễn Đình Hiền ） 和 阮 大 瞿 越
（Nguyễn Đại Cồ Việt）的一些相关的文章，这两位先生主要针对语音平
This article explores the evolution of phonetic phenomena in classical Chinese literature, addressing changes in vocabulary as well.
Current research on the classical elements in modern Chinese, particularly in vocabulary and grammar, has yielded substantial results in China However, related studies in Vietnam remain limited Notably, only Mr Fan Yuhan has published comparative research on the word "其" between classical and vernacular Chinese There is a significant gap in the study of errors and acquisition related to the use of "其" among Vietnamese students learning modern Chinese This gap provides a basis for my research titled "Analysis of Errors in the Use of '其' by Vietnamese Undergraduate Students in Chinese Language Studies: A Case Study of the Department of Chinese Language and Culture at Hanoi National University of Education."
越南汉语专业本科生“其”的偏误考察与分析
考察结果分析
2.2.2.1 考察结果总体分析
Based on the assessment results, it is evident that undergraduate students majoring in Chinese in Vietnam, including second and third-year students and those from the Han-Nom program who have chosen modern Chinese as a second major, lack a comprehensive understanding of the classical Chinese particle "其." Many students struggle to accurately categorize "其," primarily recognizing it as a pronoun, but often fail to differentiate between personal pronouns and possessive pronouns, despite "其" being most commonly used as a possessive pronoun in modern Chinese Additionally, some students mistakenly identify "其" as a noun, and their understanding of its adverbial usage remains vague.
The use of "其" as an adverb is relatively limited, as evidenced by the responses in six other exercises, which reflect a lack of understanding of this adverb This can be attributed to the process of grammatical abstraction, where "其" transitions from a pronoun to an adverb while still retaining some characteristics of a pronoun For instance, in the phrase "造成偏误的原因有三，其一是 ", "其一" illustrates this dual nature.
The term "其" can be interpreted as a pronoun replacing the previously mentioned "three reasons." However, its pronoun function has become somewhat diluted and can be omitted This could be rewritten as "There are three reasons for the errors: first, , second, , and third, " or "The reasons for the errors are threefold; the first is " This indicates that the presence of "其" merely makes the expression in the sentence more indirect.
Students often lack a comprehensive understanding of the grammatical roles of the word "其," leading to an incomplete grasp of its syntactic functions Most students recognize "其" primarily as an attributive, overlooking its potential as both a subject and an object This oversight may stem from their learning habits, where they tend to focus on the most frequently encountered usage of "其" as an attributive during reading activities.
In the process of correcting incorrect sentences and using "其" in writing, students demonstrate flaws in their understanding and application of this term One notable issue arises from the improper use of "其" in conjunction with other words For instance, a student rewrote the sentence "Mr Wang and his family have moved to the outskirts" as "Mr Wang and its family have moved to the outskirts." While the student recognized the need to replace "his" with "其," they failed to adjust the conjunction "和" to "及," resulting in the expression "及其家属," which would be the correct and stylistically appropriate formulation.
Moreover, many second-grade students use the word "其" too infrequently in their writing, often relying on more common terms like "其实" and "其中." This limited usage, along with inappropriate contextual pairing and tone, results in awkward expressions and disrupts the flow of their writing.
In this article, we will analyze the specific types of errors made by undergraduate students regarding the use of the word "其" in the context of a survey.
2.2.2.2 偏误类型分析
Based on the findings from the investigation, we analyzed and categorized the results, revealing that undergraduate students majoring in Chinese in Vietnam exhibit several types of errors related to the word "其."
The phenomenon of omission, particularly prevalent among language users and foreign language learners, refers to the failure to use necessary terms in communication Specifically, it involves instances where a term like "其" should be used but is omitted, leading to errors in expression.
⃰ 经过了解我们觉得中国文化及影响很大。（来自汉喃专业生的）
在 以 上 的 句 子 里 ， 最 明 显 的 错 误 表 现 在 “ 及 影 响 ” 。 其 中 ，
“及”作为连词，它的功能是将前后各成分连接起来，表示被连接的成
The sentence "Chinese culture and its influence are significant" establishes a parallel relationship between "culture" and "influence." Here, "culture" serves as a noun, while the phrase functions as the object of the verb "to feel," emphasizing the substantial impact of Chinese culture.
"Ảnh hưởng" là một động từ, không thể được sắp xếp thành cấu trúc song song Cấu trúc chủ vị này có "rất lớn" làm vị ngữ, chỉ có thể đi kèm với "ảnh hưởng", tạo thành "ảnh hưởng rất lớn", không thể kết hợp với "văn hóa", vì mô tả "văn hóa" chỉ có thể dùng các từ như "lịch sử lâu đời", "sâu sắc", "đa dạng phong phú", v.v Do đó, câu đúng nên là: (a) Ảnh hưởng của văn hóa Trung Quốc rất lớn; (b) Văn hóa Trung Quốc và ảnh hưởng của nó Hơn nữa, việc sử dụng từ "cảm thấy" trong câu này không chính xác, câu đầy đủ nên sửa thành: (a') Qua tìm hiểu, chúng tôi nhận thấy ảnh hưởng của văn hóa Trung Quốc rất lớn; (b') Qua khám phá, chúng tôi hiểu biết về văn hóa Trung Quốc và ảnh hưởng của nó.
⃰ 学习汉语的人常常认为，繁体字极难写。（二年级）
The phrase "极难写" should be corrected to "极其难写" because "难写" is a two-syllable word that pairs better with the adverb "极其," forming the phrase "极其难写," which means "very difficult to write." This combination creates a balanced four-character structure, which is a strong linguistic unit in Chinese Additionally, there is an unrelated error with the use of "常常," which is inappropriate in this context.
（a）学习汉语的人都认为（一般认为），繁体字极其难写。
（b）学习汉语的人认为，繁体字书写极难。
In the construction of sentences in various languages, particularly in syllabic languages like Chinese, word combinations are not arbitrary; they follow specific rules This phenomenon of improper collocation highlights the importance of understanding the patterns and structures inherent in the language Proper word pairing is essential for coherent communication, as it ensures clarity and meaning in expression.
The importance of collocation is evident in the numerous modern Chinese collocation dictionaries compiled by lexicographers Notable examples include the "Modern Chinese Collocation Dictionary" edited by Zhang Shoukang and Lin Xingguang, published by Commercial Press in 1992, and the "Modern Chinese Collocation Dictionary" edited by Mei Jiajun, published by the Chinese Dictionary Publishing House in 1999 Additionally, some dictionaries focus specifically on collocations related to measure words or verbs.
In a dictionary, we can observe which measure words pair with specific nouns and how certain verbs can combine with nouns and pronouns to form verb-object phrases For instance, the measure word "张" can be used with various nouns.
越南汉语专业本科生“其”的偏误成因及教学对策
母语的负迁移
Do tính chất đơn âm của từ "其" trong tiếng Trung hiện đại, từ này đã được đưa vào hệ thống từ vựng tiếng Việt "其" thường kết hợp với các yếu tố khác để tạo thành từ hai âm tiết như "cực kỳ", "kỳ thực", "kỳ cùng", nhưng cũng xuất hiện trong hiện tượng đồng âm với "kỳ lạ", "hiếu kỳ" Học sinh Việt Nam dễ bị ảnh hưởng bởi cách sử dụng từ "kỳ" trong tiếng Việt như một từ mượn từ tiếng Trung, dẫn đến những sai sót Cụ thể, một số học sinh không thể hoàn toàn phân biệt giữa "cực kỳ", "kỳ thực" trong tiếng Việt.
Trong quá trình học tiếng Trung, nhiều học sinh gặp khó khăn trong việc phân biệt và dịch đúng các từ có chứa yếu tố "kỳ" như “kỳ cùng”, “kỳ lạ”, “hiếu kỳ”, “hồng kỳ”, “kỳ quan”, “kỳ cục”, “kỳ hạn”, “kỳ án”, “kỳ ảo”, “kỳ công”, “kỳ hào”, “kỳ kèo”, “kỳ phiếu”, “kỳ thị”, và “kỳ phùng địch thủ” Việc không nắm rõ âm tiếng Việt tương ứng đã dẫn đến tình trạng nhầm lẫn, ví dụ như việc khó phân biệt giữa “cực kỳ” và “cùng kỳ” Do đó, việc hiểu rõ ý nghĩa và cách sử dụng của những từ này là rất quan trọng để tránh sai sót trong quá trình học.
汉语知识不足及其负迁移
Vietnamese students sometimes lack a clear understanding of the nature of the Chinese language, leading to insufficient knowledge of its intricacies As a result, they often apply analogical reasoning inappropriately to Chinese linguistic phenomena, which can result in errors.
In psychology, the bias resulting from a certain way of thinking is known as "overgeneralization." Vietnamese students, when they accumulate only a limited vocabulary and grammar rules in Chinese, may experience interference in their learning and usage of the language due to this restricted knowledge.
The term "其" functions as a monosyllabic possessive pronoun, equivalent to "his," "her," "its," and "one's own." Unlike other monosyllabic pronouns, "其" has a unique role that some students fail to grasp fully Consequently, they mistakenly add "的" after "其" to align its usage with other possessive expressions This misunderstanding often leads to confusion with terms like "它的."
The terms "his," "her," "one's own," and "its" are equivalent, leading to potential errors when using "its" to indicate possession.
汉语语感的缺乏
Language sensitivity, or "语感," refers to an individual's ability to perceive and appreciate language, serving as a direct reflection of their linguistic quality As noted by Mr Ye Shengtao, the most crucial aspect of training in written language is the development of this sensitivity, which entails a keen awareness of linguistic nuances The formation of language sensitivity arises from prolonged language practice, leading to a rich and acute understanding of written words Additionally, it embodies the inherent ambiguity and imagery of language patterns, enabling us to navigate specific contexts effectively.
教学方法的不足
During their university years, students primarily learn methodologies, while teachers must also emphasize effective methods in their instruction The principle of "having a strategy makes tasks easier" highlights the importance of employing the right approach in both learning and execution Proper methods not only help individuals achieve their goals but also save time and effort In the classroom, the relationship between student learning and teacher guidance is closely intertwined, ensuring a more effective educational experience.
When teachers fail to emphasize specific language points and provide adequate explanation and practice, students are likely to overlook them Over years of teaching, it has become evident that most obedient students tend to follow their teachers' guidance When a teacher identifies a language phenomenon as important, students prioritize reviewing and practicing it Conversely, language points that lack emphasis from teachers are perceived as unimportant by students, leading to misunderstandings and inappropriate behaviors Consequently, this results in a lack of focus on reviewing and practicing these overlooked language points, ultimately increasing the occurrence of related errors.
Our research indicates that teachers often neglect the explanation of the meanings and usages of classical Chinese function words in the process of teaching intermediate Chinese Additionally, this oversight tends to persist from the end of the beginner level to the intermediate stage of Chinese language learning.
阶 段 ， 教 材 里 也 没 有 将 现 代 汉 语 中 的 “ 之 ” 、 “ 乎 ” 、 “ 者 ” 、
The article discusses the importance of effectively teaching classical Chinese particles such as "也," "其," and "所." It highlights that insufficient depth in explanations and a lack of comparative analysis with corresponding particles lead to students' inadequate understanding This gap in teaching methods often results in frequent errors among students Additionally, it points out that some third-grade students remain unfamiliar with the term "register," which hinders their ability to distinguish between spoken and written language, contributing to the misuse of "其."
3.1.5．汉语教材的因素
Textbooks play a crucial role in education, serving as essential guides for instructional content Well-structured textbooks enable teachers to identify appropriate teaching materials and methods, allowing them to develop effective lesson plans and teaching outlines.
To assist in the data analysis for the thesis and clarify the strengths and weaknesses of textbook compilation, the author references the book "Classical Chinese in Modern Chinese," edited by Fan Yuhan (2017) This study focuses on the current Chinese reading and writing textbooks used by second-year undergraduate students in the Department of Chinese Language and Culture at Hanoi National University of Foreign Languages.
The frequency of specific words and the occurrence of classical Chinese function words such as "之," "以," "于," and "所" have been analyzed The data from this examination is illustrated in the following diagram.
之 以 其 于 所
图七 : 现行读写教材中文言虚词出现频率考察统计示图
The statistical data presented in the image indicates that modern Chinese retains a significant number of classical Chinese function words Notably, the most frequently occurring word is "之," followed by "所," "于," and others.
The word "其" appears most frequently in writing materials, with a total of 111 occurrences in writing textbooks compared to only 66 in reading materials This analysis focuses solely on "其," which functions as a pronoun, possessive pronoun, and particle Syntactically, "其" serves various roles such as attributive, object, and subject, with its use as an attributive being the most common Additionally, "其" often appears alongside other classical Chinese particles like "之" and "所."
The use of classical Chinese function words like "于" and "其" enhances the formal tone of each article Additionally, by providing specific examples, learners can better understand the meanings and usages of these words.
Unfortunately, the word "其," like other classical Chinese function words, appears frequently in written Chinese texts that are rich in expression However, the key vocabulary and grammatical focus found in textbooks often overlook this aspect.
The current Chinese language textbooks, primarily based on Yang Jizhou's "Series of Textbooks for Teaching Chinese as a Foreign Language," often overlook the comparison of similar function words, which hinders students' understanding of their nuances The writing and reading materials for second-year students focus mainly on writing guidance, examples, and vocabulary lists, with minimal attention given to vocabulary and grammar explanations This gap is particularly evident in the treatment of classical function words in modern Chinese Consequently, this represents a significant shortcoming in Vietnamese educational materials It is crucial for Chinese language training institutions to address these issues promptly, ensuring that specialized textbooks for Vietnamese students adequately cover the explanations and training related to modern Chinese function words.
对学习者的建议
During our investigation, we observed the challenges and obstacles faced by Vietnamese students in learning the modern Chinese word "其." Overcoming these difficulties requires not only the efforts of teachers but also the individual commitment of each learner Research by educational and psychological experts highlights that among the various factors influencing personal growth, one's own efforts are the most crucial and play a decisive role.
Students make mistakes during their learning process due to various factors, with a fundamental cause being the incomplete mastery and internalization of the target language rules They should not develop a negative attitude towards learning, such as feeling discouraged, avoiding challenges, or giving up Instead, students should maintain a positive mindset, actively share their opinions, and thoughtfully address any unclear issues by seeking explanations from teachers and classmates.
Every student should find a learning method that suits them best to effectively grasp knowledge and avoid making mistakes.
In the learning process, being passive is ineffective Confucius, a great educator, emphasized the importance of timely and regular review of new knowledge through his teaching, “Learning and practicing what you have learned.” This approach ensures retention and mastery of the material Additionally, actively previewing lessons lays a solid foundation for understanding new concepts in class Maintaining an honest, humble, and pragmatic attitude while bringing questions to class fosters a proactive learning mindset, which ignites interest and drives motivation As stated in the Analects, “Those who know are not as good as those who love, and those who love are not as good as those who find joy in their work and study.” This highlights the critical role of learning interest and mindset in achieving effective learning outcomes.
As students improve their Chinese language skills, they must engage with more formal written texts to understand the classical elements within modern Chinese, including the meanings and usages of classical function words This understanding allows them to distinguish between spoken and written forms of the language Concurrently, they should accumulate knowledge about modern Chinese classical function words, enabling them to use these terms appropriately in writing and enhancing their written expression in Chinese.
When learning Chinese, it's essential to develop a habit of comparing linguistic elements between your native language and the target language, as well as similarities within the target language itself This practice helps in understanding the differences and similarities, allowing you to maximize positive transfer while minimizing negative transfer, ultimately enhancing your expressive abilities.
The term "其" is a typical polysemous word, so students should focus on understanding the relevant knowledge of polysemous words to accurately identify its grammatical category and function during their learning process.
在 接 触 “ 其 ” 的 每 一 个 例 子 时 应 该 考 虑 到 在 这 个 具 体 的 例 子 中 ，
“其”的词类是什么？同时也要考虑到“其”在句中的语法功能，从
Through specific examples, one can gradually understand the grammatical functions and parts of speech Additionally, during writing practice, it is essential to consciously incorporate various forms and meanings of the word "其" to become proficient over time.
Based on Vietnamese students' understanding and usage of the character "其," as well as common writing errors, we propose several recommendations During the process of learning Chinese characters, students should focus on mastering the principles of character formation and the correct stroke order Specifically for the character "其," it is essential for students to practice writing it accurately to ensure proper understanding and usage.
确 书 写 基 础 上 ， 将 该 字 与 其 相 关 的 “ 期 ” 、 “ 棋 ” 、 “ 琪 ” 、
“旗”、“欺”、“淇”、“祺”、“骐”、“娸”等汉字区分来来，以免发生错别字的现象。
对教师的建议
To address students' learning errors, teachers must develop reasonable teaching plans based on students' learning characteristics and patterns It is essential for educators to continually explore new teaching strategies The challenge of effectively imparting knowledge within limited classroom time is a constant consideration for teachers Traditional methods, where teachers lecture and students take notes, can be overly monotonous; therefore, teachers should employ heuristic teaching and integrate various strategies to capture students' attention and enhance learning outcomes When teaching the meaning and usage of "其" in modern Chinese, it is important to consider several effective approaches.
（1）对比分析法
Comparison is not only applicable to teachers' instruction but also to students' comprehension of knowledge It encompasses the comparison between specific language points in the target language and similar points in other languages This includes both intrinsic language comparisons and comparisons between the mother tongue and the target language The purpose of comparison is to clarify the similarities and differences between the two, allowing for the effective use of positive transfer while avoiding negative transfer, ultimately enhancing the teaching and learning process Specifically, this involves modern Chinese language comparisons.
“其”的各种词类和用法进行对比，指出其形式和语义上的异同。从
而将其与现代汉语其他相对应的表达形式进行对比，指出其间的异
同 。 此 外 ， 还 要 将 其 联 系 到 越 南 语 ， 从 而 掌 握 汉 语 和 越 南 与 关 于
The term "其" plays a significant role in language comprehension By leveraging positive transfer and avoiding negative transfer, one can enhance their understanding and usage of this term effectively.
In classroom instruction, it is essential to not only employ concise and clear teaching methods for key language points but also to actively engage students in training When preparing lesson plans, educators should incorporate a wide variety of exercises, such as error correction, fill-in-the-blank tasks, sentence rewriting, writing, and translation, specifically related to modern Chinese and classical particles, to help students gradually grasp and proficiently use these concepts Furthermore, for intermediate and advanced learners, teachers should consistently encourage them to distinguish between spoken and written language styles, consciously using appropriate vocabulary and sentence structures while providing targeted language training.
The situational teaching method involves teachers intentionally creating vivid and concrete scenarios during instruction, such as simulating contexts from texts or using everyday situations relevant to Vietnamese students' lives This approach reinforces language points, captures students' attention, facilitates deeper understanding of the material, enhances practical communication skills, and sparks interest in learning When teaching modern Chinese classical particles, including "其," it is beneficial to divide the instruction into two scenarios First, during intermediate Chinese reading comprehension classes, students should be prompted to understand the meaning, grammatical function, and usage of "其" based on context, and then express the same idea using different corresponding phrases while comparing their similarities and differences Second, in intermediate Chinese writing classes, similar guidance should be provided when "其" appears in example texts, encouraging students to actively explore its meaning and usage, which should be considered when formulating writing prompts.
Encourage students to incorporate the character "其" in their writing, utilizing it as a possessive pronoun and as a particle It is beneficial for students to explore its grammatical functions by using "其" as a subject, attributive, and object in their compositions This approach not only enhances their understanding of classical Chinese particles, particularly "其," but also improves their reading and writing skills through practical application.
（3）减少偏误的策略
To minimize students' misconceptions regarding the word "其," Chinese language teachers should implement the following teaching strategies during classroom instruction.
其一是，收集常见偏误类型并进行归纳、分类与分析
在实际教学过程中，当学生的目的语表达出现偏误现象时，教师
Typically, errors in specific sentences are corrected without providing a systematic explanation or analysis of the rules, which hinders students' understanding and cognition There is often a lack of comprehensive analysis regarding the sources of these errors, with solutions only offered when mistakes occur As a result, students frequently make the same errors in various contexts This not only affects their communication skills but also impedes the formation and development of their linguistic thinking.
Due to the complexity of the modern Chinese word "其" in terms of its grammatical categories, meanings, and usage, teachers must recognize and address common errors during the classification process It is essential for educators to observe students' language learning and usage, collect appropriate and typical examples, and analyze common mistakes systematically and contextually Merely relying on theoretical guidance is insufficient, as many errors stem from native language interference Teachers should employ contrastive analysis alongside error analysis to highlight the similarities and differences between the two languages, which will help identify the most effective correction methods Throughout the teaching process, educators should summarize findings, pay close attention to common issues, and provide relevant exercises to help students better understand and accurately use "其" in their writing.
Effective classroom instruction should be targeted and purposeful, as students' errors in second language learning often reflect issues in teaching methods To minimize these errors, it is crucial to understand their various causes, such as native language interference, teaching misguidance, or negative transfer of target language knowledge Additionally, identifying key teaching points and challenges is essential, allowing for focused practice through repeated exercises By selecting appropriate focal points and integrating diverse practice activities from multiple perspectives, contexts, and levels, teachers can enhance language acquisition effectively.
Combining contrastive analysis and error analysis in language teaching can leverage the strengths of both approaches while mitigating their shortcomings Vietnamese learners of Chinese often make errors due to various factors, with native language interference being a primary cause Contrastive analysis, rooted in behaviorist psychology, focuses on how the mother tongue disrupts the target language, making it essential for understanding the reasons behind students' errors Conversely, error analysis, based on cognitive psychology, examines mistakes arising from the inherent complexities of the target language itself These two methods cannot replace each other; rather, integrating error analysis with contrastive analysis provides a comprehensive theoretical framework for understanding language learning errors.
The article emphasizes the importance of analyzing the usage of the word "其" in terms of its grammatical category, meaning, and functions It suggests that teachers should focus on identifying and correcting students' errors related to "其" during oral presentations and written assignments By doing so, students can better understand the types and causes of these errors, leading to a clearer grasp of the correct usage Additionally, due to the prevalence of homophones in modern Chinese and Vietnamese that could lead to mistakes, classroom instruction should include distinguishing these homophones and clarifying their root meanings to prevent confusion.
The development of Chinese language teaching materials must prioritize scientific accuracy and practicality These materials significantly impact the effectiveness of teaching Chinese as a foreign language Educators often find that some textbooks are outdated, unsuitable, and lack systematic organization, which can hinder teaching progress and student learning outcomes Therefore, teachers should provide feedback to textbook authors, urging them to incorporate updated theories and create resources that are relevant and systematic This approach will enhance the usability and scientific rigor of the materials, effectively guiding both teaching and learning processes.
When selecting and writing texts for lessons, it is essential to include typical contexts, cultural insights, and pragmatic information related to the language being taught This approach ensures that students acquire accurate language knowledge and minimizes misunderstandings and usage errors Additionally, the design of post-lesson exercises plays a crucial role in reinforcing students' understanding and evaluating the effectiveness of teaching, thereby reducing the likelihood of errors.
When developing Chinese language teaching materials, it is crucial to ensure that the definitions and annotations of vocabulary are accurate and scientifically grounded, reflecting the context of the text to aid student comprehension Unlike dictionaries, the purpose of these annotations is to help students grasp the meanings and usages of words within the context of the lesson It is important to appropriately highlight synonyms, polysemous words, and words with multiple grammatical functions, possibly including them in an appendix Additionally, key classical particles such as "其" should be treated as both vocabulary and grammar focal points, accompanied by relevant exercises This approach encourages students to recognize these elements as essential language features, fostering intentional practice and enhancing their communicative competence.