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相关研究综述

1.2.1.1 汉语本体研究

（1）关于目的复句的建立研究

Recent academic research on purpose clauses has evolved, with some scholars expressing differing views on the concepts of "purpose" and "cause," leading to ongoing debates A particular focus of these discussions is the status of purpose clauses Some grammarians, such as Ding Shengshu and Zhao Yuanren, do not recognize the existence of purpose clauses.

In "Modern Chinese Grammar," Ding Shengshu (1961/2009: 137-140) categorizes complex sentences into two types: coordinate sentences and subordinate sentences He further divides subordinate sentences into causal, concessive, and conditional types, but does not address purpose clauses.

In his work "Grammar of Spoken Chinese," Zhao Yuanren (1979/2010: 61-63) categorizes compound sentences into two types: compound and complex sentences He further classifies the subordinate clauses of complex sentences into several categories, including concession, reason, condition, and hypothesis, but notably omits any mention of purpose clauses.

Zhang Jiatai (1981) proposed in "A Preliminary Exploration of Purpose Clauses" that purpose clauses should be considered independent and classified as a type of compound sentence He categorized purpose clauses as subordinate clauses, distinguishing between forward and backward purpose clauses based on their position Additionally, he identified "为" (wei) as a versatile word, suggesting that purpose compound sentences can be divided into simple and compound sentences based on the usage of "为" as a conjunction or preposition.

In his 1984 article "On the Past and Present of Purpose Clauses," Jia Chongbai categorizes academic perspectives on purpose clauses into three views: those that do not classify purpose clauses independently, those that do, and those that disregard purpose clauses altogether He further distinguishes purpose conjunctions into two types: those indicating positive purpose and those indicating negative purpose, highlighting significant divisions within the grammatical community regarding the classification of purpose clauses at that time.

Bi Ming (1989) in "On the Establishment and Boundaries of Purpose Clauses" affirms the existence of purpose clauses, distinguishing them from purpose adverbials He explores the differing opinions in various grammatical works regarding purpose clauses and concludes that it is essential to establish a distinct type for purpose clauses.

Liu Yonggeng's 1995 work, "An Initial Exploration of Purpose Clauses in Pre-Qin Texts," aims to comprehensively describe the expression methods of purpose clauses in the Pre-Qin period It traces the origins of these clauses, delineates their distinctions from causal clauses, and argues for the necessity of classification and its significance for the organization of ancient texts.

In his 1999 work "A Discussion on Purpose Clauses," Jing Shijun argues for the classification of purpose clauses as a distinct category, akin to causal clauses He emphasizes the differences between purpose and causal clauses, providing definitions and classifications for purpose clauses while discussing methods for their differentiation Jing critiques the typical omission of purpose clauses in grammar literature, asserting that they possess unique syntactic forms and semantic content separate from causal clauses He elaborates on the types of purpose clauses, how to distinguish them from causal clauses, and their functional roles in language.

Wang Fenglan (2011) in her study "Establishment of the Semantic-Syntactic Category of Purpose in Modern Chinese" clearly defines and establishes the semantic category of "purpose" in Modern Chinese She categorizes purpose into three main types based on their formal expressions, establishing a continuum of typicality in purpose expression Additionally, she explores the theoretical aspects of the purpose category, revealing the connections and distinctions between purpose and causal categories to provide a clearer understanding of the nature of the purpose category.

Initially, some scholars argued that purpose clauses did not exist independently and were merely classified under subordinate clauses However, a more unified perspective has emerged in academia, recognizing purpose clauses as a distinct category Historical research has established the independent existence of purpose clauses and explored them from various angles, clearly distinguishing them from causal clauses.

（2）表目的的有标记形式 a) 表目的的关联词语的研究

The study of purpose-related conjunctions primarily focuses on their identification and semantic usage These conjunctions can be categorized into two types: "seeking" and "avoiding."

The research on the "求得" construction primarily focuses on the synchronic plane Zhang Tiantian (2008) elucidates the pragmatic functions of "为"-type prepositions in her work, identifying three specific prepositions: "为," "为了," and "为着."

The preposition "为" serves five key pragmatic functions: it acts as a topic marker, facilitates discourse coherence, delineates boundaries, enables parallelism and contrast, and emphasizes specific points.

In her work "A Semantic Analysis of the Prepositions '为' and '为了'," Guo Xiaowei clarifies the semantic characteristics of these two purpose-expressing terms, while also discussing their fundamental similarities and differences.

In her 2006 analysis titled "Analysis of the Usage of '为(为了)'", Duan Yina identifies "为了" as a commonly used function word in modern Chinese She notes that foreign students often struggle with its usage, leading to a high error rate This difficulty arises from previous vague explanations of the term To address this issue, the author examines the distribution characteristics of "为了" to provide clearer insights.

对 ―为了‖ 表目的和原因两种意义在句法语义上的差异进行了分析。

汉语表目的的句式考察

现代汉语积极性目的句式

2.1.1 “ 为 ” 的句式考察

2.1.1.1 表目的介词 “ 为 ” 的界定

To gain a comprehensive understanding of the word "为" (wèi), we conducted a focused dictionary examination In modern Chinese, "为" has a wide range of usages and meanings According to the "Modern Chinese Dictionary" (2012), "为" has four primary meanings: 'to help, to protect,' indicating the object of an action, expressing reasons and purposes, and denoting direction or orientation The "Modern Chinese Normative Dictionary" (2010) further elaborates on these definitions, highlighting the word's versatility in contemporary language.

―为 ‖ 有这样的解释：（1）：帮助；（2）引进动作行为的受益者（相当于

―替、给‖）或引进动作行为的原因或目的（相当于 ―由于‖ 或 ―为了‖）。

Both reference books provide nearly identical semantic interpretations of the word "为," highlighting its diverse usage The first definition in both dictionaries identifies "为" as a verb, a meaning that has largely disappeared in modern Chinese Additionally, the second definition in the "Modern Chinese Dictionary" further elaborates on its current applications.

（3）跟《现代汉语规范词典》的义项（2）一样的，也是现代汉语最常用的意义。

This article will explore the usage of the purpose marker "为" and the syntactic characteristics of sentences that indicate purpose This entails an examination of the syntactic structures associated with various purpose-related conjunctions.

2.1.1.2 “ 为 ” 的表目的义概说

To gain a comprehensive understanding of the various meanings of the word "为," we have consulted three reference books and derived the following insights.

The book "Eight Hundred Words of Modern Chinese" (1999) provides the following explanations for the preposition "为": (1) It introduces the beneficiary of an action, as in "serve the people"; (2) It indicates reason or purpose and can be combined with "了" or "着."

―为了‖、―为着‖ 可以在主语之前，有停顿：大家都 ~ 这件事高兴。

In the 10th edition of the Xinhua Dictionary (2007), the term "为" has four main meanings: (1) as a preposition indicating "for" or "to give," as in "to serve the people"; (2) as a preposition expressing purpose, often used with "了," such as "to strive for the early realization of the Four Modernizations"; (3) as a preposition meaning "toward" or "like"; and (4) to indicate assistance or protection.

In the "Modern Chinese Dictionary" (2005), the author summarizes the usage of the word "为" as follows: (1) to assist or protect; (2) as a preposition indicating reason or purpose; (3) to denote direction or orientation.

All three reference books consistently highlight two uses of "为" as a preposition: first, it introduces the object of an action or behavior; second, it indicates the purpose of the action However, some argue that "为" implies a predetermined purpose when introducing the object of the action.

Before researching the use of the "为" sentence structure, it is essential to define the different applications of "为" in terms of its role in introducing the object of an action and indicating the purpose of that action.

（1）―为‖ 在介引行为对象时所引进的多为行为动作的受益者，此时可被 ―替‖、

―给 ‖ 等替换，例如：

24) 为人民服务。（ www.baidu.com ）

According to Lv Shuxiang's explanation in "800 Words in Modern Chinese" (1999), the preposition "为" (wèi) can introduce the beneficiary of an action This means that under the influence of a certain action, the object introduced by "为" receives some kind of benefit, becoming the beneficiary, or indirectly benefits from the action.

25 ）电视大学为职工业余进修提供了良好的条件。（ www.baidu.com ）

When using "为" to indicate purpose, there exists a temporal relationship between the intended goal and the action taken Before initiating an action, individuals mentally evaluate the desired outcome they hope to achieve This pre-existing notion of purpose drives a series of activities aimed at fulfilling that goal Therefore, it is evident that purpose precedes action in a chronological sequence, with the goal established before the corresponding behavior is executed.

（3）―为‖ 表示目的时常可后加 ―了‖，构成 ―为了‖，例如：

Comrade Zhou Enlai courageously fought both theoretically and practically to explore revolutionary paths His efforts were instrumental in shaping the direction of the revolution, demonstrating a commitment to ideological and practical advancement Zhou's contributions reflect a deep understanding of the complexities of revolutionary movements and the importance of strategic thinking in achieving transformative goals.

《中国革命胜利的结晶》）

It is evident that the particle "为" combined with "了" often results in a valid sentence However, when "为" is used to introduce an action object, it cannot be paired with "了." Therefore, example (26) can be revised accordingly.

27 ）周恩来同志为了探索革命道路从理论上和实践上进行了英勇奋斗。

（1）―为‖ 字结构在句中位置的研究。

The word "for" is often used at the beginning of a clause to express the intended purpose, followed by another clause that describes the actions taken to achieve that purpose This structure emphasizes the significance of the intended goal.

28 ）为争得对他的抚养权，我放弃了一切。（安琪《单身隐私》）

In sentences where the prepositional phrase "为" appears at the beginning, the agent subject follows in the main clause, resulting in a structure where the subject is omitted before "为." This creates a semantic structure characterized by the relationship of "purpose – action."

第二，―为‖ 所在的目的复句中，行为分句中的动作一般是已经发生的。例如：

29) 为表示满意，我把一包尿撤在奶娘身上。（阿来《尘埃落定》）

现代汉语消极性目的句式

The term "以免" is defined in the sixth edition of the "Modern Chinese Dictionary" (2012) as a conjunction used at the beginning of a statement to indicate the purpose of avoiding the situation mentioned in the following context It is primarily utilized in written language.

2.2.1.1 “ 以免 ” 句式的句法概说

The phrase "以免" is typically used at the end of a sentence, where the first part describes a situation that requires attention The subsequent clause introduced by "以免" conveys the intended purpose, which highlights a scenario that the speaker wishes to avoid.

137 ）这种事情不宜多声张，以免打草惊蛇。（苏童《末代爱情》）

138 ）妻子示意我收敛几分，以免邻居愤怒。（《青年一代》 1988 ）

例 137 的手段是 ―收敛几分‖，想要达到的目的是 ―避免引起邻居的愤怒‖。

The conjunction "in order to avoid" is typically placed at the beginning of the latter clause and often does not include a subject When a subject is present, it follows "in order to avoid." This conjunction connects predicate elements, noun elements, and complex sentences.

Behavior clauses typically express actions that have not yet occurred, although there are some instances where the actions conveyed may have already taken place.

Zhang Ying understood the local custom that if someone gets frightened while walking a dark path, they must quickly return to search for their lost essence or soul to prevent it from scattering.

140 ）谢灵记着贺达刚才的话，进屋时分外留意，以免有踩空。（冯骥《走进暴风雨》 1988 ）

2.2.1.2 “ 以免 ” 后接成分

（1）―以免‖ 后边所接的成分多是光杆动词、动宾结构、动补结构、主谓结构、

―把‖ 字句、―被‖ 字句、兼语结构等。例如：

When maneuvering in smoke, it is essential to be prepared to use water at all times; however, water should only be deployed when absolutely necessary to avoid accidental injury.

142 ）你可以坐下休息，但不要来回走动，以免妨碍我的工作。（《海洋》 1982 ）

143 ）不要用毛巾擦内壁，以免沾染。（《海洋》 1982 ）

144 ）他这一、二天内不能回家，以免她担心。（《白头梦网》）

To cultivate good habits in children, it is essential to start with simple tasks before progressing to more challenging ones This approach helps maintain their interest and motivation throughout the learning process.

从例141到145，―以免‖ 后面分别是动词 ―误伤‖、动宾结构 ―妨碍我的

工作‖、动补 ―沾染‖、主谓结构 ―她担心‖、兼语结构 ―使儿童失掉兴趣‖。

（2）―以免‖ 后面还可以是体词性成分及复句例如：

In the future, it is essential to focus on the accuracy of cocoon pricing calculation methods and the advancement of silk reeling technology to prevent a decline in cocoon prices.

（沈文纬《中国蚕丝业与社会化经营》）

147 ）故轮船一船不应很快地转弯，以免附加压力过大，毁坏涡轮机的轴承。

（周衔怕《理论力学教程》）

The phrase "以免" is typically followed by verbs that carry negative connotations rather than strong positive meanings This is due to its semantic implication of "avoiding unwanted occurrences."

To safeguard the construction site, workers dug a trench and erected barbed wire around the perimeter to prevent any potential intrusions or impacts.

2.2.2 “ 免得 ” 的句式考察

2.2.2.1 “ 免得 ” 在句中的位置

The purpose conjunction "免得" typically appears at the beginning of the second clause and often omits the subject; if a subject is present, it follows "免得."

149 ）我还愣在这儿干，还是先去给它们报个信把，免得他们着急。（《科学之窗》）

150 ）稿子选好了，还要交村上的负责干部审查，免得发表出去，发生偏差。

（成仿吾《老解放去教育经验片断》）

（2）有时 ―免得‖ 也出现在后一分句的句中位置，前面可被副词 ―也‖ 等修饰。例如：

In discussions, I agree twice and express disagreement once, reflecting my intention to avoid bias and prevent accusations of undermining others while elevating myself (Shi Ling, "Seamless Fence")

（3）出于修辞的需要，―省得‖ 在少数情况下也可以前置，用于强调目的。如：

152 ）免得使自己醒来，他好像在等着一颗子弹。（翻译作品《悲惨世界》）

2.2.2.2 “ 免得 ” 连接成分的句法

―免得‖ 连接的句法结构主要有谓词性结构，主要包括双音节动词、动

宾结构、动补结构、主谓结构、兼语结构、―被‖ 和 ―把‖ 字结构，如：

153 ）好，这样吧，这里明天放天假好好打扫一番，也消消毒，免得转染。

154 ）这样办很好，大家都免得麻烦。（《老解放去教育经验片断》）

155 ）我连忙举起猪枪，爷爷说： “ 不要打，吓跑就算了，免得惊动了鸟缫。 ”

（苏平凡《寄猪记》）

156 ）你这样还不如快快杀了我们好，免得我们受罪。（巴金《寒夜》）

2.2.3．“省得” 的句式考察

The term "省得" is used similarly to "免得" in sentences, and it can occupy two positions within a sentence The first position is at the beginning of the second clause, such as in the example provided.

157 ）痛快写，该不及格就不及格，该优秀就优秀，省得下面瞎猜猜，胡嚷嚷。

（邓友梅《寄猪记》）

The syntactic connection of "省得" primarily links predicate components, including verb-object structures, subject-verb structures, adverbial clauses, and structures with dual functions.

158 ）走吧，省得生气。（ www.baidu.com ）

现代汉语一些目的关联词语的区别及互换问题

From a semantic perspective, "以免," "免得," and "省得" convey similar meanings when expressing purpose, all indicating the intention to prevent a negative outcome through specific actions However, there are distinct differences in their usage and stylistic choices.

(1) 在语义方面，―以免‖ 用于目的句中，意义相当于 ―以便避免‖。而 ―免得‖、

―省得‖ 除了表示目的的关系，也可以用于非目的句中。

(2) 在语体的选择上，―以免‖ 多用于书面语，―免得‖ 带有一定的口语色彩，而

―省得‖ 的口语色彩最浓。―以免‖、―免得‖、―省得‖ 的语体色彩程度递增。

From a syntactic perspective, the comparison of "以免," "免得," and "省得" primarily focuses on their positional placement within sentences and the structural connections of the components involved.

In sentence structure, "以免" typically appears at the beginning of the latter half of a clause, while both "省得" and "免得" can be positioned at the start of the second half of a clause or within the sentence itself, often preceded by the adverb "也."

(2)连接成分：―以免 ‖ 后面可出现谓词性成分、体词性成分及复句。―免得‖ 连

接的主要是谓词性成分。―省得‖ 连接的主要是谓词性成分。

2.3.2 同类型表目的词语的替换考察

2.3.2.1 ． “ 为的是 ” 、 “ 是为了 ” 的替换

（1）在一般情况下，―为的是‖ 和 ―是为了‖ 可以互相替换。例如：

159 ）我搀和进去，是为了我母亲的遗愿。（毕叔敏《血玲珑》）

159’ ）我搀和进去，为的是我母亲的遗愿。

The examples provided are interchangeable, demonstrating that they can be substituted for one another.

The phrases "为的是" and "是为了" can be interchanged as they serve as direct replacements in sentences without requiring changes to other elements.

成分进行调整。

（2）―是为了‖ 前置使用时，一般不能换为 ―为的是‖。例如：

160 ）他是为了让自己高兴，才那么干。（老舍《鼓书艺人》）

160’ ） * 他为的是让自己高兴，才那么干。

例 160 ‘ 属于错误的用法，在此 ―是为了‖ 不可换为 ―为的是‖ 因为，从

In purpose clauses, the phrase "in order to" typically introduces the purpose clause after the subject, and it generally does not appear before the action clause.

2.3.2.2.“ 为的是 ” 、 “ 是为了 ” 和 “ 为了 ” 的替换

―为的是‖、―是为了 ‖ 和 ―为了‖ 都是汉语里表示目的关系的关联词语。

虽然从使用位置上来说，―为了‖ 所在的目的分句常位于分句之前，―为的是‖

和 ―是为了‖ 所在的目的分句常位于行为分句之后。

The phrase "是为了" can be directly replaced with "为了" when used at the beginning of a sentence without altering the semantic meaning However, this substitution diminishes the emphasis conveyed by "是为了."

161 ）他是为了让自己高兴，才那么干。（老舍《鼓书艺人》）

162 ）他为了让自己高兴，才那么干。（老舍《鼓书艺人》）

In cases where the information related to the purpose in a compound sentence has already been mentioned earlier in the text, it is preferable to use the term "in order to."

The phrases "为的是" and "是为了" can be used interchangeably in certain contexts However, unless there is a specific need for a different expression, they generally cannot be replaced with "为了."

2.3.2.3 “ 以 ” 与 “ 以便 ” 的替换考察

The term "以便" has evolved from "以" and is used in the latter clause of purpose sentences In many cases, they can be used interchangeably unless the intention of "convenience" or "ease of achieving the goal" is specifically considered It's important to note that when the verb in the purpose clause expresses an abstract meaning, "以" is used more frequently, even though both can be substituted.

163 ）我是说，我们订几条共同遵守的条件，以把这个家维持下去。（戴后英

163 ’ ）我是说，我们订几条共同遵守的条件，以便把这个家维持下去。

In certain situations, "以便" and "以" cannot be used interchangeably This distinction is evident in several specific cases.

When considering rhythm, the word "以" can be followed by either monosyllabic or disyllabic verbs, while "以便" is typically followed by disyllabic verbs Therefore, if "以" is followed by a monosyllabic verb, it cannot be replaced with "以便."

From a stylistic perspective, "以" is primarily used in written language and is rarely found in spoken contexts In contrast, "以便" is more conversational and can be effectively utilized in both spoken and written forms.

第三，从句法功能上看，当 ―以便‖ 后边是光杆动词时，不能替换为

When considering the components that follow "in order to," it is important to note that while it cannot be directly replaced by "to" when followed by a subject-verb structure, it can be substituted with "to" by adding causative verbs such as "make" or "let."

2.3.2.4 “ 好 ” 与 “ 为的是 ” 、 “ 是为了 ” 的互换

In interchangeable contexts, the terms "好" (hao) and "为的是" (wei de shi) or "是为了" (shi wei le) serve as postpositive purpose connectors, suggesting that the objectives mentioned in subsequent text are easily achievable However, it's important to note that "好" conveys a less intense sense of purpose compared to "为的是" and "是为了."

现代汉语表目的词语与越南语相对应对比

So với tiếng Việt, cấu trúc câu chỉ mục đích và các giới từ, liên từ chỉ mục đích trong tiếng Việt đơn giản hơn tiếng Trung hiện đại Các từ như "để", "vì", "nhằm", "nhằm mục đích", "kẻo" thường được sử dụng Do không có sự tương ứng một-một giữa hai ngôn ngữ, sinh viên Việt Nam gặp khó khăn trong việc học các câu chỉ mục đích trong tiếng Trung hiện đại, dẫn đến những sai lầm phức tạp.

Chúng tôi chọn ba từ điển là "Từ điển Hán Việt hiện đại", "Từ điển tiếng Việt" và "Từ điển Hán Việt" làm tài liệu nghiên cứu.

This article analyzes the use of modern Chinese expressions in relation to their corresponding forms in Vietnamese It focuses on observing how each modern Chinese term is expressed in Vietnamese, providing insights into the nuances of translation and linguistic adaptation between the two languages.

2.4.1 求得式的表目的语句

2.4.1.1 求得式的表目的语句考察

The expressions "为," "为了," "以便," "好," and "来" are essential components of the sentence structure Each of these terms can be matched with one or multiple equivalent expressions in Vietnamese, highlighting the linguistic parallels between the two languages.

现代汉语词典 Từ điển Hán Việt hiện đại Từ điển tiếng Việt

介词，表示目的：~ 大家的健康干杯 / ~ 建设伟大祖国而奋斗

表示目的：学习是 ~

工作 / 一切 ~ 人民利益

/ ~ 教育群众，首先要

向群众学习。

Để giáo dục trẻ con, người lớn phải tự mình làm gương, tất cả vì Tổ quốc.

Để là một từ chỉ mục đích và công dụng, ví dụ như "áo để mặc" hay "bút để viết" Nó cũng được sử dụng trong các câu như "Cậy em coi sóc trăm đường, để anh buôn bán trẩy trương thông hành", hoặc "ăn để mà sống, nói để mà nghe".

―以便‖ ：để, nhằm： ―nhằm‖(đt): nhắm

的开头，表示使下文

所说的目的容易实

现：请在信封上写清

邮政编码，~ 迅速投递。

发展体育运动，以便更好地为生产和国防

Phát triển phong trào thể dục nhằm nâng cao hiệu quả sản xuất và quốc phòng, với mục tiêu chính là thành lập nhiều trường học để chống nạn mù chữ cho cộng đồng trong tương lai.

用在动词结构（或介

词结构）与动词（或

动词结构）之间，表

示前者是方法、方式

或态度，后者是目的：他摘了一个荷叶 ~ 当雨伞 / 你又能用什么

理由 ~ 说服他呢？

―来‖, biểu thị mục đích: 用什么理由 ~ 说服他啦？ Lấy lý do gì để thuyết phục anh ta nhỉ?

便于：告诉我她在哪儿，我 ~ 找他去。

―好‖, tiện : 告诉我他的地址，我 ~ 去找他 cho tôi biết địa chỉ của anh ấy để tôi tiện tìm

―tiện‖ (tt): dễ dàng cho công việc

2.4.1.2 现代汉语求得式的表目的语句与越南相应表达方式对比

（1）―为、为了、以便、来 ‖ 与 ―để‖ 对比

（a）相同点：在基本义上都表示目的，例如：

171 ）为建设伟大祖国而奋斗。（北京语料库）

172 ）为了教育群众，首先要向群众学习。（北京语料库）

173) 请在信封上写清邮政编码，以便迅速投递。（北京语料库）

174) 他摘了一个荷叶来当雨伞。（北京语料库）

（b）不同点：―为、为了‖ 常在头一分句之前，―以便、来、‖ 只能在句中，而

―để‖ 可以在句首或句中。例如：

To meet the demands of continuous advancements in science and technology, it is essential to enhance the intellectual capabilities of the workforce.

体力在更高水平上发展，（北京语料库）

It is crucial to prioritize the use of open conversations to genuinely understand the underlying motivations behind students' misbehavior.

177) … 并利用它来传播统治阶级的思想。（北京语料库）

另外 ―để‖ 表示目的、功能，例如： Áo để mặc, bút để viết, hỏi (để) chơi

（2） ―好‖ 与 ― tiện‖ 对比

（a）相同点：在语义上都表示 ―便于‖ 做什么的意思，都只能在句中，例如：

178 ）告诉我她在哪儿，我好找他去。（北京语料库）

179 ） Mỗi ngày 10 người , luân phiên thay đổi để tiện việc cầy cấy （词典学语料库）

（b）不同点：―好‖ 是副词，― tiện‖ 是形容词

180 ）为人民服务。（北京语料库）

181 ） Vì nhân dân phục vụ

182 ） Thảm ơi , lên bà chải đầu , rồi sắp mâm ra sân ăn cơm cho nó mát nào

（词典学语料库）

183 ） Tôi đang nấu nướng cho chồng tôi ăn （词典学语料库）

184 ） Bắc cầu qua bể cho thầy mẹ sang （词典学语料库）

Cả hai đều có thể được sử dụng ở đầu câu sau, nhằm mục đích làm cho việc thực hiện điều được đề cập ở phần sau trở nên dễ dàng hơn.

（b）不同点：―以便‖是连词，―nhằm‖ 是动词，例如：

The purpose of using these instruments is to transform the auditory sounds of language into visible images for further analysis.

分析。（北京语料库）

186) Em nhận chơi trò lừa dối do chị bày đặt ra để thử sức mình chứ không nhằm vụ lợi （词典学语料库）

另外，―nhằm‖ 还可以用在前一分句的开头，而―以便‖绝对不能，例如：

Để giải đáp những thắc mắc và giúp thế hệ trẻ hiểu biết hơn về các vấn đề mà học giả Phan Kế Bính đã đề cập, chúng tôi sẽ sử dụng những tư liệu bằng tiếng Hán như “Vạn niên lịch” và “Ngọc hạp kỷ yếu” trong phần chú giải dưới đây.

2.4.2 求免式的表目的语句

2.4.2.1 求免式的表目的语句考察

序表目的词语现代汉语词典 Từ điển Hán Việt hiện đại

To prevent accidents on construction sites, it is essential to enhance safety measures.

Để tránh xảy ra tai nạn cho công nhân, các công trường cần tăng cường biện pháp an toàn nhằm giảm thiểu rủi ro và đảm bảo an toàn lao động.

―免得‖，以免：多问几句，~ 走错路。

―免得‖, để khỏi, để không, đỡ：多问几句，~ 走错路 hỏi thêm vài câu đỡ đi nhầm đường / 我再说一下，~ 引起

误会tôi nói rõ thêm để tránh hiểu lầm

不使发生某种（不好

的）情况：快告诉我吧，~ 我着急。

"省得" có nghĩa là để tránh, đỡ, hoặc khỏi gặp phải điều gì đó không mong muốn Ví dụ, khi nói "穿厚一点，~冷", có nghĩa là mặc nhiều quần áo hơn để tránh bị lạnh Hay trong câu "快告诉我吧，~我着急", ý nghĩa là hãy cho tôi biết ngay để tôi không phải lo lắng.

2.4.2.2 现代汉语求免式的表目的语句与越南相应表达方式对比

越南学生汉语表目的语句的使用情况考察

考察情况

In Chinese, there are numerous conjunctions and diverse sentence structures used to express purpose, making this grammar system challenging for learners The complexity and flexibility of these usages can lead to significant confusion, resulting in various errors during the learning process If these errors are not promptly identified and corrected, they may mislead new scholars Therefore, it is essential to compile and analyze the common errors in purpose-expressing sentences to elucidate their characteristics and categorize their types, ultimately aiming to explain the patterns and causes of these errors This analysis will yield valuable recommendations for teaching purpose expressions To obtain reliable data, we conducted writing assessments and surveys, hoping to achieve corresponding results for each evaluation item The collected data serves as the foundation for this research paper.

The subjects of this study are divided into two main categories: the first category involves natural language data examination, specifically through writing assessments, while the second category focuses on mandatory investigations, such as survey questionnaires.

The first part of this article focuses on the examination of students' writing, specifically analyzing the frequency of purpose-related words and phrases in their essays Due to practical constraints, this study is limited to the Foreign Languages College at Taiyuan University, using data from final exam essays of second, third, and fourth-year university students.

To gain deeper insights into the use of target language expressions among Vietnamese students, we conducted a survey targeting second, third, and fourth-year Chinese language majors at two institutions: Taiyuan University of Foreign Languages and the University of Languages and International Studies under Hanoi National University.

发出 290份（二年级为 100 份，三年级为 100 份，四年级为 90 分），回收

290 份；在河内国家下属外语大学，我们发出300 份，回收 300份（二年级为

We conducted our study with 100 samples from third and fourth-grade students, excluding first graders due to their limited exposure to the target language First graders have not accumulated sufficient knowledge, making it challenging for them to grasp the grammatical point of sentence structure in the target language Consequently, including them in the survey would yield inadequate results.

The first focus of the investigation is the analysis of natural language corpora, which involves the statistical examination of expressions found in students' compositions This analysis is then conducted by evaluating the accuracy ratio of these expressions.

The second part of the investigation focuses on a questionnaire aimed at assessing the usage of purpose-related expressions among Vietnamese students learning modern Chinese The survey consists of six questions designed to evaluate students' understanding and application of purpose clauses It includes various types of exercises, such as correction, rewriting, and translation, covering a wide range of purpose expressions like "为了," "是为了," "为的是," "以便," "省得," "免得," and "以免." The first question asks students to independently write purpose expressions and structures, while the second measures their grasp of the placement of these expressions in sentences Questions three and five utilize correction and rewriting exercises to test students' ability to distinguish synonyms and near-synonyms of purpose expressions Finally, the sixth question assesses students' word choice skills and their understanding of grammatical knowledge.

The assessment results will be displayed in the accompanying chart, highlighting relevant figures and their proportions It is important to note that many learners did not complete several questions during the assessment, making it impossible to categorize their responses as either correct or incorrect Consequently, the total count and corresponding proportions have changed.

3.1.4.1 作文考察结果

Due to objective reasons, we are limited to examining the final exam essays of second, third, and fourth-year undergraduate students at the School of Foreign Languages, Taiyuan University A total of 324 essays were analyzed.

篇(每个年级的数量为 108篇)，每篇的篇幅大概 400个字左右。作文内容分别

The article discusses various topics such as "your love history," "your hometown," and "the most unforgettable thing you've experienced." A total of 106 examples of targeted sentences were identified from approximately 120,000 words of essay material, categorized into different grade levels: 15 examples from second grade, 39 from third grade, and the remainder from fourth grade.

级为 52）。其中正确用例为 56（二年级为 5 个，三年级为 19 个，四年级为

32），偏误用例为 50个（二年级为 10个，三年级为 20个，四年级为 20）。

其中，对表目的语句的使用频率有所不同，二年级学生使用的比例（占

13.8%），小于三年级学生的（占 36%），使用频率最高的是四年级的（占

In a comparison of correct usage among students, third graders show a slightly higher percentage than second graders, with fourth graders achieving the highest rate of correct usage at 61.5% For detailed statistics, refer to Table 3.1.

表 3.1 ：汉语专业学生现代汉语表目的语句的使用情况 1

使用频率正确不正确

In a study of students' usage of purpose-related expressions in modern Chinese, the findings revealed a low application rate among different grade levels Second-grade students utilized these expressions only 13.8% of the time, while third-grade students increased this to 36%, and fourth-grade students reached 48% Despite the gradual improvement, many students still made significant errors in their usage This highlights the need for enhanced instruction on phrases such as "为了," "为," "以," "以便," "好," "免得," "以免," and "为的是," which are essential for expressing purpose in the language.

年级的为66.7 %，三年级为51.2 %，四年级为38.5%。

It is noteworthy that the phrases used by students are limited to "for," "in order to," "to," and "is for," with no other expressions employed Among these, "for" and "in order to" are the most frequently used, while "to" and "is for" only appear in essays written by fourth-grade students This indicates that second and third graders have not utilized these two phrases For further details, please refer to Table 3.2.

表 3.2 ：汉语专业学生现代汉语表目的语句的使用情况 2

考察对象为为了来是为了其他二年级学生 + + - - - 三年级学生 + + - - - 四年级学生 + + + + -

3.1.4.2 问卷考察结果

（1）综合的考察结果统计

The survey targeted students from the Foreign Language College of Taiyuan University and the Foreign Language University under Hanoi National University, focusing on second, third, and fourth-year students A total of 290 responses were collected from Taiyuan University and 300 from Hanoi National University The comprehensive results of the assessment are presented in Table 3.3.

Table 3.3 summarizes the usage of modern Chinese target sentences among Chinese major students, focusing on various assessment items across six different projects.

太原大学外国语学院

确正确不正

河内国家大学下属外语大学

问卷调查部分共有六个题，由于不同的形式，统计表里面只展现其中的

越南学生汉语表目的语句的偏误分析

Chen Changlai defines error analysis as the study of errors made by students during the process of learning a second language This analysis aims to identify patterns in the types of errors, their causes, and the stages at which they occur, ultimately enhancing the effectiveness of second language teaching Errors are categorized into four types: omission, overuse, misuse, and misplacement Omission refers to the absence of necessary conjunctions in complex sentences, while overuse indicates the unnecessary addition of conjunctions Misuse involves the incorrect mixing of conjunctions based on the logical relationships between clauses, and misplacement occurs when conjunctions are used inappropriately within a sentence The data for our error analysis primarily comes from natural language samples, such as essays, as well as from compulsory assessments like surveys.

Omission refers to the failure to use necessary conjunctions within a sentence This lack of required conjunctions can lead to an inaccurate representation of the semantic relationships between clauses, ultimately affecting the clarity of the overall sentence meaning.

（1）漏用表目的的 ―为‖

漏用表目的的 ―为‖ 的，例如：

193 ）明天避免堵车，我们应该早就出发。（ * ）

From the perspective of the meaning of the clauses, "we should have set off earlier" and "to avoid traffic jams" represent a relationship between action and purpose By adding the purpose marker "to," the sentence becomes coherent This can be revised as follows: "We should have set off earlier to avoid traffic jams."

193‘）明天为避免堵车，我们应该早就出发。

（2）漏用表目的的 ―为了‖

漏用表目的 ―为了‖ 的，例如：

194 ）今天我在这儿号召你们是想向王校长说个道歉。（ * ）

195 ）避免偷走，我把钱柜的钥匙藏起来。（ * ）

196 ）不让你再去我亲手带来。（ * ）

以上 3 个例子都少了表目的的―为了‖，而且错误的原因具有一定的共性，即对句内的逻辑关系模糊不清。这些句子该这样改：

194’ ）今天我在这儿号召你们是为了想向王校长说个道歉。

195’ ）为了避免偷走，我把钱柜的钥匙藏起来。

196’ ）为了不让你再去我亲手带来。

（3）漏用表目的的 ―以便‖

漏用表目的的 ―以便‖ 的，例如：

197 ）我把资料带来办入学手续。（ * ）

这个句子是漏用了后置使用的 ―以便‖ 的例句。应该这样写：

197’ ）我把资料带来以便办入学手续。（ * ）

Overuse of conjunctions occurs when they are unnecessarily included in sentences where they are not needed This redundancy can make the expression of meaning cumbersome and may obscure the logical relationships between clauses, leading to confusion In many cases, the meaning alone is sufficient to convey the connections between the clauses without the need for additional conjunctions.

Based on our collected data, we observed that frequently used example sentences predominantly appear in translation-related assessments This phenomenon is likely due to the fact that most conjunctions are typically used in isolation, with minimal pairing alongside other conjunctions.

198 ）老九睁着眼睛为了听。（ * ）

199 ）老九睁着眼睛来听。（ * ）

200 ）我去中国为了留学。（ * ）

201 ）我去中国为留学。（ * ）

202 ）我常用电脑为了工作。（ * ）

In examples 198 and 199, the phrase "睁着眼睛" serves as a manner of the action "听" rather than indicating a purpose, making the use of "为了" or "来" incorrect Similarly, the combination of "去中国" and "留学" creates a serial verb structure that inherently conveys a purpose, rendering the addition of "为了" or "为" unnecessary Example 202 illustrates a similar mistake.

Misuse occurs when there is confusion in the logical relationships between clauses, leading to the incorrect use of conjunctions or mixing conjunctions with other words Theoretically, misuse can be further categorized into four specific types: confusion between different types of conjunctions, confusion among conjunctions of the same type, the incorrect use of conjunctions with other words, and the misuse of other words as conjunctions Such misuse can result in unclear expression of meaning, disrupted logical relationships, and a sense of cognitive disarray for the reader.

Based on the actual circumstances, we will focus our discussion on three types of misused terms: the incorrect use of other words as conjunctions, the confusion between different types of conjunctions, and the mixing up of similar types of conjunctions.

（1）其他词语错用为关联词语。

203 ）我把资料带来便办入学手续。（ * ）

例 203 是把 ―便‖ 和 ―以便‖ 相混淆了。―便‖ 和 ―以便‖ 虽然都有 ―便‖ 这

The distinction between "便" and "以便" is significant, as "便" is an adverb meaning "immediately," while "以便" is a conjunction indicating purpose In the context of the sentence, "办入学手续" serves as the purpose of "把资料带来," necessitating the use of "以便" instead of "便." This illustrates a common error in word meaning and part of speech usage among learners Therefore, the sentence should be revised accordingly.

203’ ）我把资料带来以便办入学手续。

（2）与不同类型关联词语的混淆的错用。

Confusion in the use of different types of conjunctions primarily arises from mixing up causal and purpose clauses Based on alumni data, two main cases of this error can be identified.

一种是应当用表示原因关系的 ―因为‖，却用了表示目的关联词语 ―为‖

或者 ―为了‖。例如：

204 ）为我没带伞，妈妈要来接我。（ * ）

205 ）为了想想好久，我睡一个觉到下午。（ * ）

206 ）那天我起得很早，为了高兴，起床的时候 …… （ * ）

Some sentences should correctly replace "为了" and "为" with "因为," as the author intends to convey the meaning of "reason" rather than "purpose." This misunderstanding may stem from a misinterpretation of the intended message.

The word "为了" used to indicate a reason, but it has now been standardized to express purpose This change can create difficulties for learners, leading to misinterpretations and errors in expression.

204’ ）因为我没带伞，妈妈要来接我。

205’ ）因为想想好久，我睡一个觉到下午。

206’ ）那天我起的很早，因为高兴，起床的时候 ……

另一种是该用表示原因的 ―因而‖ 格式中，却又了表示目的的 ―为而‖。例如：

207 ）甚至有些国家大多数人为饥饿而死亡。

这个句子该用 ―因……而‖ 格式来代替:

207’ ）甚至有些国家大多数人因饥饿而死亡。

Vietnamese students often struggle to distinguish between similar conjunctions, leading to incorrect usage This confusion arises from a lack of clear understanding of the differences among these related conjunctions, which hinders their ability to use them accurately.

第一，该用 ―为‖，却用了表示目的 ―为了‖。例如：

208 ）他是我父母最小的儿子，因此父母为了他安排所有的事情。（ * ）

209 ）为了人民服务 ! （ * ）

Trong tiếng Trung hiện đại, từ "为了" có thể coi là tương đương với từ "để" trong tiếng Việt Hai từ này đều biểu thị mục đích và có nhiều điểm tương đồng, điều này giúp học sinh Việt Nam nắm bắt "为了" dễ dàng hơn Tuy nhiên, cũng có nhiều khó khăn do sự khác biệt giữa hai ngôn ngữ Mặc dù có những điểm tương đồng, sự khác biệt vẫn tồn tại và ảnh hưởng đến người học Một trong những khó khăn là "为了" có thể đi kèm với thành phần danh từ, trong khi "để " thì không, dẫn đến việc học sinh dễ mắc phải lỗi này.

第二，该用 ―为了‖ ，却用了 ―以便‖ 。例如：

210 ）我没有权利以便家庭放弃社会的工作。（ * ）

211 ）以便开会而开会。（ * ）

越南学生汉语表目的语句的教学建议

4.2.1 汉语表目的语句教学考察

As Chinese language teachers, we should prioritize communication-oriented teaching principles by creating a natural language exchange environment that encourages students to express themselves freely Emphasizing meaningful content in language use enhances the significance of student interactions, while avoiding corrections of language form errors promotes coherence and naturalness in communication The goal of developing communication skills represents a breakthrough in teaching philosophy, shifting the focus from mere language skill training to fostering communicative competence This sets a higher standard and necessitates a corresponding teaching system to achieve these objectives, both theoretically and practically.

The creativity of humans in using language is limitless, allowing language learners to freely exchange thoughts and emotions It is inevitable that learners will make various language errors during the learning process Research on language errors, such as that by Omaggio-Hadley (1993) and Lu Jianqi (1995), indicates that these errors are systematic and reveal key characteristics of the language learning process and proficiency development This analysis provides significant insights and evidence for understanding and studying language acquisition.

The differentiation and usage of modern Chinese purpose sentences pose significant challenges, as evidenced by a high error rate among Vietnamese learners This issue is closely linked to the role of educators, who serve as guides, knowledge transmitters, and error correctors in the classroom Each educator's unique teaching methods and techniques can significantly impact the effectiveness of instruction Our investigation into teaching strategies for modern Chinese purpose sentences aims to explore these approaches across various teaching stages, ultimately providing insights that could enhance pedagogical methods.

Modern Chinese language objectives are diverse; however, teaching assessments are primarily focused on expressions found in textbooks, such as "为了" (in order to), "为" (for), "好" (good), "来" (come), "以便" (so that), "是为了" (is for), "为的是" (is for the purpose of), and "以" (in order to).

The article examines the teaching methods, exercise design, and instructional approaches used by Chinese language educators to explain the ten purpose-indicating words, including 免, 免得, and 省得 The focus is on Chinese language teachers from Taiyuan University's School of Foreign Languages and the Foreign Language University affiliated with Hanoi National University.

The article is divided into four sections The first section focuses on methods for explaining vocabulary, emphasizing that vocabulary instruction is a primary task in teaching purpose statements It lists various vocabulary explanation techniques and seeks teachers' opinions on their effectiveness, ranked from highest to lowest The second section pertains to exercise design, presenting ten selection items such as types of exercises, characteristics, and arrangements, allowing teachers to choose what they find most reasonable The third section discusses the corresponding teaching methods and steps for these purpose-related vocabulary items Finally, the fourth section outlines a sequential explanation process (see appendix for details).

4.2.2 考察结果及分析

A total of 30 questionnaires were distributed and all 30 were returned, resulting in 30 valid responses Among these, 20 responses were from teachers at the School of Foreign Languages of Taiyuan University, while the remaining responses came from faculty at the University of Foreign Languages, part of Hanoi National University.

（1）对于这些表目的词语的解释方法考察结果

表 4.3 ：教师对现代汉语表目的词语解释方法的考察统计表

1 词语的解释要详细、易懂数量

2 词语的解释要科学、紧密数量

3 根据词语的难易程度来决定

先后顺序讲解

4 根据词语的语法、语义、语

用特点来解释

5 讲解部分后面要有例子说明数量

6 例子要恰当，能帮助理解相

7 把同类的词语同时讲解数量

8 把容易混淆的词语同时讲解数量

9 注重讲解词语的用法数量

10 教给最基本的有关语法知识数量

The study results indicate that when explaining the target vocabulary in modern Chinese, the majority of teachers (90%) believe that the explanations should be detailed and easy to understand, as well as scientific and precise.

86.7%），根据词语的难易程度来决定先后顺序讲解（83.3%）, 讲解部分后面

The study highlights the importance of using appropriate examples to enhance the understanding of related vocabulary, with 73.3% of respondents emphasizing this need Additionally, 76.7% agree on the necessity of explaining the usage of these words However, only 33.3% of teachers advocate for explanations based on the grammatical, semantic, and pragmatic characteristics of words Furthermore, the simultaneous teaching of similar words is low, with only 13.3% of teachers doing so, while 23.3% address easily confused terms together Lastly, a significant majority, 60%, support the idea of teaching students fundamental grammar knowledge.

（2）对于练习设计的看法考察结果

表 4.4 ：教师对现代汉语表目的词语练习设计的考察统计表

答案调查内容比率 1 2 3 4 5

1 练习题要多样化

练习要根据表目的词语的语义、语法、语用特点来分别设计

3 练习对讲解词语有良好的巩固作用

4 有关练习可以设计在口语、写作、翻译课

5 练习题不应该有多种答案

练习内容根据这些表目的词语之间的联系和差别来

在练习题的位置编排上，

Each explanation of vocabulary should be followed by targeted exercises, along with comprehensive practice questions to reinforce understanding.

练习形式该多样，如填

空、选位置、替换、改错、翻译等等

9 合理设计练习，及时反馈

注意病句解释分析比较，

避免学生在语言交际中出现的偏误

Based on the survey results, teachers have specific views on the design of exercises for modern Chinese vocabulary Firstly, the characteristics of exercises should be diverse (86.7%), effectively reinforce the explained vocabulary (83.3%), and ideally have a single correct answer (63.3%) Secondly, the design of exercises should incorporate various skill areas (70%), with targeted exercises following each vocabulary explanation and also include comprehensive exercises (63.3%) Additionally, exercise formats should be varied, including fill-in-the-blank, multiple choice, substitution, correction, and translation (53.3%) However, only a small percentage of teachers (26.7%) believe that exercises should be designed according to the semantic, grammatical, and pragmatic features of the vocabulary, and even fewer (20%) support the idea that exercise content should explore the relationships and differences between these vocabulary items.

（3）对教学方法的考察结果

表 4.5 ：教师对现代汉语表目的词语教学方法的考察统计表

对象教学方法

一年级二年级三年级为了、为、来

以便、为的是、

1 提供有关的公式 26/30

2 使用母语来解释 25/30

3 注重讲语法结构 20/30

4 注重语法、语义、语用相结

5 先讲语法规律，再举例子加

以印证，最后做练习

6 按教材里面的内容来讲 15/30 15/30 15/30

7 紧密结合学生的难点 9/30（30%） 14/30

8 设计情景来讲 12/30（40%） 14/30

9 先举例子，再分析、描写，

最后提出用法 16/30 15/30 14/30

10 注重有关句式的变换条件 10/30

The purpose of this project is to explore the teaching methods employed by educators based on the specific levels of their learners, focusing primarily on teaching strategies and steps The findings indicate that providing students with relevant formulas to explain vocabulary is a common approach, utilized by 86.7% of teachers, regardless of whether the learners are in first, second, or third grade.

90% 和 83.3%）；第二，给一年级的学生讲课的时，教师们常通过母语来讲

The study reveals that the most frequently used teaching method is the deductive approach, utilized 83.3% of the time Additionally, when instructing first, second, and third graders, teachers place significant emphasis on grammar structures, with a usage rate exceeding 60% Furthermore, the findings indicate that for first-grade students, educators are more inclined to adopt the deductive method over the inductive approach.

的（占 76.7%）。值得注意的是，教师大部分没有注重语法、语义、语用相

When discussing the topic, it's noted that less than 40% of individuals frequently create scenarios or emphasize the importance of varying sentence structures, with corresponding rates for these practices falling below 50%.

（4）对教学顺序的考察结果

表 4.6 ：教师对现代汉语表目的词语教学顺序的考察统计表

次序表目的

学习阶段第一学期

The ten listed conjunctions in the article reflect teachers' opinions on the appropriate teaching sequence across four semesters The survey results indicate that a majority of teachers support introducing "为了" (for), "以便" (in order to), "为" (for the sake of), and "来" (to) in the first grade, with approval rates of 86.7%, 83.3%, 73.3%, and 53.3%, respectively Conversely, terms like "好" (well), "免得" (so as not to), "为的是" (for the purpose of), "以免" (to avoid), and "省得" (so that) are deemed more suitable for the second grade, with agreement rates exceeding 60% This distinction is logical, as the first set of terms is commonly used in simple sentences, making them accessible for beginners in Chinese In contrast, the latter terms are primarily found in complex sentences, which are slightly easier for second-grade students to grasp.

4.2.2.2 语法课教学存在的主要问题

（1）教学内容陈旧，不符合学生学习的实际需要

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