ANALYSIS OF ERRORS IN THE USE OF CHINESE STRUCTURAL DEFINITIONS BY FIRST-YEAR STUDENTS OF CHINESE LANGUAGE, FACULTY OF FOREIGN LANGUAGES – THAI NGUYEN UNIVERSITY

Abstract

This study investigated errors in using Chinese adverbs by first-year students majoring in Chinese Language, School of Foreign Languages, Thai Nguyen University, based on the theory of language typology and second language acquisition. Data from 120 students were collected through questionnaires and exercises, and analyzed in the direction of error analysis. The results showed four main groups of errors: (1) Errors in ordering in multi-level adverbs, (2) Errors in redundancy, omission or misuse of the particle "的", (3) Errors in ordering between adverbs and word centers, and (4) Errors in missing or excess components in adverbs; in which errors in ordering in multi-level adverbs accounted for the highest percentage (32%). The main causes were the influence of the mother tongue, the difference in the Vietnamese and Chinese systems, as well as the fact that students had not yet mastered the grammar rules. The study proposes teaching solutions such as language contrast, rule systematization, oriented practice and technology-supported collaborative learning to help students reduce errors, consolidate their grammar foundation and improve their academic communication skills.