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 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 and the flexible application of word classes are notable features in modern Chinese, reflecting a connection to classical Chinese Additionally, modern Chinese incorporates several formal words from ancient language, such as "之," "于," "者," and "其." Among these, "其" is a versatile term derived from classical literature, frequently used in written contexts It can function both as a pronoun and as a particle, with its usage and meaning being quite complex; it can sometimes replace nouns referring 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 nhất là dưới dạng định ngữ Việc kết hợp "其" với các hình thức biểu đạt tương ứng trong tiếng Trung hiện đại đã làm phong phú thêm cách diễn đạt trong ngôn ngữ này Tiếng Việt cũng đã mượn từ "KỲ" từ tiếng Trung Nếu trong quá trình học tiếng Trung, người học hiểu rõ cách sử dụng "其" và liên hệ với các hình thức biểu đạt tương ứng khác, đồng thời phân biệt được sự khác nhau và tương đồng giữa chúng, thì sẽ có thể sử dụng một cách 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, can be challenging due to the complexities of using the word "其." Many learners struggle with its various applications, leading to misunderstandings or incorrect usage that hinder their Chinese language proficiency, especially in written expression Common errors among Vietnamese undergraduate students majoring in Chinese include omissions, incorrect usage, and inappropriate collocations of "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 thesis analyzes the misuse of the word "其," focusing on undergraduate students from the Department of Chinese Language and Culture at Hanoi National University of Education The aim is to provide a valuable reference for Vietnamese Chinese language teaching, particularly in enhancing Chinese writing instruction and improving learners' written expression in the language.
本论文的研究目的在于：
The study investigates the misunderstandings and usage errors of Vietnamese students regarding the modern Chinese equivalent of the word "其," identifying various types of these errors.
- 经分析指出其偏误成因；
This article analyzes the causes of errors in language learning and offers relevant teaching and learning suggestions Upon completion, it will serve as a valuable reference for Chinese language teaching in Vietnam.
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 classification of modern Chinese words, particularly focusing on the usage and common errors associated with the term "其."
This study investigates the understanding and usage of the polysemous word "其" among undergraduate students majoring in Chinese in Vietnam, focusing on intermediate and advanced levels It aims to identify and categorize the common errors made by these students in their application of this term.
Based on the analysis of the obtained results, this study identifies the underlying causes of errors and offers relevant teaching and learning recommendations The aim is to enhance 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 Chinese character "其" among second and third-year undergraduate students at the Faculty of Foreign Languages, Vietnam National University, Hanoi, specifically those majoring in Chinese language and culture with a dual degree in Han-Nom studies By examining these students as a case study, the research aims to identify the types of errors and their underlying causes The scope of the study is limited to modern Chinese and classical function words.
The data for this study primarily originates from a survey conducted among second and third-year undergraduate students at the Department of Chinese Language and Culture at the University of Foreign Languages, Hanoi National University, as well as from approximately 200 written assignments from students majoring in Chinese Language and Culture with Chinese as a second major.
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 questionnaire survey method was employed to investigate the understanding and usage of "其" among second-year undergraduate students in the Chinese Language and Culture Department at the National University of Vietnam, 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
The classical elements in modern Chinese hold significant importance, yet understanding and applying these elements for effective communication in Chinese presents a considerable challenge This paper focuses on a specific linguistic aspect related to this issue.
A comprehensive study on the misuse of the word "其" will serve as a valuable reference for undergraduate Chinese language education in Vietnam The findings aim to inspire students in their approach to learning and understanding classical vocabulary in modern Chinese, particularly the polysemous word "其." This research seeks to enhance their reading comprehension and written expression skills in the Chinese language.
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
The article summarizes research findings related to human studies and provides an overview of theories pertinent to second language teaching, including error analysis and interlanguage It also introduces concepts related to cognates and modern Chinese, as well as classical Chinese vocabulary, establishing a theoretical foundation for further analysis and examination.
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, meaning, and usage Through an analysis of students' writings, the study identifies and categorizes common errors related to the use of "其," providing insights into the current state of misunderstandings.
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 word "其" and proposes teaching strategies to address these issues This research 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
1.1.1 偏误的概念
S.P Corder, a British linguist and proponent of error analysis, categorized errors made by second language learners into two types: "slips" and "errors." Slips are random mistakes that occur without any pattern and do not reflect the learner's language proficiency In contrast, errors are systematic and recurring, characteristic of second language learners These errors reflect interlanguage features 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 stages, strategies, and overall process of language acquisition Different stages of learning lead to distinct errors; for instance, Vietnamese learners new to Chinese often make mistakes influenced by their native language, such as saying "Today is the twelfth of August" or "Younger brother, I study Chinese at university." As learners progress and use Chinese more, the interference from their native language decreases, while interference from the target language increases, resulting in more errors due to this influence This phenomenon highlights the importance of error analysis in applied linguistics, aiming to explore the characteristics of these errors for targeted analysis The findings significantly impact second language teaching, enabling learners to leverage positive transfer while minimizing negative transfer, ultimately enhancing their learning outcomes.
1.1.2.偏误的类型
In his 2007 book "Analysis of Errors in Foreigners Learning Chinese Grammar," Zhou Xiaobing categorizes errors into five types: overgeneralization, omission, misplacement, substitution, and blending Among these, overgeneralization is also known as "误加."
“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
In discourse, essential language units may be absent, leading to errors in structure Misordering, also known as displacement, occurs when the position or sequence of one or more language units in a sentence or text is incorrect Misrepresentation, or substitution, refers to the use of an inappropriate language unit in a specific syntactic position Moreover, blending involves the improper combination of two or more grammatical structures.
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
Different classification methods, while distinct from S.P Corder's approach, play a crucial role in second language teaching Depending on the specific research focus and objectives, various classification systems can be applied in the practice of error analysis.
Research findings from scholars have identified several key reasons for errors in foreign language teaching within the context of second language instruction.
1.1.3.1 母语负迁移
In the process of learning a second language, learners often rely on existing linguistic phenomena from their native language to infer corresponding features in the target language, particularly at the beginner level, where they are prone to applying their native language habits to the new language Due to inherent differences between the two languages, this can lead to errors Additionally, when learners are unfamiliar with the rules of the target language, they depend on their native language knowledge to grasp new concepts, resulting in similar errors among learners sharing the same native language background This phenomenon, known as negative transfer, is especially evident in the acquisition of target language phonetics For instance, Vietnamese learners of Mandarin may mistakenly apply the tonal rules of Vietnamese, which has six tones, to Mandarin, which has four tones, often leading to mispronunciations, such as using the Vietnamese "heavy tone" to represent Mandarin's fourth tone.
Việc áp dụng sai quy tắc phát âm của tiếng Việt vào tiếng Trung đã dẫn đến việc phát âm âm thứ tư không chính xác Điều này cũng khiến cho âm hỏi (thanh hỏi) bị áp dụng không đúng vào phát âm âm thứ ba của tiếng Trung, gây ra sự không chuẩn xác trong cách phát âm âm thứ ba.
1.1.3.2.目的语知识负迁移
Negative transfer of target language knowledge occurs when learners inappropriately apply their limited understanding of the target language to new linguistic phenomena, resulting in errors This phenomenon, known as transitional generalization errors, typically lacks roots in the learners' native language and is often observed among learners from different linguistic backgrounds For instance, when learning degree complements, students may incorrectly use the structural particle "得" after a verb followed by a degree complement, leading to errors such as "We completed the task well that the teacher assigned," "He writes Chinese characters very beautifully," and "Xiao Wang swims very quickly."
1.1.3.3 文化因素负迁移
Language errors often arise not solely from linguistic issues but also from cultural differences between ethnic groups, leading to pragmatic errors in language form and usage Despite Vietnam and China sharing a similar cultural space, subtle distinctions can result in negative transfer of cultural factors for learners For instance, in Chinese culture, a "wolf" is perceived as a fierce predator, while the term "色狼" (sex wolf) refers to someone with excessive sexual desires that may manifest in inappropriate behavior In contrast, the corresponding expression in Vietnamese is "DÊ," highlighting the cultural nuances that can lead to misunderstandings in language learning.
Trong văn hóa Việt Nam, con dê được coi là biểu tượng cho khả năng trong quan hệ tình dục, do đó từ "DÊ" trong tiếng Việt mang ý nghĩa ẩn dụ chỉ những người có ham muốn tình dục thái quá Sự khác biệt này cho thấy cách mà tiếng Trung và tiếng Việt sử dụng hình ảnh động vật để biểu thị dục vọng: tiếng Trung lấy hình ảnh con sói, trong khi tiếng Việt lại chọn con dê Điều 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 employ to effectively grasp language rules, 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 faced with the need to articulate ideas beyond their current linguistic knowledge or skills, learners resort to various linguistic and non-linguistic means to communicate effectively Key approaches include avoidance, paraphrasing, seeking assistance from authoritative sources, and direct translation from their native language These strategies primarily impact vocabulary and grammar usage.
1.1.3.5 学习环境的影响
The impact of the learning environment on students primarily stems from language-related issues that create negative effects Key factors include insufficiently thorough explanations and guidance from teachers, as well as incorrect demonstrations Additionally, the lack of scientific rigor in textbooks, poor organization, and discrepancies between classroom instruction and skill training contribute to these issues Some errors arise from teachers' ongoing challenges with complex topics, particularly grammar, which have not yielded satisfactory research outcomes Others stem from inappropriate attitudes of textbook authors or teachers When faced with students' questions, some teachers may provide hasty and incorrect answers due to a lack of understanding, further contributing to an unfavorable learning environment and becoming a source of errors in students' learning experiences.
1.1.3.6 教学环节的疏漏
The article highlights key shortcomings in the teaching process, focusing on issues related to the curriculum, teaching methods employed by educators, and the inappropriate identification of teaching priorities and challenges, along with various objective factors affecting classroom instruction.
中介语简介
1.2.1 中介语的概念
Interlanguage refers to a unique linguistic system that learners develop, which exists between their first language and the target language This system has its own set of rules that manifest in phonetics, vocabulary, and grammar Learners consciously apply these rules to generate or comprehend discourse they have never encountered before Interlanguage possesses characteristics and functions similar to those of other human languages, serving as an effective tool for communication.
The emergence and development of interlanguage theory were inevitable due to significant challenges faced by contrastive analysis in the 1960s This approach, which focused on a "teacher-centered" perspective rather than a "learner-centered" one, overlooked the essential role of learners in the language acquisition process Consequently, there was a growing interest in understanding the individual factors that influence learners and their learning journeys.
Some believe that contrastive analysis, error analysis, and early interlanguage theory are interconnected in a developmental manner, but this is a misunderstanding These three approaches differ significantly in their theoretical foundations and research methodologies Contrastive analysis is based on behaviorist psychology and structuralist linguistics, aiming to describe and explain the internal learning processes of 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, which is often partial, to explain their learning process While error analysis does not dismiss comparison, it does so after analyzing the learner's errors and the target language, distinguishing it from contrastive analysis Early interlanguage theory, on the other hand, recognizes the learner's language as an independent system, a perspective that contrastive analysis overlooks and that error analysis only partially acknowledges.
1.2.2 中介语的特点
Interlanguage is not a static system; it is a dynamic linguistic framework that evolves over time As learners acquire new knowledge and rules, existing structures are continuously refined and adjusted With the improvement of language proficiency and the increasing need for communication, interlanguage develops through distinct stages, transitioning from simple to complex and from basic to advanced, gradually moving away from the influences of the first language.
Interlanguage contains certain errors; however, it is not entirely incorrect, as it also includes correct elements that expand as learning progresses The errors in interlanguage are often repetitive, and the development towards the target language is not linear but rather a complex process Even previously corrected mistakes can resurface in a systematic manner.
Interlanguage is a unique linguistic system that learners develop at various stages, situated between their first language and the target language It encompasses its own set of rules, manifesting in phonetics, vocabulary, and grammar Learners consciously employ these rules to generate or comprehend discourse they have never encountered before Interlanguage possesses characteristics and functions similar to other human languages, serving as a valuable tool for communication.
The emergence of interlanguage can be attributed to five key factors: language transfer, the generalization of target language rules, transfer caused by training, learners' learning strategies, and communication strategies Interlanguage represents a linguistic system created by learners who have not fully mastered the rules of the target language, leading to incomplete generalizations and inferences While interlanguage contains certain errors, it also includes correct elements that expand as learning progresses The errors in interlanguage are often repetitive, and its development is not a linear progression toward the target language; rather, it evolves in a more complex manner, with previously corrected mistakes reappearing in a systematic way.
Interlanguage errors can be persistent, leading to a phenomenon known as "fossilization," where certain aspects of language remain stagnant, particularly in pronunciation This stagnation occurs for various reasons, affecting learners' ability to progress in their language acquisition.
The influence of a learner's first language may be difficult to eliminate, leading to persistent errors Additionally, learners might recognize that these mistakes do not hinder communication and, having received positive feedback, may become complacent 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 classifying word categories in modern Chinese, leading to a general consensus The primary standard for this classification is 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 This article briefly introduces each of these aspects.
The morphological characteristics of words can be categorized into two types: derivational morphology and inflectional morphology Additionally, words possess the ability to function as syntactic components, with a clear correspondence between word classes and syntactic roles In English, the syntactic position of a word helps determine its part of speech, facilitating word classification based on its syntactic capabilities This alignment between syntactic roles and word classes is a key criterion for categorizing words in Indo-European languages Furthermore, the combinatory ability of words is governed by specific rules; words that share similar combinatory patterns can be grouped together Zhu Deqi (1985) emphasized that the basis for classifying word types lies in their grammatical functions, which he defined as the totality of grammatical positions a word can occupy In modern Chinese, words are classified into two main categories: content words (including nouns, verbs, adjectives, pronouns, numerals, and measure words) and function words (which encompass 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 polysemous word refers to a term that possesses two or more grammatical categories This phenomenon indicates that a word can serve the primary grammatical functions of different categories in various contexts, meaning it operates as one type in one situation and as another in a different context Importantly, polysemous words must have the same pronunciation and related meanings; words that lack this connection are not considered polysemous Additionally, they should be distinguished from temporary or rhetorical usages.
In Chinese, there are three common types of polysemous words: First, nouns that 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, words that serve as both nouns and 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 also act as verbs, with "代表" again exemplifying this dual role (我代表全班同学上台讲话) The meaning of these polysemous words relies heavily on context; without it, their interpretation can become unclear, as seen in the example: "我是华东贸易公司的翻译" (翻译 is a noun here).
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, statement, 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, machinery, brightness, happiness, contradictions, health, pain, and cattle.
Adjectives that also function as verbs include terms such as noisy, chaotic, heavy, broken, busy, hot, tight, lively, abundant, prosperous, active, clear, serious, isolated, determined, 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, there are nouns that can serve as adjectives and adverbs, such as "light" and "natural."
（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" exemplifies a versatile term that can function as both a pronoun and a particle, sometimes even serving multiple grammatical roles simultaneously As a pronoun, "其" can be categorized into personal pronouns and possessive pronouns The appropriate use of "其" enhances the formal tone of written Chinese, contributing to more sophisticated expression.
语言的继承性以及现代汉语中的文言词语简介
Human society is characterized by continuity, and language, as a vital communication tool, reflects this trait Throughout the history of language formation and development, new linguistic phenomena, particularly the emergence of new words and expressions, continually arise.
Ancient Chinese, which encompasses the written language of the ancient Han people, has evolved through three historical periods: ancient, medieval, and modern, ultimately leading to contemporary Chinese This linguistic evolution is evidenced by the preservation of certain archaic language phenomena, despite changes in meaning and usage Prior to the May Fourth Movement in 1919, ancient Chinese was primarily based on classical Chinese and early vernacular forms To understand the phonetics, vocabulary, grammar, and characters of ancient Chinese, one must analyze the specific linguistic manifestations found in classical texts Like other language systems, ancient Chinese consists of three main components: language, vocabulary, and grammar, and it covers a wide range of knowledge, including history, literature, politics, military affairs, medicine, technology, astronomy, and moral principles.
Language evolves alongside human society, reflecting its continuity In modern Chinese, many classical particles and grammatical structures still exist, often alongside their modern counterparts, though differences remain Without a foundational knowledge of classical Chinese, learners may struggle with the language barriers that arise Studying ancient Chinese not only provides insight into its rich cultural heritage but also 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 the fronting of objects, causative constructions, intentional usage, and ellipsis Additionally, the role of function words in understanding grammar is crucial Therefore, studying Classical Chinese necessitates a comprehensive approach that cannot overlook these linguistic features.
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 should master the Chinese-Vietnamese pronunciation and meanings of new words and characters, particularly the usage of function words This foundational understanding will help them grasp emerging grammatical phenomena effectively.
To effectively grasp the original text, learners must understand its unique grammatical structures and challenges, as well as the relevant historical context, literary allusions, and cultural knowledge Building on this foundation, they should rephrase the content in modern Chinese Additionally, each article should highlight idioms, proverbs, and maxims to enrich vocabulary and deepen the understanding of the text's profound meanings The selected articles primarily originate from renowned works of ancient Chinese literature, allowing learners to also appreciate the associated literary knowledge through the lessons.
In modern Chinese, elements of classical Chinese can still be found in phonetics, vocabulary, grammar, certain sentence structures, and function words Therefore, studying ancient Chinese can significantly enhance comprehension of modern Chinese texts and improve written expression, offering substantial benefits to learners.
In the language learning process, it is essential to actively employ comparative methods alongside traditional techniques The principle of "knowing the differences through similarities" highlights the significance of comparison, particularly between ancient and modern Chinese, which exhibit notable differences For students whose native language is Vietnamese, the historical and social influences of Sino-Vietnamese contact create a close relationship among Vietnamese, ancient Chinese, and modern Chinese By carefully comparing these three languages, learners can alleviate difficulties, enhance their interest, and improve their learning outcomes We believe that with a solid foundation in classical Chinese, learners will see significant improvements in their understanding and expression of modern Chinese Additionally, it is important to utilize reference materials, strengthen skill training, and commit idioms, proverbs, and notable quotes to memory.
From a lexical perspective, Classical Chinese primarily consists of monosyllabic words, whereas Modern Chinese tends toward disyllabic vocabulary In other words, disyllabic words dominate contemporary Chinese Some ancient terms have been preserved and evolved into modern usage, illustrating the continuity of the language Examples of disyllabic words in Modern Chinese that originate from Classical Chinese include 可 (kě) becoming 可以 (kěyǐ), 告 (gào) evolving into 告诉 (gàosù), 知 (zhī) transforming into 知道 (zhīdào), 旁 (páng) changing to 旁边 (pángbiān), 富 (fù) turning into 富有 (fùyǒu), and 贫 (pín) developing into 贫穷 (pínqióng).
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：
In the context of language and communication, "食" translates to "eat," while "饮" means "drink." The word "欲" signifies "want," and "恶" or "厌" conveys the idea of "dislike." "曰" translates to "say," and "闻" means "hear." The term "余" indicates "more," and "窥（镜）" relates to "look in (the mirror)," leading to "照（镜）," which means "to reflect." "视" translates to "see," while "走" means "run." The word "饥" signifies "hunger," and "诸" refers to "various" or "each." "寡" means "few," and "亦" translates to "also." The term "书" can mean "write" or "letter," while "此" translates to "this," and "彼" means "that." "则" signifies "then," and "若" translates to "if," with "是" meaning "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 correspond to various expressions depending on the context, such as "何时" meaning "when," "何谓" translating to "what is called," "何不" as "why not," "何能" meaning "how can," "何处" as "which place," and "如何" translating to "how." Understanding these variations is crucial for accurate communication.
1.5．文言文中的“其”的词类
After reviewing the "Cihai" dictionary and the "Ancient Chinese Language Course," along with various online resources, the author summarizes that the term "其" in Classical Chinese encompasses several grammatical categories.
“其”当代词用又分为以下几种情况：
The first point is that third-person pronouns can function as possessive adjectives, translating to "his," "her," "its," or "one's," 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》）
“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：
（8）寡人欲以五百里之地易安陵，安陵君其许寡人!（其：可要）
第二是，加强揣测语气，相当于“恐怕”、“或许”、“大概”、
“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
（10） 王之好乐甚，则齐国其庶几乎?（《庄暴见孟子》）
第三是，加强反问语气，相当于“难道”、“怎么”等。例如：
（11）以残年余力，曾不能毁山之一毛，其如土石何?（《愚公移山》）
“其”当连词用又可以分为以下几种情况：
The first aspect indicates a choice relationship, akin to "is or " For example: "Is it truly without a horse? Or does it genuinely not know about horses?" (from "On Horses").
第二是，表示假设关系，相当于“如果”。例如：
The quality of one's work may lack precision, and moral character may fall short; this is not due to an inferior natural disposition, but rather a reflection of one's commitment compared to others.
汉越语言接触及 越南语里的汉语借词“ K Ỳ ” 简介
Vietnam and China share a close geographical and cultural connection, leading to significant linguistic interaction This interaction has resulted in a substantial incorporation of Chinese loanwords into the Vietnamese language These loanwords can be categorized into three types: ancient Sino-Vietnamese words, Sino-Vietnamese words, and Vietnamese-formed Sino-Vietnamese words Once integrated into Vietnamese, these Chinese loanwords are influenced by the rules of Vietnamese vocabulary Some words are fully borrowed without changes in word class, meaning, or usage, such as "生长" (to grow), "美丽" (beautiful), and "学习" (to study) Others undergo changes in word class, like "特色" (characteristic), "兴趣" (interest), and "心得" (insight) Additionally, some experience alterations in word order compared to their original Chinese forms.
“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 both Vietnamese learners of Chinese and Chinese learners of Vietnamese, making language acquisition a considerable 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 hình thành từ "其", chẳng hạn như "thực sự" (kì thực) và "cực kỳ" (cực kỳ).
Câu nói "闻其声见其形" (văn kì thanh bất kiến kì hình) thể hiện sự quan sát và nhận biết Tuy nhiên, nhiều từ đồng âm với "其" cũng đã được đưa vào tiếng Việt, dẫn đến sự phong phú về từ vựng đồng âm, chẳng hạn như từ "好奇" (hảo kỳ).
（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 ” 、
The characters "祁" and "祈" are examples of homophones with different meanings, yet their pronunciations in Vietnamese Chinese differ This distinction presents a significant challenge for Vietnamese learners of the Chinese language.
相关研究综述
1.7.1．在中国的相关研究情况
Modern Chinese retains a significant number of classical Chinese elements, encompassing both vocabulary and grammar This phenomenon has become a focal point of interest within the Chinese linguistic research community Notably, Zhang Shilu's 1956 work, "Ancient Words in Modern Chinese - Linguistic Knowledge," highlights how the differentiation of ancient Chinese led to the replacement of classical Chinese by vernacular language Throughout this transition, modern Chinese has inherited various aspects of classical Chinese.
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
Zhang Zhonghang's 1986 work "Classical and Vernacular Chinese" provides a systematic and comprehensive analysis of the relationship between classical and vernacular Chinese The author emphasizes that the concept of inheritance is a universal phenomenon in the development of all languages, 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 Classical Chinese in Idioms" analyzes the characteristics of modern Chinese idioms, such as their symmetry, coordination, and structural integrity, affirming that these traits are derived from ancient Chinese Additionally, Sun Yuwen (2004) highlights the differences between written and spoken modern Chinese, emphasizing that learners must understand the connection between classical and modern Chinese to achieve the correct language style in their writing, thereby enhancing their expressive abilities Xu Shiyi (2007) further clarifies the inheritability of modern Chinese from classical Chinese, illustrating the historical evolution from classical to vernacular Chinese Wang Ning (2005) discusses the importance of teaching classical Chinese in modern language education, advocating for a balanced approach in secondary school curricula that acknowledges the significance of classical Chinese alongside modern language instruction.
In 2012, Mr Sun Dejin published a work titled "A Study of Classical Grammar Components in Modern Written Chinese," where he systematically summarized previous research on classical grammar in modern Chinese He further examined and analyzed the classical grammar phenomena present in contemporary Chinese The author dedicated significant space to exploring the meanings and usages of classical function words in modern Chinese, providing rich and reliable data Additionally, the classification and usage of the word "其" were also addressed in this work, yielding valuable insights into written Chinese.
Understanding the significance of classical Chinese expression is crucial, particularly in grasping the use of the character "其" in classical texts and its modern Chinese counterpart.
Research on error analysis in China has yielded significant results, particularly in related fields such as interlanguage and second language acquisition, which have also seen considerable achievements We have already summarized the relevant theories, making further discussion 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 research in Vietnam, particularly focusing on vocabulary errors in the Chinese language acquisition process of Vietnamese students Numerous master's theses have emerged that investigate vocabulary errors among these learners However, this paper specifically selects modern Chinese as its focal point for analysis.
This article focuses on the common misuses of the classical Chinese term "其," limiting the discussion to vocabulary related to classical Chinese and its associated errors.
Tại Việt Nam, nghiên cứu về văn ngôn được đánh giá cao, 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 để nghiên cứu lĩnh vực này.
Nhiều bài viết trên tạp chí "Ngôn ngữ" và "Từ điển học và Bách khoa toàn thư" đã nghiên cứu về ý nghĩa và cách sử dụng của các từ mượn từ tiếng Trung trong tiếng Việt, chỉ ra sự khác biệt về nghĩa giữa hai ngôn ngữ Nghiên cứu này không chỉ hỗ trợ cho việc giảng dạy tiếng Trung tại Việt Nam mà còn góp phần vào việc biên soạn từ điển Các nhà nghiên cứu thế hệ trước, như ông Nguyễn Quang Hồng, đã phân tích ý nghĩa và cách phát âm của một số từ tiêu biểu như "上" và "下", cũng như cách đọc và ý nghĩa của bài thơ "Tĩnh dạ tư" trong tiếng Trung và tiếng Việt Tác giả đã tiếp cận vấn đề từ góc độ chữ viết, từ vựng và ngôn ngữ, đặc biệt là sự phát triển của các từ sau khi được đưa vào tiếng Việt.
Trong những năm gần đây, ông Phạm Ngọc Hàm đã kế thừa và phát triển các nghiên cứu của thế hệ trước về yếu tố Hán văn trong tiếng Việt Ông đã tiến hành nghiên cứu từ góc độ ngôn ngữ và chữ viết, đồng thời công bố nhiều bài viết quan trọng Đặc biệt, tác phẩm nổi bật nhất của ông là cuốn sách "Văn ngôn trong tiếng Hán hiện đại" xuất bản năm 2016.
The author summarizes the vocabulary and grammatical phenomena inherited from Classical Chinese in modern Mandarin, highlighting the relationship between the two forms Key elements discussed include the usage of particles such as "之," "者," "所," and "于," which illustrate the connection between historical and contemporary language structures.
The comparative analysis of classical Chinese particles, such as "其," provides valuable insights that can be connected to the corresponding vocabulary and grammatical phenomena in Vietnamese This connection also extends to the teaching of Chinese in Vietnam, highlighting the significant impact this research has on our understanding of language instruction.
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, while also addressing issues related to vocabulary changes.
Research on the classical elements in modern Chinese, particularly in vocabulary and grammar, has flourished in China However, studies in Vietnam remain limited, with only范玉含's work comparing the classical and vernacular uses of the word "其." There is a noticeable gap in research regarding the errors and acquisition of "其" among Vietnamese students learning modern Chinese This gap provides a compelling reason to focus on the analysis of errors related to "其" among undergraduate students in the Chinese Language and Culture Department at the University of Foreign Languages, Hanoi National University.