选题背景
伴随着人类日益进入数字化时代，人们也越来越关注数词，数词和我
Numbers are an integral part of our daily lives, playing an increasingly significant role across different countries and languages They transcend mere numerical representation, becoming a frequently used component of language In modern Chinese vocabulary, numbers stand out as an independent category, essential for word formation and sentence construction.
In teaching Chinese as a second language, the instruction of numerals is an essential component For learners, mastering the numeral system is crucial as it enriches their expression and enhances the precision of communication in Chinese This proficiency not only elevates their language skills but also boosts their motivation to learn However, the unique grammatical functions and cultural significance of numerals present challenges for teachers in effectively conveying this knowledge.
Currently, while research on Chinese numerals is becoming increasingly mature, there is a lack of studies specifically focused on Vietnamese students' learning and mastery of Chinese numerals Our collected materials indicate that no research has been conducted on the teaching of Chinese numerals to Vietnamese students Therefore, I have chosen "Research on the Teaching of Chinese Numerals: A Case Study of Cardinal Numbers" as the topic for my master's thesis in Chinese teaching methodology, with the hope of providing valuable reference materials for Chinese language educators and learners.
研究现状
中国的研究现状
2.1.1汉语数词本体研究现状
Since the publication of Ma Jianzhong's "Ma's Grammar" in 1898, numerals have been recognized within the grammatical framework of the Chinese language Although the terminology used to describe numerals may vary, their significance within the grammatical system has been firmly established.
Han Chenqi's 1984 work "On Numerals in Chinese Idioms" explores the collocation forms and characteristics of numerals within Chinese idioms, highlighting their unique significance in this context.
张嘉星的《一般数词与特殊数词 ——试论汉语数词的两大分野》
In 1996, a dichotomous approach categorized numerals into general and special numbers, highlighting the unique significance of numerals that cannot be substituted with other digits The article illustrates this concept by providing examples of numerals used in fixed expressions, showcasing their specific applications.
萧国政、李英哲的《汉语确数词的系统构成、使用特点和历史演变》
In 1997, a study was conducted on the systematic composition, usage characteristics, and historical evolution of cardinal numerals, utilizing both diachronic and synchronic research methods.
吕叔湘的《现代汉语八百词（增订版）》（1999）这本书，介绍了
“半”、“一”、“千万”、“万一”、“万万”、“再三”、“双”、
The article discusses the meanings and usage of similar terms in Chinese, such as "两" (liang), "俩" (lia), "多半" (duoban), and "多一半" (duo yiban) It references the work of Tian Youcheng and Zeng Luping in their 2000 publication "Modern Chinese Numeral Representation," which summarizes the representation of various types of numerals in modern Chinese, including zero, integers, imaginary numbers, approximate numbers, ordinal numbers, fractions, multiples, and interrogative numbers, by comparing ancient and modern Chinese numeral systems.
In their 2006 study, "The Origin of the 'Number + Measure Word + Noun' Construction in Chinese," authors Wu Fuxiang, Feng Shengli, and Huang Zhengde explore the historical development of this grammatical structure They provide a comprehensive analysis of how numerals have been utilized throughout history, detailing their usage patterns and contexts.
黄伯荣、廖序东主编的高等院校文科教材《现代汉语（增订四版）》
In the 2007 textbook, it is stated that "numerals are words that represent quantity or order, categorized into cardinal and ordinal numbers." Additionally, the textbook provides a detailed explanation of the usage of numerals and classifiers.
The article discusses the usage of "俩" and "仨," as well as the distinctions between "二" and "两." However, it does not address the abstract meanings of numerals and the cultural implications that arise from them.
The book "Practical Modern Chinese Grammar" by Liu Yuehua and Pan Wenyu (2007, pages 115-129) provides an explanation of the meaning and classification of numerals, as well as the methods of counting them Additionally, it discusses various aspects related to numerals in the Chinese language.
2.1.2汉语数词教学研究现状
汉语数词教学研究是以 21 世纪为分界点，21 世纪以前的文献大多研
The study of Chinese numerals reveals significant insights into Chinese cultural psychology, as highlighted in Zhang Qingchang's 1990 paper, "The 15 Numerals of Chinese." This work primarily focuses on the essence of numerals, briefly addressing the challenges they present in teaching Chinese as a foreign language Similarly, Zhang Dexin's 1995 publication, "The Universe in Numbers," provides a detailed discussion on numerals, offering a concise exploration of teaching methods and relevant content from both linguistic and foreign language teaching perspectives.
In the context of teaching Chinese as a foreign language, challenges often arise when dealing with large numbers such as "hundred," "thousand," "ten thousand," and "half." Effective strategies for interpreting and teaching these numerical concepts are essential for enhancing comprehension and fluency in the language.
此后十几年来，尤其是进入 21 世纪以来，我们可以在中国知网上找到
Several notable master's theses focus on the teaching and research of Chinese numerals in the context of teaching Chinese as a foreign language For instance, Wang Juan's thesis, "Teaching Chinese Numerals" (2008), and Li Shihong's work, "A Comparative Study of Chinese and Vietnamese Numerals and Analysis of Errors Made by Vietnamese Students" (2008), provide valuable insights Additionally, Zhang Di's thesis, "Teaching Numerals in Chinese as a Foreign Language" (2009), and Liu Xiaobing's research, "Teaching Numerals in Chinese as a Foreign Language: A Case Study of English Native Speakers" (2009), further contribute to the field Other significant works include Li Yuanxiang's "A Comparative Study of English and Chinese Numerals and Its Implications for Teaching" (2012), Yang Guofen's "Research on Teaching Chinese Idioms with Numerals" (2013), and Xu Yanan's thesis on the study of Chinese numerals in foreign language teaching These studies collectively enhance our understanding of numeral instruction in foreign language contexts.
In recent years, several master's theses have contributed to the field of Chinese language teaching, particularly focusing on numeral instruction Notable works include Xiao's 2015 thesis on the teaching of numerals
越南的研究现状
Currently, research by Vietnamese scholars on Chinese numerals is limited, primarily focusing on the cultural significance of these numerals A notable contribution is Nguyen Thi Rong's master's thesis, "Cultural Meanings of Modern Chinese Cardinal Numbers: A Comparative Study with Corresponding Vietnamese Cardinal Numbers" (2006), which explores the cultural implications of Chinese cardinal numbers in relation to their Vietnamese counterparts.
This study employs statistical methods to analyze the cultural meanings of Chinese numerals based on collected data It further utilizes analytical techniques to examine, filter, and synthesize the cultural implications of cardinal numbers, specifically focusing on the numerals "one" through "ten." The research aims to uncover the distinct cultural significances associated with each numeral while exploring the relationship between Chinese numerals and other word classes Additionally, it compares the beliefs and concepts surrounding numbers within the Chinese context to corresponding cardinal numbers in Vietnamese, identifying both similarities and differences.
杜氏李的毕业论文《现代汉语数词文化内涵研究》（2014 年）指出对
The cultural perceptions of numerals in China and Vietnam exhibit both similarities and differences, with each country holding unique interpretations While both Chinese and Vietnamese people show a preference for even numbers, they do not harbor a dislike for odd numbers The author highlights the impact of cultural exchange, particularly the introduction of Confucian thought into Vietnam, which has significantly influenced the variations in numeral usage between the two nations.
范氏铃的硕土论文《现代汉语数词“一”研究与越南语对比》（2012
年）中已经研究了现代汉语数词“一”的特点，从而指出了现代汉语词
Sự khác biệt giữa từ "一" trong tiếng Trung và "một, nhất" trong tiếng Việt thể hiện qua khả năng tạo từ và ngữ pháp Cả hai từ đều có những điểm tương đồng, nhưng cũng có sự khác biệt trong cách biến âm, như trường hợp "mốt" và "một" Khi so sánh số từ "一" trong tiếng Trung với "nhất" trong tiếng Việt, chúng ta có thể nhận thấy những điểm giống và khác nhau giữa chúng.
“一”与“nhất”的语法。作者还研究了汉语与越南语中有关“一”和
梨氏红明的硕士论文《现代汉语数量表达若干问题》(2012年）研究现
The article examines the quantity expressions in modern Chinese and compares them with Vietnamese, highlighting four primary forms of quantity expression in Mandarin: approximate numerical forms, combinations of numbers with other words, and non-numerical forms that convey quantity along with related adverbs Due to the high frequency of quantity-related terms in daily life and the inherent inconsistencies in expressing quantities between Chinese and Vietnamese, misunderstandings can easily arise, particularly for learners of Chinese and even professional translators.
研究目的
This study aims to investigate and analyze the teaching of Chinese numerals among Vietnamese students, highlighting its strengths and weaknesses Based on this analysis, it further examines errors to identify the characteristics, types, and causes of mistakes made by Vietnamese learners regarding Chinese cardinal numbers Consequently, the study proposes effective teaching methods and suggestions, providing valuable reference material for Chinese language education in Vietnam.
研究任务
为了达到上述目的，本文要完成以下几项主要任务：
对汉语教学法和现代汉语基数词的相关理论问题进行综述；
This article examines the current state of teaching modern Chinese cardinal numbers to Vietnamese students Through analysis of the findings and relevant theories, it identifies common errors encountered during the acquisition process and explores the underlying causes of these errors.
经考察结果及偏误成因分析提出解决办法及教学对策。
研究对象及范围
This paper focuses on the study of modern Chinese cardinal numbers, specifically examining the teaching of Chinese numerals to first, second, and third-year students at the Department of Chinese Language, University of Foreign Languages, Hanoi National University Through a case study, the research aims to highlight the current state of cardinal number instruction for Vietnamese students learning modern Chinese and to provide relevant teaching suggestions to enhance the quality of their education.
研究方法
本论文所采用的研究方法主要有：
The literature review method involves the collection and examination of a substantial amount of literature related to teaching methods and numerals This process includes systematically categorizing and organizing the gathered materials to distill valuable content for research purposes.
This study employs data analysis methods to investigate the current state of Vietnamese students' learning of Chinese cardinal numbers The objective is to identify the common errors made by these students when using Chinese cardinal numbers and to determine the proportion of each type of error Additionally, the research aims to analyze and explain these errors, uncovering the underlying reasons for their occurrence.
The comparative analysis method involves a comprehensive examination of existing literature by previous linguists to analyze the structure, semantics, syntactic functions, and cultural significance of cardinal numbers in both modern Chinese and Vietnamese This approach aims to identify the similarities and differences between the two languages, ultimately helping to predict the reasons behind Vietnamese students' errors in using Chinese cardinal numbers.
This article explores common errors made by Vietnamese students in learning Chinese numerals, identifying patterns to enhance their understanding It also offers recommendations for teaching Chinese numerals to improve educational outcomes effectively.
此外，在研究过程中，笔者也采取引证法、例证法、归纳法等。
语料来源
This paper's corpus is derived from an internet electronic library and relevant books, along with references, coursework, and records that contribute to the data set.
考察语料：研究对象是河内国家大学下属外语大学中文系一、二、三
年级的学生试卷的作题和总收调查卷 210 份.
论文结构
本论文除了前言、结语、目录、附录及参考文献之外，共分三章：
第一章 论文的相关理论
第二章 越南学生汉语基数词教学现状及偏误分析
第三章 越南学生汉语基数词偏误原因与教学建议
论文的相关理论
教学法的相关理论
1.1.1中介语理论
Interlanguage, a term introduced by Larry Selinker in 1972, refers to the unique linguistic system that learners create while acquiring a new language This system is distinct from both the learner's native language and the target language, representing an individual's internalized language framework.
体 系 ， 是 一 种 语 言 变 体 。 他 们 把 这 套 语 言 体 系 成 为 “ 中 介 语 ”
Interlanguage refers to the dynamic language system that learners create during the process of acquiring a second language, characterized by the use of specific learning strategies based on input from the target language It represents a transitional phase that is distinct from both the learner's first language and the target language, evolving as the learner progresses Interlanguage can be viewed as a "static" language system at any given stage of development, as well as a continuum that traces the learner's journey from a beginner to proficiency in the target language The study of interlanguage aims to explore the nature of second language learners' language systems, thereby uncovering the processes and patterns involved in second language acquisition and foreign language learning This research provides a theoretical foundation for selecting, organizing, and arranging foreign language teaching content The development of interlanguage is summarized in four stages, including the stage of erratic errors.
（2）突生阶段；（3）系统形成阶段；（4）稳定阶段。
Larry Selinker把中介语的产生原因归纳为五个方面，包括： （1）语
言迁移；（2）目的语规律泛化；（3）训练造成的迁移；（4）学习者的学 习策略；（5）交际策略。
刘珣（ 2002 ），《汉语作为第二语言数学简论》，北京语言文化大学出版
Language transfer and the generalization of target language rules are two fundamental factors in language learning Language transfer serves as a significant source for the development of interlanguage.
Interlanguage possesses three key characteristics: plasticity, dynamism, and systematicity Plasticity refers to the ability of interlanguage to adapt and revise its linguistic rules continuously Dynamism indicates that the rules of interlanguage expand progressively and are always in a state of development Systematicity highlights that interlanguage has its own set of rules governing phonetics, vocabulary, and grammar.
1.1.2 对比分析理论
关于对比分析理论，西方语言研究界早已有很大的贡献，值得注意的
成就是 Rober Lado 的《对比分析假说》(1957)的对比分析理论法，他主
Zhang compares the phonetics, vocabulary, and grammar of first and second languages to identify their similarities and differences This analysis helps in understanding and predicting the challenges learners face while acquiring a target language He believes that the most difficult aspects for learners in second language acquisition are the differences between the target language and their native language, while similarities or analogous features are easier for learners to grasp.
In "Modern Foreign Language Teaching: Theory, Practice, and Methods," authors Shu Dingfang and Zhuang Zhixiang (1996) explore effective strategies for teaching foreign languages, emphasizing the importance of integrating theoretical knowledge with practical application to enhance the learning experience This comprehensive guide, published by Shanghai Foreign Language Education Press, serves as a valuable resource for educators seeking to improve their teaching methodologies and student engagement in language acquisition.
周小兵（ 2004 ），《对外汉语教学入门》，中山大学出版社
The article by Li Shihong (2008) analyzes the comparison of Chinese and Vietnamese numerals and examines the errors Vietnamese students make when learning Chinese numerals It highlights the linguistic differences between the two languages that contribute to these learning challenges The study provides insights into the specific areas where Vietnamese learners struggle, offering valuable implications for teaching methodologies in Chinese language education.
Năm 1980, Carl James trong tác phẩm "Phân tích so sánh" đã đề cập rằng phân tích so sánh là phương pháp xác định lỗi tiềm ẩn thông qua việc so sánh các ngôn ngữ khác nhau, như ngôn ngữ mẹ đẻ và ngôn ngữ thứ hai, nhằm phân biệt những gì cần và không cần học trong môi trường học ngôn ngữ thứ hai Mục tiêu của phân tích so sánh là dự đoán những lĩnh vực dễ học và khó học Việc áp dụng phương pháp phân tích so sánh có thể được thảo luận từ khung lớn đến các lĩnh vực cụ thể như giảng dạy tiếng Trung hoặc giảng dạy số từ trong tiếng Trung Vai trò của phân tích so sánh trong giảng dạy giúp xác định trọng tâm và khó khăn trong quá trình học, dự đoán những lỗi mà học sinh có thể mắc phải, lựa chọn các bài kiểm tra và phát hiện những vấn đề mà nghiên cứu đơn ngữ không thể nhận ra.
1.1.3偏误分析理论
In the process of language acquisition, both first language learners and second language learners, regardless of age, inevitably encounter errors Renowned British applied linguist Corder (1967:20) highlighted that no matter how hard we strive, mistakes will always occur.
Errors arise when language learners fail to fully grasp and internalize language rules, resulting in deviations from the target language, which falls under the category of linguistic competence In contrast, mistakes occur during language use due to factors such as lack of concentration, insufficient automation of language rules, or memory influences, and are categorized as performance errors.
在这一意义层面上，Corder 的―偏误‖和―差错‖与 Chomsky 的―语言行
The concepts of "competence" and "language ability" are closely aligned Errors reflect the failures in learners' speech performance, while deviations indicate deficiencies in their inherent language competence Currently, there is a significant amount of research on error theory in academia, which has garnered considerable attention in the field of foreign language teaching.
卡尔 詹姆斯 (CarlJames) （1980），《对比分析》
薛婷（ 2010 ）《偏误理论及其对语言发展的教学启示》 新教师教学 ， 11 月第 11
偏误的来源主要归纳为以下六个方面：
（1） 母语负迁移。学习者不熟悉目的语规则的情况下，只能依赖母语
知识，因而同一母语背景的学习者往往出现同类性质的偏误。
（2） 目的语知识负迁移。学习者把他所学的有限的、不充分的目的语
Overgeneralization occurs when knowledge is improperly applied to phenomena in the target language through analogy, leading to errors This phenomenon is also referred to as excessive generalization.
（3） 文化因素负迁移。有的偏误不完全是语言本身的问题，而是由于
文化差异造成语言形式上的偏误，或是语言使用上的偏误。
（4） 学习策略和交际策略的影响。指学习者在学习目的语的过程中遇
Addressing challenges positively is essential for effective problem-solving Common learning strategies that lead to errors include migration, overgeneralization, and simplification Additionally, interaction strategies that contribute to these errors often involve avoidance and language switching.
（5） 学习环境的影响。指一些外部因素造成的偏误，如教师不够严密
的解释与引导，教材编排不当等外部因素造成的偏误。
（6） 语言训练的转移。有些―中介语‖的成分是产生于教师的训练方式
及教学中反复进行机械训练的结果。
数词的相关理论
1.2.1数词与基数词的定义
1.2.1.1 数词的定义
在有关数词的各种论著中, 数词的定义基本可分为两种:
第一种:表示数目的词叫数词。持此种观点的有张志公（《现代汉语》
1956 年)、吕冀平(《汉语语法基础》2000 年)、邢福义(《现代汉语》1986
年)、齐沪扬（《对外汉语教学语法》2005 年）、胡裕树 (《现代汉语》
转引自裵氏庄（2013），《越南初级阶段汉字教与学偏误分析》的论文
第二种:表示数目和次序的词叫数词。持此种观点的是黄伯荣、廖序
东(《现代汉语》（增订二版）2007 年)、刘月华(《实用现代汉语语法》
In 1983, research by Guo Rui in "Modern Chinese Lexical Studies" and Shao Jingmin's 2007 work "Modern Chinese Theory" focused on the concept of numerical values, specifically addressing the significance of quantity.
根据第一种定义, 我们可以认为 ―一、二、三千万、一千二百、一万三
Numerals can be categorized into two main types: cardinal numbers, which indicate quantity, and ordinal numbers, such as "first," "second," "initial one," and "initial two," which denote order rather than quantity However, some classifications consider ordinal indicators as a subset of numerals, labeling them as ordinal numbers, leading to inconsistencies in the definition This highlights the need for a more precise and coherent definition of numerals.
The second definition encompasses words that indicate both quantity and order, making it more comprehensive than the first Therefore, within the scope of this paper, we support the definition of numerals as words that represent both numbers and sequences.
1.2.1.2基数词的定义
According to the Modern Chinese Dictionary (2005), cardinal numbers such as one, two, three, up to one hundred and three thousand are standard integers These differ from ordinal numbers like first, second, and third, which serve as indicators for calculation preparation or starting points.
In "Three Hundred Questions on Chinese Grammar," Xing Fuyi asserts that cardinal numbers are expressed through numerals The system of cardinal numbers is formed by a combination of single-digit numbers, segmental numbers, and the segmental linking method, which collectively create compound numerical expressions or numeral phrases.
廖振佑认为基数是表示基本的数目。
In her 1983 work "Practical Modern Chinese Grammar," Liu Yuehua categorizes numerals into two main types: cardinal numbers and ordinal numbers Cardinal numbers encompass integers (one, ten, hundred, thousand), fractions (two-thirds, one-fifth, fifty percent), decimals (two point two, one point three), and multiples (three times, ten times) Ordinal numbers include terms such as first, second, and initial.
In this paper, we align with Liu Yuehua's perspective, recognizing cardinal numbers as a subcategory of numerals Cardinal numbers encompass integers, fractions, decimals, and multiples.
1.2.2数词的分类
Research on Chinese numerals has yielded diverse interpretations, with some scholars categorizing them as adjectives, such as Ma Jianzhong, Hu Mingyang, and Li Jinxie, while others classify them under referential categories.
Research on Chinese numerals has advanced significantly, with scholars now exploring the topic from various perspectives This comprehensive approach has led to a clearer classification of numerals as a distinct category, placing them alongside verbs, adjectives, and nouns in linguistic studies.
（王力、张志公、胡裕树、黄伯荣、廖序东、朱德熙、陆俭明等）。
Chinese numerals can be classified in various ways, with different scholars proposing distinct classification methods Current research identifies four main approaches to categorizing numerals: the one-part method, the two-part method, the three-part method, and the multi-part method.
1) 一分法：胡裕树(《现代汉语》1962年) 认为数词是一个封闭的词类， 它包括：零、半、一、二、两„„十、百、千、万、亿。指出数词可以 构成数词词组：三千四百六十九、五分之一等。
Liu Yuehua, in his 1983 work "Practical Modern Chinese Grammar," categorizes numerals into two main types: cardinal numbers and ordinal numbers Cardinal numbers encompass integers such as one, ten, hundred, and thousand, as well as fractions.
In mathematics, we often encounter fractions such as two-thirds, one-fifth, and fifty percent, as well as decimals like 7.2 and 1.3 Additionally, multiples are commonly used, for example, three times and six times Ordinal numbers also play a significant role, including first, second, and third Understanding these concepts is essential for grasping basic mathematical principles.
Xing Fuyi, in his 1986 work "Modern Chinese," categorizes numerals into two main types: cardinal and ordinal numbers He further divides cardinal numbers into two subcategories: those that indicate specific quantities (such as one, five, thirteen, one hundred) and those that denote indefinite quantities (like many and several) Ordinal numbers, on the other hand, include terms such as first, second, and third.
(3) 萧国政、李英哲（《汉语确数词的系统构成、使用特点和历史演
In a 1997 article published in the Journal of Wuhan Education Institute, different classification methods for numerals are discussed The two main categories identified are cardinal numbers and ordinal numbers, which can also be referred to as numeral expressions for quantity and order.
越南学生汉语基数词 教学现状及 偏误分析
数词教学的现状调查
To assess the current state of Chinese numeral instruction among Vietnamese students, this article presents a survey designed specifically for this topic The survey targeted teachers from the Chinese Language and Culture Department at the University of Foreign Languages, part of the National University of Hanoi, focusing on first and second-year educators A total of 16 surveys were distributed, with 11 responses from first-year teachers and 5 from second-year teachers The choice to examine first and second-year students and teachers was made because Chinese language practice classes at this institution are primarily conducted during these years, while third and fourth years are mainly focused on translation, theory, and cultural courses.
This article discusses a survey targeting teachers, focusing on their evaluations of teaching Chinese numerals to students It highlights their opinions on the challenges encountered during the teaching process, their assessments of the content related to cardinal numbers in the Chinese curriculum, common errors observed among students when learning integer words, and whether they supplement exercises beyond the textbook during numeral instruction.
（调查表内容请看附录一）
2.1.3调查结果及分析
2.1.3.1针对教师的问卷调查及结果分析
To assess teachers' overall evaluation of Chinese numeral instruction for Vietnamese students, we conducted a survey with the question, "How do you evaluate the teaching of Chinese numerals to Vietnamese students?" Respondents were allowed to select multiple options The results of the survey are presented in the table below.
一年级 二年级
选项 选择人数 比例 选择人数 比例
The survey results indicate that 36.4% of teachers find the teaching of Chinese numerals in the first grade easy, while 27.3% consider it to be easy and simple Only 9.1% perceive it as difficult, and none rated it as complex.
学认为是容易和简单的所占比例为40%，没有选难和复杂的评价。
Overall, teachers do not perceive the instruction of Chinese numerals for first and second-grade students as a significant teaching challenge.
To understand teachers' perspectives on the challenges faced in teaching Chinese numerals to students, we conducted a survey asking, "Which of the following do you believe is a problem in the teaching process of Chinese numerals for students?" The results are presented in the table below.
一年级 二年级
选项 选择人数 比例 选择人数 比例
The survey results indicate that first-grade teachers identify the most common issue in teaching Chinese numerals to first-grade students as the insufficient number of numerals in the textbooks, with 27.3% of them expressing this concern In contrast, 40% of second-grade teachers share the same view Additionally, 18.2% of first-grade teachers believe there is inadequate explanatory content regarding numerals in the materials, while this concern is echoed by 20% of second-grade teachers Furthermore, 9.1% of first-grade teachers feel that students lack strong motivation to learn, a sentiment that is also reflected among second-grade teachers.
In a survey, 20% of first-grade teachers expressed concerns about the lack of emphasis on numeral teaching, while none of the second-grade teachers felt the same way Fortunately, both first and second-grade educators unanimously agreed that their teaching methods are sufficiently flexible.
The survey results indicate that first and second-grade teachers have differing views on teaching Chinese numerals, with some opinions varying significantly While second-grade students show slightly less enthusiasm for learning numerals compared to first graders, their teachers place a strong emphasis on this teaching content Encouragingly, teachers employ a variety of flexible methods in numeral instruction, positively impacting teaching quality Furthermore, the findings suggest that the current textbooks need enhancements in both the quantity and explanations related to numerals to better support teaching and learning for both teachers and students.
The third question of our investigation aimed to assess the importance that teachers place on the methods students use for Chinese numeral usage We conducted a survey to determine whether teachers prioritize these methods, and the results are summarized in the table below.
一年级 二年级
选项 选择人数 比例 选择人数 比例
表、图3：第三问题的调查结果表、图
调查结果表明，教师们重视一、二年级学生使用汉语数词的方法所
占比例分别为 63,6%和 60%，都占总数的一大半。不够重视的所占比例
分别为 36,4%和 40%。可见，不够重视学生使用汉语数词方法的教师还
占相当大的比例。我们希望，所有的教师在教学中都应该注重学生们汉
Understanding the usage of numerals is essential for identifying and correcting their flaws, enabling individuals to use Chinese language accurately By mastering numerals, one can enhance their language proficiency effectively.
To assess the design of numeral content in Chinese language textbooks, we conducted a survey with the question, "Is the numeral-related content in current Chinese textbooks reasonable?" The results of this investigation are presented in the table below.
一年级 二年级
选项 选择人数 比例 选择人数 比例
The survey results indicate that 100% of first-grade Chinese language teachers believe the content related to Chinese numerals taught to first-grade students is entirely reasonable, with no teachers selecting "unreasonable." In contrast, among the second-grade teachers surveyed, only 60% found the content related to Chinese numerals for second-grade students to be reasonable, while a significant portion deemed it unreasonable.
To understand the opinions of Chinese language teachers regarding the design of cardinal number content in Chinese textbooks, we conducted a survey with the question, "What is your evaluation of the content related to cardinal numbers in Chinese textbooks?" The results of this survey are presented in the following table.
一年级 二年级
选项 选择人数 比例 选择人数 比例
The results from the survey regarding question five are presented in Table and Figure 5 In question six, we aimed to assess how Chinese language teachers perceive their students' learning of numerical expressions.
“据您的评价学生能不能念得正确这些数字- 908042, 30%, 80.42, 1/3, 3 ,
80042, 830020, 6865476？”为问题进行调查。调查结果如下表所示：
908042 一年级 二年级
选项 选择人数 比例 选择人数 比例
表、图 6 ：第六问题的调查结果表、图（ 1 ）
从调查结果可见，接受问卷调查的一年级汉语教师认为，对-“908042”
偏误现象的调查
为了了解越南学生汉语基数词习得的过程中具体存在哪些问题、问
The focus of the article is on the Department of Chinese Language and Culture at the University of Foreign Languages, part of Hanoi National University This department plays a crucial role in promoting Chinese language education and cultural understanding, contributing significantly to the academic landscape Through various programs and initiatives, it aims to enhance students' proficiency in Chinese and deepen their appreciation of Chinese culture.
The study focused on first to third-year university students to assess their proficiency in using Chinese numerals The test primarily involved translating phrases into Chinese and selecting the correct answers To ensure reliable results, students were required to complete the test independently within 30 minutes under teacher supervision, with no discussions, cheating, or dictionary use allowed Students were permitted to skip questions they found difficult After the test, all papers were collected by the teacher.
2.2.2调查时间与数量
2018 年 2月，我们对 210 名河内国家大学下属外国语大学中国语言
文化系一、二、三年级的大学生进行抽样调查，共发出去 210 份问卷调查
A total of 210 survey questionnaires were collected, comprising 75 third-year (sixth semester) students, 65 second-year (fourth semester) students, and 70 first-year (second semester) students.
2.2.3调查问卷的内容
我们在教学过程中，按照经验，发现越南学生经常在数词方面的一
To address common mistakes, a survey questionnaire has been designed focusing on specific issues This questionnaire consists of three sections: the first section requires translating six Vietnamese sentences related to cardinal numbers into Chinese; the second section involves writing numerals in Chinese characters, comprising nine questions; and the third section entails selecting the correct answers.
共有 20 道题。做题时间为 30 分钟。调查卷的内容涉及到汉语基数词使用 的各个方式，目的是测验越南学习者对汉语基数词的把握程度。（调查表 内容请看附录一）
此次测试共得到210 份有效的试卷，调查结果请看下面表格：
表 19 ：一、二、三年级学生使用基数词的偏误率表
次序 测试内容 数量 百分比
1 例1：Chiếc áo này giá 120 tệ 0 0%
2 例2：Lớp của tôi có 13 lưu học sinh 67 32%
3 例3：Một nghìn không trăm linh hai đồng 124 59%
4 例4：Mỗi người được 115 đồng 108 51%
7 例7: 我有30702块钱 38 18%
26 例26: Số học sinh năm nay đông gấp ba lần số học
27 例27: Cân nặng của tôi bằng một phần tư của bố tôi 123 59%
28 例28: Năm ngoái số lưu học sinh của học viện quốc tế là 300 em, năm nay là 600 em 86 41%
29 例29: Sau tết giá các mặt hàng tiêu dùng giảm còn một nửa 132 63%
31 例31: ―推三阻四‖、―丢三落四‖、―不三不四"
中的―三’’、―四"含有什么含义？ 91 43%
32 例32: ―五风十雨‖的意思是什么？ 153 73%
33 例33: ―一毛不拔‖、―千钧一发‖, 这里的―一‖有
34 例34: Một trời một vực 53 25%
35 例35: Năm thê bảy thiếp 85 41%
从上面的表一可以看出，只有唯一一道题（例（1））全部学生都做
对，占 3.33%。30 道题之中，有 13 道题 (如： 例（5），例（14），例
（20），例（21），例（22），例（29）等)，学生使用的偏误频率高于
50%，占43.3%。偏误率从32 - 44% 的测试题 (如： 例（8），例（15），
例（28），例（30）等) 和偏误率从27 - 29%的测试题 (如： 例（10），例
（18），例（19），例（24）等) 都占 26.7%。 其中偏误频率最高的是 例
（21），例（22）（77%），列（5）（为 78% ）。偏误频率最低的是例
2.2.5 调查结果分析
汉语基数词包括四个小组：整数、分数、小数和倍数，下面我们按
照基数词的四个小组阐释分级使用基数词的偏误率如下：
2.2.5.1 整数词的调查结果分析
表20：分级使用整数词的偏误率表 (1)
1 -4 翻译成汉语
5 - 6用汉字写数词
分级的整数词偏误率 一年级
例1：Chiếc áo này giá 120 tệ 0% 0% 0%
例 2：Lớp của tôi có 13 lưu học sinh
例 3：Một nghìn không trăm linh hai đồng 69% 82% 27%
例4：Mỗi người được 115 đồng 80% 49% 25%
请看下面的图表：
图 21 ：分级使用整数词的偏误率（ 1 ）
Chiếc áo này giá 120 tệ （例
一年级 二年级 三年级
Visual data clearly illustrates the content of our findings From the first chart, we observe that students in the first, second, and third grades exhibit errors in their use of integer words Common and simple numbers, such as examples (1) and (2), show a low error rate, often none at all However, the error rates for first and second graders tend to be higher than those for third graders, as seen in examples (2), (5), and (6) In some instances, second graders have a higher error rate than first graders, as in example (3), while both second and third graders show higher error rates compared to first graders, particularly in example (5) It is evident that the majority of errors in using integers are concentrated in numbers that include "0."
表 22 ：分级使用整数词的偏误率表 (2)
题目 选择正确答案
分级的整数词偏误率 一年级
例7: 我有30702块钱 12% 20% 22%
看下面的图表：
图 23 ：分级使用整数词的偏误率（ 2 ）
图表二显示的结果有些异常，4/6 道题二年级、三年级的学生使用整
数词的偏误率高于一年级的 (如： 例（7），例（8），例（10），例
In a study of language usage among elementary students, it was found that only second and third graders exhibited a lower error rate in using integer words compared to first graders.
In Chinese and Vietnamese, numerals do not always correspond directly This article presents a statistical analysis of errors made by students in using Chinese integer words, categorizing these mistakes The following sections will specifically introduce and analyze the errors that Vietnamese students encounter when using integer words.
1）过度省略“一”或误加“一”
在我们调查的语料中有这样的例子：
Trong tiếng Trung, khi đọc các số có ba chữ số trở lên, chữ "một" ở vị trí hàng chục cần phải được phát âm Ví dụ, số "318" được đọc là "sān bǎi yī shí bā" (三百一十八), chứ không phải là "*sān bǎi shí bā" (三百十八) Trong tiếng Việt, cách đọc số tương tự có thể bỏ qua chữ "một", ví dụ đọc là "Ba trăm mười tám" Cách bỏ qua này không có trong tiếng Trung.
Trong tiếng Trung, khi số từ chỉ hai chữ số xuất hiện một mình, không cần phải đọc "một" Ví dụ, số "16" được đọc là: mười sáu (chứ không phải là "*một mười sáu") Cách đọc trong tiếng Việt cũng tương tự, được phát âm là: Mười sáu.
所以，例句（13）应改为：“一百一十五”（115）
例句（14）应改为：“四百一十七”（417）
例句（15）应改为：“十三”（13）
过度省略在读“115”这个数词的偏误频率比较高（一年级犯错的学
The data indicates that 80% of first-grade students struggle with this knowledge, while 49% of second graders and 25% of third graders also make errors Although the error rates for second and third graders are lower than those of first graders, these percentages are still considered relatively high for such basic knowledge.
When reading the number "13," the error rate for mistakenly adding "one" is very low, at only 2% Among first-grade students, the mistake occurred in 2.6% of cases, while no errors of this kind were reported among second and third graders.
Statistical analysis reveals that the high integer bias rate primarily occurs in number words containing "0."
表24：误用“零”的病句表
例子 数字 病句 答案
2 一千零百零二 一千零二
3.一千零零二
4.一千零百二
1.九十万八千四十二
2.九十万八千零百四十二
3.九零万八千四十二
4.九十万零八千零四十二
九十万八千零四十二
1 八万四十二
2 八万零零四十二 八万零四十二
（19） 30702 三万七百零二 三万零七百零二
(20) 830020 八十三万零千零百二十 八十三万零二十
（21） 3507 三千五百七 三千五百零七
Some students misread "1002" as "one thousand two" or "one thousand two," while "80042" is often pronounced as "eighty thousand forty-two."
“830020” 读成 “*八十三万零千零百二十”。这误加“零”的现象源于
The phenomenon of negative transfer from one's native language can be observed in numerical expressions In Chinese, when multiple digits are connected and a "0" appears in the sequence, it is pronounced as a single "零" regardless of how many zeros are present However, in Vietnamese, each "0" must be articulated individually.
“零”和相应位数词都读出来（十位数例外）。
反过来，有一部分学生在读“1002‖、“908042” 、“80042”、