选题理由
As global economies advance and political and social interactions expand, the need for a common language beyond one's native tongue becomes essential Among the various international languages, Chinese is recognized as one of the most widely used The establishment of Confucius Institutes worldwide has further promoted the Chinese language, leading to a growing trend of foreign individuals learning it Given the close relationship between Vietnam and China, with an increasing number of Chinese companies establishing operations in Vietnam, the necessity for learning and using Chinese for communication has become inevitable.
Learning Chinese inevitably involves the use of several crucial vocabulary categories, among which verb reduplication is significant yet under-researched Modern Chinese verbs are a rich and essential component of the language, and verb reduplication stands out as a typical feature This linguistic phenomenon is frequently used in communication, conveying a wide range of meanings, possessing strong grammatical functions, and exhibiting unique forms with minimal restrictions on usage Notably, the reduplication of monosyllabic verbs highlights the flexibility and diversity inherent in the Chinese language.
As a Chinese language learner, I have found limited resources online regarding the study of monosyllabic verb reduplication in Chinese, particularly materials relevant to Vietnamese learners Most research and books are published in China, leaving a gap in accessible Vietnamese-language resources Despite encountering challenges in learning monosyllabic verb reduplication, these difficulties sparked my interest in the topic Consequently, I have chosen "An Exploration of Monosyllabic Verb Reduplication in Modern Chinese and an Analysis of Errors Made by Vietnamese Students" as the title for my thesis This study will thoroughly examine monosyllabic verb reduplication in modern Chinese and survey students from the Chinese Department at Ho Chi Minh City University of Education to identify common errors and their causes Based on these findings, I aim to provide practical recommendations to help students better master monosyllabic verb reduplication in modern Chinese.
研究综述
（1）关于现代汉语单音节动词重叠的研究
Theo 李人鉴 (1964), chỉ có sự lặp lại của động từ đơn âm "A" và động từ đa âm "AB" theo kiểu "AA" và "ABAB" mới được coi là động từ lặp.
Zhu Dexi (1982) supports the view that in verb reduplication, there should be no pauses or interruptions with any additional elements.
张静（1979）认为除了AA和ABAB 这两种重叠形式以外，A—A、A
了A、A 了一A 和A 着 A 着也属于动词重叠的形式
Theo Li Yu Ming (1996), động từ đơn âm tiết có các hình thức lặp lại như AA, A-A, A-了-A, trong khi động từ đôi âm tiết thường có các hình thức lặp lại như AAB, ABAB, AB-了-AB Ngoài ra, nhiều học giả khác cũng ủng hộ sự đa dạng của các hình thức lặp lại động từ.
Zhu Jingsong (1998) highlights that the fundamental grammatical significance of verb duplication can be summarized in three key points: it reduces the intensity of actions, behaviors, and changes; indicates the continuity of processes; and enhances the agency of the subjects involved in those actions He also notes that in practical usage, these three aspects of meaning are interdependent and intertwined.
Li Yuming (1998) highlights several important considerations regarding verb reduplication: (1) verb reduplication excludes quantifiers; and (2) verb reduplication requires specificity in the object.
The use of verb reduplication in Chinese is subject to certain restrictions, particularly regarding its combination with time elements Additionally, the application of verb reduplication as subjects, objects, and modifiers is also limited These observations are widely accepted among many scholars in the field.
According to Chen Limin (2005), verb reduplication signifies that an event continues for a certain duration before being actively concluded This definition encompasses four key aspects: first, verb reduplication pertains to the category of events rather than actions; second, it indicates a specific duration of time; third, it implies that the time has a definitive endpoint; and fourth, it suggests that the event is controllable.
Li Weixin (2010) in "A Study on the Reduplication of Chinese Verbs" discusses how monosyllabic verb reduplication serves as predicates, subjects, and objects He also posits that this linguistic phenomenon conveys meanings of temporariness, experimentation, and indeterminate quantity, while indicating the continuity of processes and enhancing the dynamic semantic function.
Guo Peng (2013) conducted a preliminary analysis of the factors influencing verb reduplication, focusing on the inherent characteristics of verbs and the linguistic environment The study demonstrated that the controllability of monosyllabic verbs is significantly related to their likelihood of reduplication; specifically, verbs with high controllability are more prone to reduplication, while those with low controllability tend to resist it.
In her 2013 study titled "Research on the Reduplication of Monosyllabic Verbs in the Chinese Proficiency Vocabulary and Chinese Character Level Guidelines," Gu Yao asserts that monosyllabic verb reduplication can function as predicates, subjects, and objects within grammatical structures Semantically, this form of reduplication conveys meanings related to attempts, ease, leisure, and politeness.
Zhang Jing (2019) has studied the constraints on the use of monosyllabic verb reduplication, highlighting that it is limited in terms of quantity and has specific requirements regarding the following object Additionally, the temporal aspect must also be considered during its usage.
（2）使用单音节动词重叠的偏误及偏误原因
In her 2000 article "A Study on the Errors in Chinese Acquisition by Japanese Students," Lv Dianwen analyzes the common errors made by Japanese learners of Chinese She summarizes the contextual conditions under which verb duplication should or should not occur, offers strategies for helping students acquire correct grammatical structures, and examines the underlying causes of these errors.
In his 2011 study titled "An Investigation of the Acquisition and Error Analysis of Chinese Verb Reduplication by International Students," Zheng Lihui utilized surveys and corpus data to analyze the types of errors made by international students He explored the underlying causes of these errors and provided teaching recommendations focusing on textbook development, classroom instruction, and exercise design.
According to Gu Yao (2013), common errors made by Chinese language learners when using monosyllabic verb reduplication include misuse, omission, and incorrect addition of the reduplicated forms These errors stem from the inherent complexity of monosyllabic verb reduplication, its unique characteristics in the Chinese language, and negative transfer from the learners' native language.
Xiao Junjun (2018) suggests that Chinese language learners often rely on their native language knowledge when unfamiliar with the target language, leading to frequent errors in the use of monosyllabic verb reduplication Additionally, negative transfer of target language knowledge contributes to these mistakes, which typically lack a basis in the learners' native language and arise during the process of internalizing rules.
研究对象与范围
研究对象：本文的研究对象为《国际中文教育中文水平等级标准》
The vocabulary outline focuses on basic monosyllabic verbs that are commonly used in modern Chinese These words and characters are not only frequently encountered in daily communication but are also essential for learners of the Chinese language to acquire effectively.
The study of monosyllabic verb reduplication in the "Vocabulary Outline" is crucial for understanding and properly using commonly used words in modern Chinese Furthermore, it has a profound impact on all aspects of learning the Chinese language.
研究范围：本文主要研究《词汇大纲》的单音节动词重叠式AA、A
Bài viết này phân tích chức năng ngữ pháp và ngữ nghĩa của từ "A" trong tiếng Việt, đồng thời nghiên cứu các lỗi sử dụng từ này của sinh viên Việt Nam tại Trường Đại học Sư phạm Thành phố Hồ Chí Minh.
研究方法及语料来源
- 本论文使用研究方法主要的包括：
The literature review method involves collecting and summarizing previous works and papers that specifically discuss the overlapping of monosyllabic verbs This approach aims to highlight past research findings related to the grammatical and semantic aspects of monosyllabic verb overlap.
To ensure the accuracy of the research, this article focuses on monosyllabic verbs from the "International Chinese Education Chinese Proficiency Level Standards." It systematically collects and synthesizes these verbs from the vocabulary list outlined in the standards.
This analysis examines the grammatical and semantic functions of monosyllabic verb reduplication, building on previous research in the field.
The study utilized a questionnaire survey method to investigate the learning experiences of students from different grades in the Chinese Department at Ho Chi Minh City University of Education regarding the use of monosyllabic verb reduplication.
The error analysis method involves a comprehensive examination of the mistakes made by Vietnamese students in using monosyllabic verb reduplication This analysis aims to identify the underlying causes of these errors and offers actionable recommendations for improving the learning process of monosyllabic verb reduplication.
The examples in this article are sourced from the Modern Language Corpus at Beijing Language and Culture University (CCL), while the error data is derived from responses of students from the Chinese Department at Ho Chi Minh City University of Education during an examination Additionally, the discussion on monosyllabic verb reduplication is based on the International Chinese Education Proficiency Level Standards.
研究意义
The study of monosyllabic verb reduplication in modern Chinese is a significant aspect of the language's vocabulary and presents complexities for learners Researching this topic will enhance Vietnamese students' understanding of its roles and functions while learning Chinese Additionally, this paper aims to facilitate the correct and proficient use of monosyllabic verb reduplication in communication, enrich available reference materials, and contribute to future research in the field.
论文结构
This paper consists of an introduction, conclusion, references, appendices, and acknowledgments, along with three main chapters The first chapter provides an overview of the reduplication of monosyllabic verbs in modern Chinese.
第二章 现代汉语单音节动词重叠的语法、语义功能
第三章 越南学生现代汉语单音节动词重叠使用偏误的分析
现代汉语的单音节动词重叠概述
现代汉语单音节动词重叠的定义
In the Chinese language, there exists a category of words specifically used to describe the actions or behaviors of people or things, commonly referred to as verbs.
Verbs are essential in conveying actions, behaviors, or events, representing dynamic changes and psychological activities in language.
Research across languages indicates that verbs frequently serve as predicates, modifiers, and adverbials, with their primary function being to act as predicates.
Reduplication refers to the construction method of words like "look-look" and "clear-clear." It is a linguistic technique that involves the repetition of a certain form in a language, though its types, meanings, and functions vary across different languages The form before reduplication is called the "base form," while the form after reduplication is known as the "reduplicated form." The concepts of base form and reduplicated form are relative; without a base form, there can be no reduplicated form, and vice versa For example, "look for a bit" is derived from the repetition of "look," where "look" serves as the base form and "look for a bit" is the reduplicated form.
Chinese is known for its lack of morphological changes, which makes verb reduplication an important grammatical phenomenon that showcases the flexibility and diversity of modern Chinese Verb reduplication can primarily be categorized into two types: monosyllabic verb reduplication and disyllabic verb reduplication According to scholar Zhu Dexi, there are two forms of verb reduplication: one involves the reduplication of monosyllabic verbs.
AA式，另一种是双音节动词重叠的ABAB式。”
本论文奖针对单音节动词重叠研究的。
现代汉语单音节动词重叠的分类
As mentioned, verb reduplication can be broadly categorized into two main types: monosyllabic verb reduplication and disyllabic verb reduplication According to Li Yongzeng (1987), the patterns of reduplication for monosyllabic verbs are quite diverse Research on the classification of monosyllabic verb reduplication typically encompasses three main perspectives.
（一）、单音节动词重叠式包括“AA”、“A 了 A”、“A 一 A”、“A 了一 A”四式。
Theo范方莲 (1964), "động từ lặp lại" thực chất chỉ là một hình thức kết hợp động từ và lượng, không phải là một cấu trúc ngữ pháp khác, bao gồm các dạng như "AA", "A một A" và "A rồi A".
Cấu trúc “A 一 A” và sự kết hợp động lượng không có sự khác biệt cơ bản Trong cấu trúc “A 一 A”, phần “A” thứ hai đã trở thành một lượng từ, và “AA” là dạng rút gọn của “A 一 A” “A 一 A” là sự kết hợp giữa động từ và lượng từ.
（二）、单音节动词重叠式包括“AA”、“A 了 A”两式。
王还（1963）持此观点，他认为动词重叠式在语音特征上应该具备
“重叠后，前一个部分读重音，后一个部分读轻音”的特点，包括那些带
Hình thức của "了" và "一" được sử dụng để giới hạn động từ lặp lại trong các động từ đơn âm tiết, với trọng âm ở đầu và nhẹ ở cuối Các kiểu lặp lại bao gồm "AA", "A了 A" cho động từ đơn âm tiết và "ABAB" cho động từ hai âm tiết.
（三）、单音节动词重叠仅限于“AA”形式。
李人鉴（1964）指出，“只有单音节的动词A 重叠为AA，双音节的
Động từ AB chỉ được coi là sự lặp lại khi có cấu trúc ABAB; các cấu trúc khác như A một A, A đang A, A đến A đi, A không A, v.v không được xem là lặp lại động từ.
Nghiên cứu sâu hơn cho thấy, ngoài hình thức lặp lại "AA", còn có các hình thức khác của động từ đơn âm tiết Bài viết này cho rằng trong tiếng Trung hiện đại, các hình thức lặp lại nên bao gồm "AA", "A 了 A" và "A 一 A".
试比较以下三组句子：
• 你笑什么，说出来我听听。
你笑什么，说出来我听一听。
• 我有件事想和你谈谈。
我有件事想和你谈一谈。
• 周老师打算明天去看看小王。
周老师打算明天去看一看小王。
通过以上三组句子的对比，我们发现，在相同的语言环境里，
"Các cụm từ 'AA' và 'A 一 A' có thể được thay thế cho nhau mà không làm thay đổi ý nghĩa Do đó, chúng tôi coi 'AA' và 'A 一 A' là hai biến thể tự do của cùng một đơn vị ngữ pháp Sự khác biệt giữa chúng nằm ở cách diễn đạt, trong đó 'A 一 A' thể hiện sự trang trọng hơn so với 'AA'."
Theo cùng một lý luận, có thể chứng minh rằng "A 了 A" và "A 了一 A" cũng là mối quan hệ biến thể tự do, trong khi "AA" và "A 了 A" là bổ sung cho nhau, lần lượt biểu thị trạng thái hành động chưa xảy ra và đã xảy ra, với "A 了 A" là dạng hoàn thành Đồng thời, chúng ta nhận thấy rằng "A 着 A 着" và "AA" không có phân bố bổ sung, do đó chúng không có tính đồng nhất.
Kết luận như trên dựa trên các lý do sau: Thứ nhất, như Hong Rong đã đề cập trong bài viết "Về phương pháp lặp lại động từ trong tiếng Trung", động từ lặp lại vẫn giữ nguyên tính chất từ loại, chỉ thêm một số ý nghĩa ngữ pháp mà không thay đổi nghĩa từ vựng; Thứ hai, qua phân tích so sánh, chúng ta nhận thấy rằng "A - A" và "AA" có cùng bản chất, chúng là các hình thức đồng nghĩa; "A了A" là hình thức hoàn thành của "AA" Do đó, chúng tôi cho rằng, trong tiếng Trung hiện đại, các hình thức lặp lại của động từ đơn âm tiết bao gồm: hình thức "AA", hình thức "A - A", và hình thức "A了A".
现代汉语单音节动词重叠的重要性
The emergence and evolution of language have played a crucial role in the formation of various human social groups As one of the most important communication tools, language enables individuals to express their thoughts clearly and vividly in social interactions Effective communication requires not only accuracy but also a degree of eloquence Among the various methods for refining and enhancing language, the choice of appropriate vocabulary is essential, and the impact of monosyllabic verb reduplication should not be overlooked.
Liu Danqing (1993) states that "Chinese is a language heavily influenced by phonetic patterns, where the pursuit of rhythmic beauty not only enhances speech but also serves as a norm within the language system." In daily life, the use of monosyllabic verb reduplication is an essential component of the language Throughout our Chinese learning journey, we have encountered various textbooks and literary works, each incorporating monosyllabic verb reduplication to varying degrees.
In her 2013 study titled "Research on the Reduplication of Level A Monosyllabic Verbs in the Chinese Proficiency Vocabulary and Character Level Guidelines," Gu Yao identifies the Level A monosyllabic verbs that meet the criteria for reduplication as outlined in the guidelines.
119 个（占《大纲》甲级单音节动词的 72.6%）。中国四大名著之一的
In "Dream of the Red Chamber," monosyllabic verb reduplication appears a total of 1,264 times, including examples such as "sit sit," "taste taste," "think think," "shake shake," "wake wake," "touch touch," and "wipe wipe."
When we encounter sentences containing monosyllabic verb reduplication, they often feel smooth, harmonious, and rhythmic This highlights the diverse grammatical meanings expressed through monosyllabic verb reduplication, which inherently enhances the dynamism of language with its rhythmic intonation.
1.4 《国际中文教育中文水平等级标准》初级单音节词汇情况
Based on the various perspectives discussed, we can define the characteristics of monosyllabic verbs that can be unconditionally overlapped.
（1）语义上必须是表动作的动词
（2）语义上必须是可持续的动词
（3）语义上必须是可反复的动词
（4）语义上必须是自主动词
这里有必要解释一下自主动词：汉语的自主范畴，是由马庆株
The concept of "autonomous" and "non-autonomous" actions, introduced in 1988, highlights the distinction between actions that individuals can consciously control, such as "eat" and "speak," and those that occur unconsciously, like "fall ill" or "forget." This differentiation significantly influences the syntax of the Chinese language, indicating that the autonomous category imposes clear constraints To qualify for inclusion in the preliminary list of monosyllabic verb reduplication in the "Vocabulary Outline," two specific conditions must be met: conditions (1) and (4) must both be satisfied, while at least one of conditions (2) or (3) must also be fulfilled.
In the vocabulary outline, there are 153 primary monosyllabic verbs that meet specific criteria, representing 72.6% of all primary monosyllabic verbs listed.
This article compiles a list of monosyllabic verbs commonly used in junior high school, characterized by four semantic features: [+action], [+continuity], [+repetition], and [+autonomy] Examples are provided to illustrate each of these features effectively.
Diao Shigui is eager to return home for his wedding, not just for the ceremony itself, but to showcase his status and impress his fellow villagers, demonstrating his abilities and asserting his presence in the community.
Next time we have an event, I'll let you know Honestly, your strength would be a great help in moving things for us.
（3）杨晓冬叫住她:“小燕子，你停一下，有件大事情，要你去试着办 办。”
（4）陆大可抱着孩子躲开了，道：“哎，这是我的外孙子，我抱抱怎么 啦?”
（5）他们说，比比牺牲了的战友，比比常年守卡的官兵，我们是幸运 者。
（6）现在讲改革开放，学校也应该变变教法，不能光抓学习成绩，而应
该是 德智体美全面发展。
（7）他弯下腰来，捡起手枪，擦擦干净，得意地吹着口哨，想走了。
Portia asserts that one can seek the truth independently Acknowledging the demand for justice, she promises to deliver it in a manner that exceeds the expectations set forth.
（9）疯子：诸位别忙，先等等儿，我这儿编出来个新词儿，先给你们唱 唱试试!
（10）许多东西，乍一吃，吃不惯，[吃吃]，就吃出味儿来了。
Large amounts of money are often spent on drugs, and local thugs frequently come around to extort money, creating a cycle of intimidation and dependence.
（12）有一天，她找到杨对杨说：“我想改名字，找你商量商量，你帮我 出出主意!”
（13）杨太太那就都交给我好了，芳蜜那儿有衣裳，借给她穿穿，也就行 了。
（14）我太困了，吹吹凉风可以保持清醒。
（15）那些天，他们俩基本是相安无事，有时互相打打趣儿。
First, those who smoke will enjoy a moment of smoking, while those who don’t will count stars and catch fireflies, gradually leading to lighthearted conversations.
Zhang Huafeng, the leader who was ahead, stepped back and gently patted Ma Busheng on the shoulder, interrupting his attempt to continue the argument.
小结
Dựa trên phân tích trên, có thể thấy rằng động từ trong tiếng Trung hiện đại có thể được phân loại thành nhiều loại dựa trên chức năng cụ thể Sự lặp lại động từ cũng vậy, được phân loại theo hình thức thành lặp lại đơn âm tiết và lặp lại đôi âm tiết Bài viết này sẽ tập trung vào sự lặp lại động từ đơn âm tiết "AA" trong tiếng Trung hiện đại.
“A 一 A”式、“A 了 A”式研究，由此起得单音节动词重叠重要作用。
现代汉语单音节动词重叠的语法、语义功能
现代汉语单音节动词重叠的语法功能
2.1.1 在谓语位置上的语法功能
与基式动词相同，单音节动词重叠可以直接充当谓语。例如：
（22）瓦洛加猪搔痒般地哼哼着。
Before even engaging in conversation with you, he has already begun to evaluate your clothing, his fingers eager to touch and assess the quality.
（24）你看看，这样对不对？
（25）小宁伸了伸舌头，不觉摸了一下脑袋，又嘻嘻地笑了起来。
The analysis of the previous example reveals that verb reduplication serves as one of the most common grammatical functions in sentences where it acts as the predicate Furthermore, it is particularly prevalent in complex predicates, where the reduplicated verb form is central to the structure.
第一，前加状语。例如：
（26）你们俩也动动。
（27）你应当好好学学。
第二，前加状语，后带宾语。例如：
（28）马瑞牙疼似的抽了抽嘴角，半边脸痉挛的抖了一下
（29）不演出的时候，我也读读英语。
第三，动词重叠前面有助动词。例如：
（30）我想我要玩玩，浪漫。
（31）你应该先劝劝我，别忙着说出去呀。
（32）马青看着杨重说，“咱们是不是得治治他？”
（33）有兴趣的朋友可以练练你的英语。
（34）在办公室午休时想打打小游戏，推荐几个吧。
The use of auxiliary verbs that express psychological modality is prevalent before verb reduplication In some cases, statements containing verb reduplication may lack semantic completeness; however, by adding a specific auxiliary verb, these statements can transform into evaluative sentences, thereby achieving semantic sufficiency.
• 他想想。 （不自足）
他应该想想。 （自足）
The fourth point involves forming a serial verb construction with another predicate element, where verb reduplication is typically used to indicate the subsequent action.
（35）他进来亲了亲妹妹的脑门儿，妹妹还没睡醒，可是小嘴唇上已经带
着甜美的笑意。
After spending two weeks at home, you can come stay with me I’ll add your name to my bank account, allowing you to explore during the day while teaching my son in the evenings, all while looking for opportunities.
（37）他问我去哪儿了，我掰着指头数了数，告诉他。
（38）你没事过来瞧瞧。
In a hierarchical structure involving causative verbs, verb duplication is typically used as a subsequent verb, with "求求" being the most common form Common causative verbs that serve as the leading verb include "请" (please), "叫" (call), "让" (let), "派" (send), "教" (teach), and "容" (allow).
（39）他应该把事情调整一下，教大家看看，他不是没有办法的人。
（40）40 个代表杭州生活品质的体验点请你去走走。
2.1.2 在主语位置上的语法功能
In addition to functioning as predicates, monosyllabic verb reduplications in Chinese can also serve as subjects Unlike Indo-European languages, where verbs typically have a singular role, Chinese verbs exhibit syntactic versatility, allowing many to act as subjects and objects as well However, it is important to note that using verbs as subjects or objects is not their primary function.
The non-dominant function of verbs, particularly when they appear in a reduplicated form, diminishes significantly Verbs that can serve as subjects or objects in their reduplicated state represent only a small fraction of the total.
In Li Yuming's article "Several Syntactic Issues of Verb Reduplication," it is noted that the subject position, including the object position, has referentiality, which varies in strength depending on the word, word class, and word form used as the subject The referentiality of abstract actions is significantly stronger than that of concrete actions There is an inverse relationship between referentiality and dynamism, with verb reduplication exhibiting greater dynamism as subjects compared to non-reduplicated forms The strength of referentiality and dynamism is related to the magnitude and duration of momentum and time factors Non-reduplicated verbs as subjects carry momentum and time factors primarily determined by the lexical meaning of the verb, in addition to those introduced by reduplication.
我们来看动词重叠充当主语时，有下列几种情况：
第一，谓语部分为强调格式“是……的”。例如：
（41）看一看是可以的，但是不能过于沉迷。
The structure "是……的" typically includes fixed elements such as "可以," "必须," and "应该," which are auxiliary verbs that can function independently or be combined with verbs This format conveys the speaker's opinions, insights, or attitudes.
第二，谓语部分是疑问代词，动词重叠后边可以跟一个名词成分。 如：
（42）摸摸怎么了？我又没弄坏。
第三，谓语部分是某些形容词或它的疑问式、否定式、感叹式。 如：
（43）说说不要紧，都不是外人。
（44）说说你男友对你好吗？
The subject typically requires referentiality, while the reduplication of verbs diminishes its declarative function, thus possessing a certain level of referentiality From this perspective, verb reduplication can be viewed as a means of transforming statements into references.
2.1.3 在宾语位置上的语法功能
单音节动词重叠充当宾语时，有以下几种情况:
第一，一般用于动词“是”、“需要”之后，“是”前常带有
“只”、“不过”等词语，表示把事情往小里说。例如：
（45）咱们是好说好散——原来也只说的是试试。
（46）家常便饭，为是谈一谈。就说五点半吧？
（47）这篇发言稿还需要改一改。
第二，在准判断词后。例如：
（48）这日早上便推说是晚间要换换衣裳。
第三，宾语为直接引语，前面有“说”类动词或省略“说”类动 词。例如：
（49）禇大姑奶奶和二位太太的茶也不知道换一换。
2.1.4 现代汉语单音节动词重叠的语法特征
2.1.4.1 单音节动词叠排斥数量成分
The phenomenon of monosyllabic verb reduplication primarily rejects quantity elements, particularly in quantity phrases and complements This rejection arises from the semantic differences between the reduplicated form and the base form of monosyllabic verbs While monosyllabic verbs can generally be followed by quantity phrases, their reduplicated counterparts cannot accommodate such phrases.
（50）看一本书 看看一本书
（51）听几首歌曲 听听几首歌曲
（52）砍了两刀 砍了砍两刀
In Chinese, monosyllabic verbs can be followed by quantity complements when they are not duplicated, with few restrictions However, when these monosyllabic verbs are used in a reduplicated form, they cannot be accompanied by quantity complements.
（53）听一下 听听一下
（54）说一次 说说一次
（55）拍了几下 拍了拍几下
The inability of monosyllabic verb reduplication to be modified by quantifiers stems primarily from the semantic differences between the reduplicated form and the base form of the verb According to Li Yuming (1996), reduplication of verbs allows for the adjustment of action intensity Compared to their original forms, monosyllabic verb reduplications enhance the meaning and convey a more nuanced action.
In the context of language structure, the overlap of monosyllabic verbs typically indicates quantity, which can conflict with other expressions of amount According to Mao Xiujing (1985), the distinction between aspectual complements and verb reduplication lies in their functions: aspectual complements can convey both modality and quantity, while verb reduplication is limited to expressing quantity While both can often be used interchangeably, verb reduplication cannot accommodate complements, as it denotes ongoing actions rather than states Consequently, aspectual complements and verb reduplication cannot coexist syntactically It is important to note that in certain dialects, verb reduplication may allow for complements, but this falls outside the scope of this discussion.
2.1.4.2 单音节动词叠后带宾语的选择限制
现代汉语单音节动词重叠的语义
Generally, the overlapping of monosyllabic verbs retains the original lexical meaning of the base verb, while the overlapping form primarily conveys grammatical meaning This indicates that the semantic aspect of the overlapping part shifts from a concrete lexical meaning to an abstract grammatical meaning From a lexical perspective, the overlap of monosyllabic verbs adds additional meaning while preserving the original definition In terms of grammatical function, monosyllabic verb overlap shares many similarities with the original verb, suggesting that the verb remains a verb even after overlapping.
2.2.1 现代汉语单音节动词重叠的语义条件
Research indicates that semantics significantly influence the reduplication of monosyllabic verbs Typically, the reduplication of these verbs requires certain semantic conditions to be met.
First, verbs must represent actions or behaviors that exhibit a homogeneous process, meaning these actions can be ongoing Consequently, many non-action verbs, such as auxiliary verbs, judgment verbs, verbs indicating mental perception, directional verbs, and verbs expressing existence, appearance, change, or disappearance, generally cannot be repeated.
Modal verbs such as "want," "can," "may," "will," "be able to," "could," "should," etc., express possibility, intention, or necessity without indicating an action, and therefore cannot be used in succession.
• 表判断的动词，如“是”
Verbs that express psychological perceptions, such as "hate," "love," and "resent," indicate activities that are either instantaneous or enduring, lacking any stages or opportunities for reversal, which means they cannot overlap.
Directional verbs often have multiple meanings, and when used to indicate direction in a sentence, they cannot be repeated However, when these verbs convey actions, they can typically be duplicated, as seen in examples like "up," "down," "rise," "get up," and "come up."
Verbs that indicate existence, emergence, change, and disappearance, such as "lose," "be," "have," and "become," often convey either permanence or abrupt changes that are fleeting and lack sustainability or repetition As a result, these verbs are typically not interchangeable.
Secondly, the meanings of verbs tend to be lighter and lack a sense of formality or elegance While the distinction between heavy and light meanings is relative and not easily defined, there are generally recognizable differences Certain verbs may convey a more serious tone in specific combinations, while in other contexts, their meanings can become lighter, leading to occasional ambiguity.
In language, certain verbs can be duplicated to convey overlapping meanings; however, this repetition often results in a nuanced reduction of the original significance.
Thirdly, the actions expressed by verbs are often subject to the control of the doer, particularly in the case of transitive verbs These verbs frequently exhibit overlapping capabilities, while some intransitive verbs, such as "drift," "flow," "spit," "grow," "sink," "spill," and "rise," have limited ability to overlap When these intransitive verbs do overlap, it typically occurs only in imperative sentences or those indicating change.
（59）让她吐吐就好了。
（60）玉米再长长就有一人多高了。
Fourth, the actions or behaviors indicated by verbs should possess situational characteristics, meaning that the necessity of performing these actions is triggered by specific contexts If an action is deemed necessary or unnecessary at all times, such verbs lack situational significance and generally cannot overlap.
Analyzing the semantic conditions of verb reduplication leads to three key conclusions First, reduplicated forms are most suitable for words with lighter, neutral meanings When heavier, more colorful words are used in a reduplicated form, their connotations and meanings tend to diminish Thus, verb reduplication serves to soften the intensity of the action.
In the realm of Chinese grammar, certain verbs can exhibit redundancy, particularly those that convey continuity Unlike non-redundant verbs, which indicate change, these overlapping verbs emphasize the ongoing nature of a process or transformation The use of verb reduplication serves to highlight the dynamic progression or continuity of an action.
Thirdly, the strongest overlapping ability is found in most active verbs, particularly basic action verbs The overlapping form is frequently used in imperative sentences and those with an imperative meaning This usage indicates that verb overlap reflects a person's proactive and positive responses to the external world during various fundamental activities, showcasing a high degree of initiative and dynamism in the subject's actions.
In summary, semantics is the abstract meaning represented by grammatical forms, existing within the relationships of linguistic units such as morphemes, words, phrases, and sentences It encompasses relational, structural, and situational meanings derived from these units, rather than their concrete meanings Grammatical forms include various grammatical means such as stress, root variations, reduplication, function words, and word order The reduplication of verbs is a systematic linguistic variation that conveys a unified abstract grammatical meaning This distinctive feature of modern Chinese, particularly concerning the scope and semantics of monosyllabic verb reduplication, has been a focal point in linguistic research This article summarizes and analyzes the forms and semantic conditions of monosyllabic verb reduplication and explores its semantics further.
2.2.2 现代汉语单音节动词重叠的表达功能
2.2.2.1 表示尝试意义
小结
Our research on the reduplication of monosyllabic verbs in Chinese has led us to conclusions regarding both grammatical and semantic aspects.
This article examines the grammatical functions of monosyllabic verb reduplication, focusing on their roles as predicates, subjects, and objects It also discusses two key characteristics: the exclusion of quantifiers and the limitations imposed by following object selection.
From a semantic perspective, the meanings of monosyllabic verb reduplication can be summarized to express "attempt, short duration, small momentum, and ease or casualness." Among these, "indicating momentum and brevity" represents a grammatical significance, while "attempting and ease" emerges as a derived meaning from the grammatical context.
越南学生现代汉语单音节动词重叠使用偏误的分析
考察
This study focused on students from the Chinese Department at Ho Chi Minh City University of Education, specifically targeting first to third-year students who have been learning Chinese for two to three years and are at a beginner level An electronic questionnaire was distributed, resulting in a total of 521 responses, with 487 valid submissions The details of the questionnaire can be found in the appendix.
Chinese verb reduplication may seem straightforward, but its usage is complex and can lead to mistakes, particularly among Vietnamese students This study aims to assess the ability to use monosyllabic verb reduplication through a structured examination After conducting the assessment, the data will be analyzed and presented in tables to evaluate Vietnamese students' understanding of this linguistic feature.
Before illustrating the overlapping monosyllabic verbs in the Level A vocabulary of the "Vocabulary Outline," it is essential to clarify two points about the outline First, the "Vocabulary Outline" serves as a guiding document for teaching Chinese as a foreign language, influencing vocabulary compilation in teaching materials and serving as a reference for educators This article focuses on the overlapping monosyllabic verbs, making it necessary to examine those verbs within the vocabulary framework Second, due to the extensive number of monosyllabic verbs in the outline, researching all vocabulary is complex; therefore, the author has selected a subset of basic vocabulary for study This basic vocabulary represents the most frequently used words by Vietnamese students learning Chinese, justifying the focus on this particular group.
考察结果与分析
下面笔者将学生的问卷考察的数据进行统计，具体结果如下。
问题 选项 数值 百分数
年级 一年级 139 28.5%
二年级 158 32.5% 三年级 190 39%
学汉语的时间 1 年以下 121 24.8%
1、单音节动词重叠式学习情况调查（单选）
学过 见过 听过 不知道
“吃吃”这种形
“吃一吃”这种
“吃了吃”这种
2、选择题（只有一个正确答案）
1、我上个周末去 _那件衣服。
C.试试/试一试
2、我和妹妹 _一个苹果。
C.吃吃/吃一吃
3、讲故事的人 _得很开心。
C.讲讲/讲一讲
4、天气好的时候，我喜欢去外滩 _。
C.走走/走一走（√）
5、我希望可以和她好好 _这件事。
C.谈谈/谈一谈（√）
6、找工作的时候，你 _父母的意见吧。
C.听听/听一听（√）
7、上节课，我们听老师 _那篇作文
C.读读/读一读
8、妈妈让我 _一下那种牛奶。
C.喝喝/喝一喝
3、判断题（正确：√；错误：×）
1、周末的时候，我喜欢听听一首歌。 25.1% 2、我昨天去书店找了找那本书。 16.8%
Chúng tôi thường xuyên đến KTV để hát, với 58,3% người tham gia Vào cuối tuần, tôi thích nghe bài hát này, chiếm 41,9% Nếu có vấn đề không hiểu, hãy hỏi giáo viên nhiều hơn, đạt 58,3%.
6、他每天都努力地学学汉语。 16.7%
7、我昨天去书店找一找那本书。 53.6%
8、这个字写写错了。 6.2%
Tomorrow, I will visit the bookstore to look for that book Listening to this song can bring joy They have already discussed this matter Last week, I met friends on Nanjing West Road During our next meeting, we should talk about many things The classmates happily took a walk by the seaside Today, I went to the bookstore to search for a book The teacher reminds us daily, "You must complete your homework on time." When I went to the mall with my friend, she encouraged me to try on a few outfits Last week, I met up with friends on Nanjing West Road Today, I visited the bookstore to look for that book again.
The results indicate that students had the highest accuracy on question 2, which assessed whether they would mistakenly use redundant monosyllabic verb reduplication due to overuse, even when it was unnecessary in the target language.
正确率第二高的是第 3 题，同样也是不需要使用重叠式；正确率第 三高的是第 4 题，其中第 4 题需要使用“AA” 式或者“A 一A”式重叠 式。剩余三题的正确率是所有题目中正确率最低的三题，其中第l 题是对 选择哪一种重叠形式的考察，其余两题考察学生是否知道表示尝试时应该 使用单音节动词重叠式。
通过分析以上的表格，我们可以总结出以下几点：
The results indicate that among all the topics designed by the author, those that do not require the use of monosyllabic verb reduplication have a generally higher accuracy rate than those that do This suggests that students tend to avoid using monosyllabic verb reduplication when speaking Chinese.
Hầu hết sinh viên nắm vững hai kiểu lặp lại "AA" và "A-A", nhưng lại gặp khó khăn với kiểu lặp lại "A了 A", không hiểu rõ sự khác biệt giữa chúng Điều này cho thấy giáo viên cần cung cấp giải thích chi tiết hơn về hình thức thứ ba này khi dạy về lặp lại động từ đơn âm.
Table 3 reveals that Question 15 has the highest error rate at 81.7%, indicating the significant impact of context on the use of monosyllabic verb reduplication Following closely is Question 18, which examines the incorrect use of indefinite direct objects after monosyllabic verb reduplication Question 16 shares a similar focus, also addressing the prohibition of indefinite direct objects in this context The fourth highest error rates are found in Questions 3, 5, and 17, all of which test the incompatibility of quantity expressions with monosyllabic verb reduplication Question 7 explores the specific forms of monosyllabic verb reduplication In contrast, Question 8 has the lowest error rate at just 6.2%, focusing on the use of complements following monosyllabic verb reduplication.
对上文的表格数据分析，可以总结出以下几点：
Students' ability to use monosyllabic verb reduplication needs improvement The assessment aimed to determine whether students pay attention to elements that conflict with monosyllabic verb reduplication Higher accuracy was observed in sentences that students frequently hear or use, such as in questions 8 and 15 However, students struggled with sentences containing other distractors, indicating a partial understanding of monosyllabic verb reduplication This suggests that while students have some knowledge of this grammatical structure, they have not fully mastered all related concepts, highlighting the need for further learning in this area.
（2）学生在使用单音节动词重叠式时，最常用的形式“AA”式以及
Sự sử dụng cấu trúc “A一A” có tỷ lệ chính xác cao hơn so với “A了A” Ngay từ giai đoạn khảo sát ban đầu về tình hình học tập, chúng ta đã nhận thấy rằng trong ba hình thức lặp lại chính của động từ đơn âm tiết, học sinh thường gặp hoặc nghe thấy cấu trúc “AA” và “A一A”, trong khi tiếp xúc với “A了A” thì ít hơn Điều này đã gây khó khăn cho họ trong việc tiếp thu cấu trúc lặp lại của động từ đơn âm tiết.
The author observed that the error rate for questions related to tense and complement usage was relatively low However, three specific scenarios exhibited a higher error rate: first, when monosyllabic verb reduplications were preceded by words indicating a large quantity; second, when these reduplications were followed by indefinite objects; and third, when the sentence lacked clear contextual indicators This suggests that students struggle with the nuances of meaning conveyed by monosyllabic verb reduplications.
The understanding of "quantity" is not very solid among the subjects, and they struggle to identify the objects that follow monosyllabic verbs after duplication Additionally, they have difficulty interpreting the context of sentences In the second test, the author included several questions related to indefinite and definite objects, specifically those that clearly contain numbers.
“一”的题目错误率低于第 18 题，“几件衣服”给学生的判断增加了困
Students often struggle to accurately identify the objects following the reduplicated forms of monosyllabic verbs, highlighting an important area of focus during their learning process.
3.2.2.2 偏误产生的原因
一、未注意相冲突的成分
The overlapping of monosyllabic verbs introduces meanings related to small quantities, process continuity, attempts, and a sense of leisure However, this verb form can conflict with terms indicating large quantities, complements, and indefinite objects in syntax Students often overlook these conflicts, leading to excessive use of monosyllabic verb overlaps Research indicates that Asian students, particularly from countries with similar but not identical grammatical structures to Chinese, frequently make errors when using this verb form These errors largely stem from a lack of awareness of conflicting elements within sentences Additionally, the phenomenon of monosyllabic verb overlap is less common in Vietnamese, making it challenging for learners to navigate the necessary distinctions in usage, which increases the likelihood of mistakes.
二、教学环境的影响
The teaching environment significantly influences Vietnamese students' acquisition of monosyllabic verb reduplication, primarily through the roles of teachers and teaching materials Teachers play a crucial role in the classroom, as students often rely on their explanations when learning new concepts The effectiveness of a teacher's instructional methods can greatly impact students' understanding; insufficient or unclear explanations can hinder their grasp of grammatical points There are several key factors regarding how teachers affect students' learning of monosyllabic verb reduplication Firstly, if a teacher's language is not concise, it can obstruct students' comprehension of the grammar point Therefore, using clear and straightforward language during instruction is essential for facilitating students' understanding Conversely, overly complex language can lead to confusion and impede learning Secondly, a focus solely on the formal aspects of monosyllabic verb reduplication, without addressing the specific grammatical rules and contextual influences, can limit students' practical application of the grammar If teachers only cover the basic meanings and forms, students may struggle to use the reduplication effectively in context.
Teachers should provide detailed explanations to students within specific sentences Additionally, they must adhere to the principle of "focused instruction with ample practice" during lessons, ensuring that after thoroughly explaining grammar points, students have plenty of opportunities to practice If students make mistakes, it is crucial for teachers to correct them promptly to reinforce learning Furthermore, assigning homework is essential for helping students consolidate their understanding outside of class, as failure to do so may lead to forgetfulness Ultimately, teachers play a vital role in encouraging students to speak more and correcting improper expressions in real-time, thereby facilitating their grasp of grammatical concepts.
三、习得顺序的影响
建议克服
Monosyllabic verbs are a crucial component in teaching Chinese as a foreign language, warranting significant attention from both students and instructors The explanation of monosyllabic verb reduplication in textbooks can greatly influence students' usage of this grammatical structure Teachers play a vital role in the process of students acquiring monosyllabic verb reduplication, as their methods of explanation and facilitation of effective practice significantly impact learning outcomes It is essential for educators to promptly address any issues that arise during the learning process, ensuring that students can apply these verbs correctly.
Based on the previous investigation and analysis, the author presents several recommendations aimed at enhancing the teaching of monosyllabic verb reduplication, addressing the challenges faced by Chinese language learners in mastering this aspect of the language.
3.3.1 教材编写符合认知规律
In recent years, numerous teaching materials for teaching Chinese as a foreign language have emerged; however, there are notable issues regarding the explanation of monosyllabic verb reduplication Some resources fail to provide simple and comprehensive explanations, while others lack targeted practice and exercises These shortcomings can hinder students from fully and deeply mastering monosyllabic verb reduplication.
Based on the survey findings, it is recommended that the teaching of monosyllabic verb reduplication follows a progression from easier to more difficult concepts This approach is essential as monosyllabic verb reduplication conveys various grammatical meanings, and teaching materials should align with the students' proficiency levels Common grammatical meanings should be introduced in resources for lower-level students, while advanced learners should be exposed to all usage types of monosyllabic verb reduplication Additionally, materials should provide specific contexts, as the survey indicated that context significantly impacts the use of this grammatical structure Therefore, the design of teaching resources must enhance contextual settings to facilitate better learning outcomes Lastly, exercises within the materials should be targeted, enabling students to correct mistakes promptly and reinforce their learning effectively.
3.3.2 学习者应该把握正确的学习策略
A survey of students revealed that even those with high proficiency in Chinese do not necessarily excel in the correct usage of monosyllabic verb reduplication This may be attributed to their prolonged study of the language, which can lead to decreased interest and a tendency to avoid using new grammatical structures due to fear of making mistakes or a lack of motivation Teachers play a crucial role in this scenario by guiding students to practice these new grammar points and fostering their interest in learning.
Avoidance strategies can lead to incomplete language acquisition, particularly for lower-level students Teachers should enhance their guidance during the learning process by teaching the correct order of acquisition and addressing any confusion Additionally, it is essential for educators to encourage students and boost their interest in continuing to learn the grammar point, helping them overcome the fear of making mistakes instead of avoiding its usage.
小结
This chapter focuses on three key areas: an analysis of students' usage of monosyllabic verb reduplication based on survey results, identifying issues in their acquisition of this linguistic feature; an examination of errors associated with monosyllabic verb reduplication; and recommendations for improving the accuracy of its usage The error analysis considers factors related to learners and teaching materials, while suggestions include the rational development of teaching resources and encouraging learners to adopt effective learning strategies.
This article explores the challenges encountered in the process of learning Chinese monosyllabic verb reduplication, focusing on both grammatical and semantic aspects It provides a preliminary study of the reduplication of monosyllabic verbs in Chinese, leading to key conclusions about this linguistic phenomenon.
This article examines the grammatical functions of monosyllabic verb reduplication, focusing on its roles as predicates, subjects, and objects It highlights two key characteristics: the exclusion of quantifiers and the limitations imposed on following object selection.
From a semantic perspective, the meaning of monosyllabic verb reduplication can be summarized into several key concepts: "attempt," "short duration," "small momentum," and "ease or casualness." Among these, "momentum" and "short duration" represent grammatical meanings, while "attempt" and "ease" are derived from these grammatical meanings.
Bài viết này tập trung vào việc giảng dạy tiếng Trung cho người nước ngoài, nghiên cứu hình thức lặp lại của động từ đơn âm tiết Tài liệu sai sót và bảng khảo sát được thu thập từ nguồn gốc trực tiếp, phân tích các kiểu lặp lại AA và A một A.
Bài viết tổng hợp số lượng sai sót của kiểu A và phân loại từng loại sai sót để phân tích Mục tiêu là tìm hiểu nguyên nhân có thể dẫn đến những sai sót này Cuối cùng, bài viết đưa ra các đề xuất thực tiễn cho người học, giáo viên và tài liệu giảng dạy.
The initial research has yielded some conclusions; however, there are still shortcomings that need to be addressed in future studies for improvement.
As my four years at Ho Chi Minh City University of Education come to an end, I reflect on my experiences in the Chinese Language Department with a mix of gratitude and nostalgia This period has been incredibly rewarding, filled with valuable lessons and unforgettable memories, making it one of the most significant chapters of my life.
I would like to express my heartfelt gratitude to my mentor, Dr Zhu Yahui, whose guidance in both academics and life has been invaluable as I approach graduation His integrity, profound knowledge, remarkable achievements, and adaptable research skills have deeply inspired me during my final days as a student and will continue to empower me in my future endeavors Particularly during the writing of my thesis, Dr Zhu devoted his time and insights to discuss ideas and provide meticulous guidance, ensuring the smooth progress of my work I extend my deepest respect to my mentor!
I would like to express my heartfelt gratitude to the dedicated professors of the Chinese department who imparted their knowledge during my university years Their unwavering guidance has significantly contributed to my progress in learning Chinese, and their profound expertise and relentless pursuit of academic excellence have greatly influenced me Additionally, I am thankful for my fellow classmates, especially Lin Jingmin, Zhao Zenan, Ou Baomei, and Zhang Jingyi, who have been by my side throughout this journey Together, we have made strides in our studies and forged deep friendships, and I truly appreciate their companionship and support during this time.
Finally, I would like to express my gratitude to my fellow students in the Chinese department for their diligent collaboration, and I hope to have the opportunity to assist you in the future.
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Li Yuming's 1996 article discusses the significance of word duplication in the Chinese language, highlighting its role in enhancing meaning and expression In his 1998 work, he explores various syntactic issues related to verb duplication, providing insights into its grammatical implications Together, these studies contribute to a deeper understanding of the complexities of Chinese linguistics and the functions of repetition in language.
[7]朱景松.(1998).动词重叠式的语法意义 中国语文(05),378-
[8]吕滇雯.(2000).日本留学生汉语偏误分析之(一):动词重叠 汉 语学习(05),60-64
[9]谢新卫.(2002).浅谈动词重叠所表示的语法意义 语言与翻译 (04),23-25+44
[10]杨平.(2003).动词重叠式的基本意义 语言教学与研究(05),8-
[11]张晓涛.(2005).动词重叠的语义条件考察 学术交流(07),143-
Liu Yi (2006) explored the constraints of verb reduplication forms in a master's thesis at Capital Normal University The research delves into the factors influencing the usage and structure of these forms, providing valuable insights into the complexities of the Chinese language For more details, refer to the thesis available at [CNKI](https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD0506&filename=06128888.nh).
Li Hua's 2007 master's thesis, titled "An Examination of Verb Reduplication in 'Dream of the Red Chamber'," explores the linguistic features of verb duplication within this classic Chinese novel The research, conducted at Shaanxi Normal University, provides insights into the usage and significance of verb reduplication, contributing to a deeper understanding of the text's language dynamics For more details, visit the thesis repository at CNKI.
The doctoral dissertation by Chen Yulan (2007) focuses on a comparative study of verb reduplication in Chinese and Indonesian languages Conducted at Shanghai Normal University, this research highlights the similarities and differences in verb formation through reduplication in both languages, contributing valuable insights to the field of linguistics For more detailed information, the dissertation can be accessed at the provided link.
[15]胡孝斌.(2007).单音节动词重叠研究综述 对外汉语研究