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 continually evolving Throughout its development, the phenomenon of using ancient language for modern purposes is quite common, particularly evident in the Chinese language.
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 is a notable phenomenon in the evolution of modern Chinese, reflecting the flexibility of word classes Additionally, modern Chinese has retained several formal vocabulary items from classical Chinese, such as "之," "于," "者," and "其." Among these, "其" serves as a versatile term commonly found in written language It functions both as a pronoun and a particle, with its usage and meaning being quite complex "其" can refer 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 nhiều nhất dưới dạng định ngữ Việc kết hợp "其" với các hình thức diễn đạt tương ứng trong tiếng Trung hiện đại đã làm phong phú thêm cách biểu đạt trong ngôn ngữ này Tiếng Việt cũng đã mượn từ "KỲ" từ tiếng Trung Nếu người học tiếng Trung hiểu rõ cách sử dụng "其" và liên hệ với các hình thức diễn đạt tương ứng khác, đồng thời phân biệt được sự khác biệt và tương đồng giữa chúng, họ sẽ có khả năng sử dụng chính xác hơn và nâng cao hiệu quả biểu đạt trong 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, often presents challenges due to the various usages of "其." Many learners struggle with its correct application, leading to misunderstandings and errors that hinder their overall Chinese language skills, especially in written expression Common mistakes among Vietnamese undergraduate students majoring in Chinese include omissions, incorrect usage, and improper 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
The analysis of the term "其" focuses on errors encountered by undergraduate students in the Chinese Language and Culture Department at Hanoi National University of Education This master's thesis aims to provide valuable insights for Chinese language teaching in Vietnam, particularly in enhancing the effectiveness of Chinese writing instruction for learners.
本论文的研究目的在于：
This article examines the misunderstandings and usage errors of Vietnamese students regarding the modern Chinese word "其," identifying the types of errors made.
- 经分析指出其偏误成因；
Based on the analysis of the causes of errors, this article offers relevant teaching and learning recommendations Upon completion of the paper, it will serve as a valuable reference for Chinese language instruction 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 reviews theoretical issues related to the classification of modern Chinese words, with a specific focus on the term "其." It also analyzes common errors associated with its usage, providing insights into the complexities of its application in contemporary language.
This article investigates the understanding and usage of the polysemous word "其" among undergraduate students majoring in Chinese in Vietnam, focusing on intermediate to advanced levels It aims to identify common errors and categorize them for a better comprehension of the term's application in various contexts.
Based on an analysis of the obtained results, this study identifies the causes of errors and offers relevant teaching and learning recommendations aimed at improving 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 word "其" among second and third-year undergraduate students at the University of Foreign Languages, Hanoi National University, specifically those majoring in Chinese Studies and bilingual students with Chinese as a second major The research aims to analyze the current state of comprehension and application of "其" through case studies, highlighting the types of errors and their underlying causes The scope is limited to modern Chinese classical function words.
The data for this study primarily comes from a survey conducted with approximately 200 undergraduate students in their second and third years at the Chinese Language and Culture Department of the University of Languages and International Studies, Vietnam National University, Hanoi This includes students majoring in Chinese Language and Culture as well as those specializing in Han-Nom studies.
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 survey method was employed to investigate the understanding and usage of the word "其" among second-year undergraduate students in the Chinese Language and Culture Department at the Foreign Language University of Vietnam National University, Hanoi Additionally, the study involved collecting students' written works 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
In modern Chinese, classical elements play a significant role, yet understanding and utilizing these elements for effective communication in Chinese presents a considerable challenge This paper focuses on a specific linguistic aspect of this issue.
A comprehensive study on the misuse of the word "其" provides valuable reference material for undergraduate teaching in Vietnamese Chinese language programs The findings aim to inspire students on how to learn and understand classical vocabulary in modern Chinese, particularly the polysemous term "其." This research ultimately seeks to enhance their reading comprehension and written expression skills in Chinese.
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 key theories in second language teaching, including error analysis and interlanguage It also introduces concepts related to Chinese linguistics, such as cognates and modern Chinese classical terms, to serve as a theoretical foundation for further analysis.
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' written work, the study identifies and categorizes common errors related to "其," shedding light on the current state of these 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 further 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 serve as a valuable reference for Chinese language instruction 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 advocate of error analysis, categorized errors made by second language learners into two types: "slips" and "errors." Slips are random and irregular mistakes that do not reflect the learner's language proficiency, while errors are systematic and occur consistently among second language learners These errors are indicative of 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 language acquisition, learning stages, and strategies Different learning phases yield distinct errors; for instance, Vietnamese learners new to Chinese often produce errors like "Today is the twelfth of August" or "Younger brother, I study Chinese at university" due to negative transfer from their native language However, as learners spend more time studying and using Chinese, the interference from their mother tongue diminishes while interference from the target language increases, leading to a rise in errors caused by this interference This shift emphasizes the importance of error analysis in applied linguistics, aiming to explore the nature of these errors for targeted analysis The findings play a crucial role in second language teaching, enabling learners to leverage positive transfer while minimizing negative transfer, thereby 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: over-addition, omission, misplacement, substitution, and blending Among these, over-addition is also referred to as
“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
Errors in language can manifest in various forms, including omissions of essential linguistic units, incorrect order of words or phrases (known as misplacement), and inappropriate substitutions where an incorrect unit is used in a specific syntactic position Additionally, blending refers to the improper combination of two or more grammatical structures, leading to confusion in meaning.
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 research focus and objectives, various classification systems can be effectively applied in the practice of error analysis.
Research findings indicate that the causes of errors in foreign language teaching within second language instruction can be categorized into several distinct types.
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, especially at the beginner level This tendency can lead to errors due to the inherent differences between the two languages 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 particularly evident in the acquisition of phonetics For instance, Mandarin Chinese has four tones while Vietnamese has six, leading to distinct pronunciation methods Vietnamese learners of Mandarin may incorrectly apply the tonal rules of Vietnamese, such as using the "heavy tone" (thanh nặng) to produce the fourth tone in Mandarin.
Sự ảnh hưởng của âm điệu thứ tư dẫn đến việc phát âm không chính xác, đồng thời khiến cho "thanh hỏi" được áp dụng sai vào âm điệu thứ ba trong tiếng Trung, gây ra tình trạng phát âm không chuẩn của âm điệu 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 and insufficient understanding of the target language to new linguistic phenomena through analogy, resulting in errors This type of error, known as transitional generalization, does not have roots in the learners' native languages and is often observed among learners from different linguistic backgrounds For example, when learning degree complements, learners may incorrectly use the structural particle "得" after certain verbs, leading to errors such as "We completed the task given by the teacher very well," "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 can often stem not solely from linguistic issues but also from cultural differences between ethnic groups, leading to pragmatic errors in language use Despite Vietnam and China sharing a similar cultural space, subtle distinctions can result in negative transfer related to cultural factors for learners For instance, in Chinese culture, the wolf is perceived as a fierce carnivore, and the term "色狼" (sex wolf) refers to someone who excessively expresses lust in everyday language In contrast, the Vietnamese equivalent is "DÊ," highlighting how cultural nuances can influence language interpretation and usage.
Trong văn hóa Việt Nam, con dê được coi là biểu tượng của sự khéo léo trong mối 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 giữa tiếng Trung và tiếng Việt cho thấy nguồn gốc hình ảnh ẩn dụ về dục vọng khác nhau: tiếng Trung sử dụng 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, methods, techniques, and adjustments that language learners adopt to effectively master language rules, develop language skills, and enhance communication abilities while addressing 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 learners struggle to articulate ideas beyond their current language knowledge or skills, they often resort to various linguistic and non-linguistic means to communicate effectively Key strategies include avoidance, paraphrasing, seeking help from authoritative sources, and relying on direct translations from their native language These strategies primarily impact vocabulary and grammar usage.
1.1.3.5 学习环境的影响
The negative impact of the learning environment on learners is primarily influenced by the language context, where insufficient teacher explanations and guidance, as well as incorrect demonstrations, play a significant role Additionally, the lack of scientific rigor in textbooks and poor organization, along with discrepancies between classroom teaching and skill training, contribute to these issues Some of these errors stem from teachers' inadequate research on challenging topics, particularly grammar, while others arise from inappropriate attitudes of textbook authors or educators When teachers respond to learners' inquiries without fully understanding the questions, they may provide hasty and incorrect answers, further creating an unfavorable learning environment and becoming a source of errors.
1.1.3.6 教学环节的疏漏
The article discusses the gaps in the teaching process, highlighting issues related to the textbooks used, the teaching methods employed by educators, and the inappropriate identification of key teaching points and challenges, as well as 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, situated between their first language and the target language This system has its own set of rules, evident in aspects such as 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 a tool for communication.
The emergence and development of interlanguage theory were inevitable due to significant challenges faced by contrastive analysis in the 1960s This theoretical approach, which prioritized a "teacher-centered" perspective over a "learner-centered" one, overlooked the essential role of learners in the language acquisition process Consequently, there was a growing focus on the individual factors influencing learners and their unique learning journeys.
There is a common misconception that contrastive analysis, error analysis, and early interlanguage theory are interconnected in a developmental manner; however, they differ significantly in theoretical foundations and research methodologies Contrastive analysis is rooted in behaviorist psychology and structuralist linguistics, aiming to examine learners' internal processes by comparing their native language and target language, identifying differences as sources of learning difficulties In contrast, error analysis focuses on the learners' own, albeit limited, linguistic systems to explain their learning processes While error analysis does not exclude comparison, it does so based on learners' errors and the target language, which distinctly separates it from contrastive analysis Early interlanguage theory further diverges from both contrastive and error analysis by recognizing learners' language as an independent system, a level of understanding that neither contrastive analysis nor error analysis achieves.
1.2.2 中介语的特点
Interlanguage is a dynamic and evolving language system rather than a static one It continually incorporates new knowledge and rules, while existing structures are frequently revised and adjusted As learners' language proficiency increases and their communication needs grow, interlanguage develops in stages, progressing from simple to complex and from basic to advanced, gradually moving away from the influence of the first language.
Interlanguage contains certain errors; however, it is not entirely incorrect, as there are accurate elements that expand as learning progresses These errors often recur, indicating that interlanguage does not develop linearly towards the target language but rather in a more complex manner, with previously corrected mistakes reappearing in a systematic way.
Interlanguage is a unique linguistic system that learners develop at various stages of language acquisition, existing between their first language and the target language It operates under its own set of rules, manifesting in phonetics, vocabulary, and grammar Learners consciously apply these rules to generate or comprehend discourse they have never encountered before Interlanguage shares characteristics and functions with other human languages, serving as a tool for communication.
The emergence of interlanguage can be attributed to five key factors: language transfer, transitional generalizations of the target language rules, transfer caused by training, learner strategies, and communication strategies Interlanguage represents a linguistic system developed by learners who have not yet fully mastered the rules of the target language, resulting in incomplete generalizations and inferences While interlanguage contains certain errors, it also includes correct elements, which expand as learning progresses Notably, interlanguage errors tend to be repetitive, and its development is not a straightforward path toward the target language; instead, it evolves in a more complex manner, with previously corrected errors potentially reappearing in a systematic way.
Interlanguage errors exhibit a persistent nature, often leading to stagnation in certain language aspects This phenomenon, known as "fossilization," is particularly evident in pronunciation The reasons for such rigidity are varied and complex.
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 may even receive positive feedback, causing them to become complacent with their progress Furthermore, biases against certain aspects of the target language can hinder acceptance and further learning.
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 features of words can be categorized into two types: word formation morphology and shape morphology Additionally, words possess the ability to function as syntactic components, with a clear correspondence between word classes and syntactic roles In English, the position a word occupies in a syntactic structure often helps determine its part of speech, allowing for classification based on its syntactic function This consistent relationship between components and word classes in Indo-European languages means that the ability to serve as a syntactic component can also serve as a criterion for classifying words Furthermore, the combinatory capacity of words is governed by specific rules, with words that share similar combination patterns falling into the same category As noted by Zhu Duxi in his work "Grammar Q&A," the basis for classifying word classes lies in their grammatical functions, which he defines as the totality of grammatical positions a word can occupy In modern Chinese, words are divided into two major categories: content words (including nouns, verbs, adjectives, pronouns, numerals, and measure words) and function words (which include 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 fulfill the primary grammatical functions of different categories in different contexts Specifically, in one situation, it may function as one type of word, while in another, it may serve as a different type, without exhibiting both functions simultaneously in the same context Polysemous words must share the same pronunciation and have related meanings; those that lack such connections or have unrelated meanings do not qualify as polysemous words Additionally, it is important to distinguish polysemous words from temporary and rhetorical usages.
In Chinese, there are three common types of polysemous words: first, nouns that can also function as verbs, such as "工作" (work), which serves as a verb in "我哥哥工作了两年了" (My brother has worked for two years) and as a noun in "我已经找到了一份工作" (I have found a job) Second, nouns that can act as adjectives, like "代表" (representative), which can be a noun in "这是北京大学的代表" (This is the representative of Peking University) and an adjective in "丰乳肥臀是莫言的代表作" (Big Breasts and Wide Hips is Mo Yan's representative work) Third, adjectives that can also be verbs, exemplified by "代表," which is used as an adjective in "这是一个代表性作品" (This is a representative work) and as a verb in "我代表全班同学上台讲话" (I represent the whole class to speak on stage) The classification of these words depends on the context, as their meanings can become ambiguous without it, such as in the sentence "我是华东贸易公司的翻译" (I am a translator for East China Trading Company), where "翻译" (translator) is a noun.
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, announcement, education, exhibition, commemoration, editing, translation, direction, expectation, and explanation.
Nouns that also function as adjectives include terms such as science, standard, economy, morality, difficulty, ideal, rule, brilliance, spirit, politeness, expertise, machinery, brightness, happiness, contradiction, health, pain, and cattle.
Adjectives that also function as verbs include terms such as noisy, chaotic, deep, broken, busy, hot, tight, lively, rich, prosperous, active, clear, serious, isolated, determined, substantial, 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 serve as adjectives and adverbs, such as "light" and "nature."
（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" serves as a versatile term, functioning as both a demonstrative pronoun and a particle It can be categorized into personal pronouns and possessive pronouns, showcasing its multifaceted nature The appropriate use of "其" enhances the formal tone of written Chinese, contributing to more sophisticated expressions.
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 tool for communication, is no exception Throughout the evolution of language, new linguistic phenomena, particularly the emergence of new words and expressions, play a significant role in its development.
Ancient Chinese, distinct from modern Chinese, refers to the written language of the ancient Han people, primarily represented through classical literature It has evolved through three historical periods: ancient, medieval, and modern, ultimately transforming into contemporary Chinese Before the May Fourth Movement in 1919, ancient Chinese was based on classical Chinese and early vernacular forms To comprehend ancient Chinese phonetics, vocabulary, grammar, and characters, one must analyze the linguistic phenomena presented in classical texts, which serve as evidence of language inheritance and development Like other language systems, ancient Chinese comprises three main components: language, vocabulary, and grammar, encompassing a wide range of knowledge, including history, literature, politics, military, medicine, technology, astronomy, and ethical principles.
Language evolves alongside human society, reflecting its continuity In modern Chinese, many classical Chinese particles and grammatical structures still exist, some coexisting with their modern counterparts, albeit with notable differences Without a foundational knowledge of classical Chinese, learners may struggle with the language barriers that arise Studying ancient Chinese not only enriches one's understanding of its 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 featuring monosyllabic words The flexible use of word classes is common, along with unique grammatical phenomena such as fronting of objects, causative and intentional usages, and ellipsis Additionally, the role of function words in understanding grammar is crucial Therefore, studying Classical Chinese necessitates an acknowledgment of 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 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 historical context, literary allusions, and cultural knowledge associated with the language Building on this foundation, they should express the content in modern Chinese Additionally, each article should encourage students to identify idioms, proverbs, and maxims to enrich their vocabulary and appreciate the profound insights within the text The selected readings primarily derive from renowned works of ancient Chinese literature, allowing students to gain insights into related literary knowledge through the lessons.
In modern Chinese, elements of classical Chinese are evident in phonetics, vocabulary, grammar, and certain sentence structures Therefore, studying classical Chinese can significantly enhance comprehension of modern Chinese texts and improve written expression, yielding numerous benefits.
In the language learning process, it is essential to not only utilize general language learning techniques but also to actively employ comparative methods Understanding the differences and similarities between ancient and modern Chinese can significantly aid in learning and research For Vietnamese students, the historical and social influences, particularly the contact between Chinese and Vietnamese, create a close relationship among Vietnamese, ancient Chinese, and modern Chinese By carefully comparing these three languages, learners can reduce difficulties and enhance their interest, leading to improved learning outcomes With a solid foundation in classical Chinese knowledge, learners can expect noticeable improvements in their understanding and expression of modern Chinese Additionally, it is crucial to learn how to use reference materials effectively and to strengthen skills through practice, memorization of idioms, proverbs, and other notable quotes.
From a vocabulary perspective, Classical Chinese primarily consists of monosyllabic words, while Modern Chinese trends towards disyllabic forms In other words, disyllabic words dominate the modern lexicon Some ancient terms have been preserved and evolved into their modern equivalents The transformation of monosyllabic words into disyllabic forms in Chinese vividly illustrates the continuity of the language Examples of disyllabic words in Modern Chinese derived from Classical Chinese include: 可 (can) becoming 可以 (can), 告 (inform) evolving into 告诉 (to tell), 知 (know) changing to 知道 (to know), 旁 (side) transitioning to 旁边 (beside), 富 (rich) becoming 富有 (wealthy), and 贫 (poor) transforming into 贫穷 (poverty).
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 Chinese, the character for "eat" is represented by "食," while "drink" is conveyed by "饮." The term for "want" is "欲," and "hate" or "dislike" is expressed as "恶" or "厌." The word "say" translates to "曰," and "hear" is indicated by "闻." The character "余" signifies "many," and "窥" or "照" relates to "look" in the context of a mirror "视" means "to see," while "走" translates to "run." The term for "hungry" is "饥," and "诸" refers to "various" or "each." "寡" means "few," and "亦" translates to "also." The word for "write" or "letter" is "书," with "此" meaning "this" and "彼" indicating "that." The character "则" means "then," and "若" translates to "if," while "是" signifies "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 character "何" can be translated into various expressions depending on the context For instance, it can mean "when" (何时), "what is called" (何谓), "why not" (何不), "how can" (何能), "where" (何处), and "how" (如何) Understanding the specific usage of "何" is essential, as its meaning changes based on the situation.
1.5．文言文中的“其”的词类
After reviewing "Cihai" and "Ancient Chinese Language Course," along with various websites, 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 and can be translated as "his," "her," "its," or "their," 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 function indicates a choice relationship, akin to "is or " For example: "Is it truly that there are no horses? Or is it that one simply does not know about horses?" (from "On Horses").
第二是，表示假设关系，相当于“如果”。例如：
In the realm of professional pursuits, a lack of refinement in one's work or an incomplete moral character does not stem from an inferior nature but rather from a lack of dedication 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 geographical and cultural connection, which has led to significant linguistic interactions Due to unique historical and cultural influences, the Vietnamese language has incorporated a substantial number of Chinese loanwords These loanwords can be categorized into three types: ancient Sino-Vietnamese words, Sino-Vietnamese words, and Vietnamese-ized Sino-Vietnamese words Once integrated into Vietnamese, these Chinese loanwords are governed by the rules of Vietnamese vocabulary Some words are fully adopted without changes in their grammatical category, meaning, or usage, such as "生长" (growth), "美丽" (beauty), and "学习" (study) Others undergo changes in grammatical category, like "特色" (characteristic), "兴趣" (interest), and "心得" (insight), while some experience alterations in word order.
“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 poses significant challenges for Vietnamese learners of Chinese and Chinese learners of Vietnamese, creating a major difficulty in language acquisition.
Trong quá trình tiếp xúc giữa tiếng Hán và tiếng Việt, tiếng Việt đã tiếp nhận từ "其" và các từ được cấu thành từ "其", chẳng hạn như "其实" (kì thực) và "极其" (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 thông qua âm thanh và hình dáng Tuy nhiên, nhiều từ đồng âm với “其” cũng đã được đưa vào tiếng Việt, dẫn đến sự xuất hiện của nhiều từ đồng âm Ví dụ, từ “好奇” (hảo kỳ) cũng là một trong những từ như vậy.
（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 in Chinese, yet their pronunciations in Vietnamese differ This discrepancy 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 many classical elements, both in vocabulary and grammar, making the study of these features a significant concern in the field of Chinese language research 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 with 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
（1983）的《文言和白话：吕叔湘语文论集》，文中作者分析了文言和
In his 1986 work "Classical and Vernacular Chinese," Zhang Zhonghang systematically and comprehensively analyzes the relationship between classical Chinese and vernacular Chinese He emphasizes that inheritance is a universal phenomenon in the development of any language, 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 structural qualities of modern Chinese idioms, such as symmetry and coordination, affirming that these traits are derived from ancient Chinese Additionally, Sun Yuwen (2004) highlights the differences between written and spoken modern Chinese in "Ancient Chinese and Modern Chinese," emphasizing that learners must understand the connection between the two to effectively apply vocabulary and grammatical phenomena in practical communication Xu Shiyi (2007), in "The Development History of Vernacular Chinese," elucidates the inheritability of modern Chinese, indicating that it retains many linguistic features from ancient Chinese and discusses the historical evolution from classical to vernacular forms Wang Ning (2005), in "Language and Vernacular—On the Teaching of Classical Chinese in Middle School," argues for the importance of integrating classical Chinese instruction within modern language teaching, based on a comparative analysis of classical and vernacular styles.
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, dedicating significant space to the meaning and usage of classical function words The study is supported by rich and reliable data, including an exploration of the word class and usage of "其." This research provides valuable insights into written Chinese.
Understanding the significance of classical Chinese expressions is crucial, particularly in grasping the use of "其" in classical literature and its equivalent in modern Chinese This exploration enhances our appreciation of the linguistic evolution and cultural context embedded within the language By examining the nuances of "其," we can deepen our comprehension of both classical and contemporary Chinese communication.
Research on error analysis in China has yielded significant results, particularly in related fields such as interlanguage and second language acquisition, which have also achieved notable successes However, we have already summarized the relevant theories mentioned above, so further discussion is 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 among Vietnamese students Numerous master's theses have emerged addressing these vocabulary errors, highlighting the increasing academic interest in this area This paper specifically selects modern Chinese as its focus for analysis.
This article focuses on the common misuse of the classical Chinese term "其" and provides a summary of research related to vocabulary and errors associated with its usage.
Tại Việt Nam, nghiên cứu về văn ngôn được coi trọng, nhưng chủ yếu do các học giả Hán học thế hệ cũ thực hiện Một trong những chuyên gia tiêu biểu là Nguyễn Xuân Thại, người đã dành nhiều năm nghiên cứu lĩnh vực này.
Các tạp chí như "Ngôn ngữ" và "Từ điển học và Bách khoa toàn thư" đã công bố nhiều nghiên cứu về ý nghĩa và cách sử dụng các từ mượn từ tiếng Trung trong tiếng Việt, chỉ ra sự khác biệt về nghĩa giữa các từ này trong hai ngôn ngữ Nghiên cứu không chỉ hỗ trợ cho việc giảng dạy tiếng Trung tại Việt Nam mà còn có lợi cho việc dạy học tiếng Việt, đồng thời góp phần vào công tác biên soạn từ điển Một trong những nhà nghiên cứu tiêu biểu là ông Nguyễn Quang Hồng, với những phân tích về cách đọc và ý nghĩa của các từ như "trên", "dưới", 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 để phân tích ý nghĩa và cách sử dụng của một số từ, đặc biệt là sự biến đổi của các từ tiếng Hán khi du nhập vào tiếng Việt.
Kế thừa những thành tựu nghiên cứu của thế hệ trước, trong những năm gần đây, ông Phạm Ngọc Hàm đã tiến hành nghiên cứu sâu về các yếu tố Hán văn trong tiếng Việt Ông đã xem xét từ góc độ ngôn ngữ và chữ viết, và đã công bố nhiều bài viết Trong số đó, tác phẩm nổi bật nhất của ông là cuốn sách "Văn ngôn trong tiếng Hán hiện đại" được phát hành vào năm 2016.
In the article, the author summarizes the vocabulary and grammatical phenomena inherited from Classical Chinese in modern Mandarin They preliminarily highlight the relationship between the two, focusing on key particles such as "之," "者," "所," and "于."
The article explores the comparative analysis of classical Chinese function words, particularly focusing on their correlation with corresponding vocabulary and grammatical phenomena in the Vietnamese language This connection is further related to the teaching of Chinese in Vietnam, providing significant insights for our research.
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, as well as addressing issues related to vocabulary changes over time.
Current research on classical Chinese elements, including vocabulary and grammar in modern Chinese, is quite extensive in China However, studies related to this topic in Vietnam remain limited Notably, Mr Fan Yuhan has published some comparative research on the word "其" in classical and vernacular Chinese Yet, there is a significant gap in research on the errors and acquisition of the word "其" among Vietnamese students learning modern Chinese This gap motivates my choice to investigate the error analysis of the word "其" among undergraduate students in the Chinese Language and Culture Department at the University of Languages and International Studies, Hanoi National University.