Research On Separable Words In Vietnamese-Chinese Teaching

Separable words is a special language phenomenon in modern Chinese.Its characteristic of being able to separate and unify exceed the category of words and expressions,related to the two aspects of lexicon and syntax.Vietnamese language does not have separable words.As a result,Vietnamese students make mistakes in understanding and using separable words.The characteristic of mistakes is both systematic and a personal.This phenomenon leads to expressing incorrectly.The thesis derives from corresponding Vietnamese-Chinese translation of separable words,studying characteristics and rules of translation,survey and analyse the main cause Vietnamese students' mistakes.In additions,in combination with personal teaching experiences,the thesis will give some recommendations on separable words as a second language for giving introduction for Vietnamese student when learning separable words.Research steps:Chapter 1:Research question,literature review,research methodology,research resources.Chapter 2:Definitions and category,structure analyzing including basis structure and extended structure,settings.Chapter 3:Based on example sentences from corpus CCL,BCC,separable words dictionary,common use Separable words dictionary,separable words learning dictionaries and modern Chinese language textbooks,characteristics and rules of Vietnamese translation of separable words will be analyse.Analysis shows that in a state of unified their meaning and function are fundamentally similar,but structure has many differences.Those are showed in three corresponding translations:in 186 Vietnamese translated separable,there are 139 words,33 expressions,14 words-expressions.Most separable words are intransitive verbs;when translated into Vietnamese,some of them become transitive verbs.Hence,translating by separable words into Vietnamese is complex,diverse and versatile.For example,in Vietnamese translation of 139 Separable words(15 transitive verb,124 intransitive verbs)15 transitive verbs become 10 transitive verbs,3 intransitive verb and 2 transitive-intransitive verbs.Furthermore,124 intransitive verbs become 52 transitive verbs and 72 intransitive verbs.33 expressions can become following structure:V-O,superior-subordinate struxture and S-O,V-0 is common.In addition,the main translation form of separable words is not Sino-Vietnamese words but non-Sino-Vietnamese words,influenced by both written language and spoken language.Translating separable words into Vietnamese clearly bring up many difficulties for learners.The separated form of separable words is divided into:adding auxiliaries,repetition,adding modifiers,adding predicates,conducting anagrams.Some separable words can be translated completely,partially,but some cannot be translated correspondingly.For example,some separable words have different translations when they are added auxiliaries such as“?”“?”“?”and“?”texture.Those added“?”“?”“?”have partially corresponding Vietnamese translation,but those added“?”are not the same.The corresponding Vietnamese translation form of repetition separable words may keep the same structure,may add some Vietnamese function words at the end of its.Furthermore,separable words added consequence modifier,have corresponding Vietnamese translation of adding modifier after separable words.Chapter 4:The research process on 259 subjects(185 Chinese major students and 74 Vietnamese students).259 students are divided into elementary-level and intermediate-level Students are investigated on the causes of faults when learning separable words.The research show that the cause of misuse in elementary level students are negative effects of their mother tongue.In intermediate students,the main reason is overuse of analogy and the complexity of separable words themselves.For elementary-level students,the language practice environment greatly helps.The Chinese major students use the low using frequency separable words more correct than Vietnamese international students,low,Chinese specialized students use more accurately than Vietnamese students.The dissertation also points out that international students at intermediate level can take advantage of the language practice environment,while Chinese major students depend on knowledge from classrooms and from self-study.Chapter 5:Dissertation is not only generalizes the essential factors that cause major mistakes of Chinese major students on learning separable words,but also conducts a survey on separable words teaching of 15 Vietnamese teachers.The dissertation states that in order to teaching separable words as a second language,it is necessary to agree on common knowledge on separable words.In additions,separable words should be considered as a "minor words class" and categorized them as a new grammar items in modern Chinese language.As a result,compilation of textbooks,teaching methods,aspects of theory and practice have a corresponding attention.Furthermore,it is necessary to take grammatical focus that appears in the "New Outline" as reference for designing textbooks on international Chinese.Assignments and exercises in the syllabus have to be accord with.Chapter 6:summarizing characteristics and rules of translating separable words into Vietnamese,and pointing out new points and limitations of the thesis.