The Error Analysis On The Vietnamese Foreign Students’ Word Order

Vietnamese and Chinese both belong to the isolating language, because of lacking of change in word forms, the word order has become an important mean of grammar. Although Vietnamese and Chinese basic word order are SVO, but it does not mean that they are consistent inside. Vietnamese and Chinese word order can even be said to be the opposite in some of the ingredients, This difference can easily lead to error. This article aims at researching the word order error when Vietnamese students are learning Chinese as a second language. First of all, through the analysis of the corpus, we analyze, classify and research deeply the error of word order, which the Vietnamese students make.Secondly, on the basis of having analyzed the types of errors and the learners’ individual differences,we make them into questionnaire. Thirdly, based on the analysis of corpus analysis and questionnaire survey, we search for the reasons of errors. At last, go back to our teaching, we hope it would help for teaching and learning to Vietnamese students. This article is divided into six parts:The first part is the introduction. It elaborates the selected topic reasons, theoretical bases, research status and innovations.The second part is the analysis of error types. We analyze the word order corpora error type which the Vietnamese students have made from HSK dynamic composition corpus. It can be divided into five types through the comparative study. They are attributive error of the word order, adverbial word order error, complement word order error, subject-predicate word order error, the SVO word order error and other order errors which are consist of correlative sequence errors and negative sequence errors.The third part is the type of bias statistics and the analysis of the questionnaire. Through further analysis of the corpus, we analyze the corpus about Vietnamese students’ word order error in detail, and make them represented in digital form. Then to analyze the questionnaire which is build on the basis of analysis on the types of errors from corpus. Finally we make a comprehensive analysis between the corpus and questionnaire survey.The fourth part is the reasons of error. We mainly analyze the reasons through the analysis of the corpus and questionnaire survey. This article researches the causes of error from three aspects:negative transfer of mother tongue, target language overgeneralization and learners’individual factors. The first two aspects based on corpus and questionnaire survey. The last one based on the research from the learners’ individual differences in the questionnaire, and we analyze it from the learner’s age and contact Chinese time, learning motivation and attitude, the cognition of Chinese.The fifth part is the reflection of teaching and learning. We put the results of error analysis back to teaching to provide help on teaching and learning. The first one is the guidance for teaching, Comparative analysis of the two languages is good for teachers to learn the difficulty of teaching. The second is the reflection of teaching. It is about the attitude what our teachers in teaching Chinese as a foreign language should adhere to. The last one is the reflection to the Vietnamese foreign students.The sixth part is conclusion. It summarizes this article.