An Analysis On Chinese Preposition Errors Made By Vietnamese Learners

At the end of the fifties, after the proposal of Chomsky’s transformational generative grammar theory, there was a tremendous impact on behavioral psychology, cognitive psychology underwent rapid development, the process and characteristics of second language learning quickly became the core of research. With the increasing number of Vietnamese students learning Chinese, close attention is being paid to the analysis of Vietnamese students’errors while learning Chinese. The research object of this paper is errors that occur in prepositions by Vietnamese students learning Chinese by means of methods such as testing, synthesis, description, statistics, analysis, induction, generalization and so on to describe and analyze typical prepositional errors.The introduction part gives a brief description of the background, significance and research methods of the paper, the major part of the paper is the second chapter to the fourth chapter. The second part mainly analyzes the errors and describes preposition related theories, first by presenting the definitions of different kinds of error analysis and definitions of Chinese prepositions, then from the form and meaning, categorizes Chinese prepositions into two classes. Secondly, it introduces the definition and grammatical features of "preposition" in Vietnamese pointing out the differences and similarities between Chinese and Vietnamese "preposition".The third part focuses on the analysis of Vietnamese students’Chinese preposition errors, selecting"zai"(在)、"cong"(从)、"dui"(对)、"gen"(跟)、"wei"(为)."xiang"(向)、"gei"(给) seven Chinese prepositions with the highest frequency of errors for analysis, the errors are then classified into types by omission, wrong order, misuse, miss-addition, while giving a descriptive analysis of each type of error, furthermore using misuse of the seven prepositions as an example for analysis. The fourth part of the paper analyses the cause of the prepositional errors by Vietnamese students which is mainly due to problems like negative transfer of Vietnamese, negative transfer within Chinese, textbooks and interpretation of teachers. Aiming at these problems, we propose teaching strategies of prepositions to Vietnamese students learning Chinese, namely predicting the key difficulty of teaching prepositions, expressing the teachers’initiative and in-depth study of prepositions. In addition, we also put forward the idea of textbook compilation, with the hope of using renewed principles, detailed description of the use of newly added Chinese prepositions, and refinement of the preposition knowledge in order to reduce the errors in the learning process. During Chinese grammar classes, the grammar teaching method can also reduce the phenomenon of errors arising.