Error Analysis Of Vietnamese Students’ Acquisition Of Chinese Approximate Number

Chinese approximate numbers are divided into four kinds:1) the collocation oftwo adjacent numeral,(2) uses "a few" and "two" to express,(3) adding theapproximate words in front of the exact number,(4) adding approximate words afterthe exact number. Approximate number is not a difficult problem to the nativeChinese people, but for the nonnative Chinese people, approximate number isrelatively difficult, especially, it is more complex to the native Vietnamese.In learning Chinese approximate number, foreigners have encountered a lot ofdifficulties, and result in many errors. In 《foreigners learning Chinese grammarerrors analysis》(published by Language University publishing house in2010), ZhouXiaobing, Zhu Qizhi, Deng Xiaoning have mentioned the errors on learning Chineseapproximate number of the foreigners.From the view of Teaching Chinese as a Foreign Language, this study mainlyhave focus on researching and identify the errors on learning Chinese approximatenumber of Vietnamese students.This article can be divided into four parts:Part Ⅰ is Introduction part. Mainly emphasize the purpose, the method, corporasources, the theoretical basis and the previous research results of this study. There hasno one systematically research and examine the errors Vietnamese students get inlearning Chinese approximate number. Therefore this study is very necessary.Part Ⅱ: This paper investigates the errors in representation of Chinese approximatenumber of Vietnamese students (including the using of”多”,“来”,“左右”,“上下”,“前后” and the collocation of two numeral). I will divide the collected linguistic data,and there are3kinds of errors: mal-position, mix-use and Repeat encumbrance inexpressing approximate number. This paper will analyze the characteristics, rulesand ratios of errors. In the research process, this paper will compare and show thesimilarities and differences between Chinese and Vietnamese in the representation ofapproximate numbers. Part Ⅲ: summarizing of the reasons of errors. There are four main reasons: thenegative transfer of mother tongue and the excessive generalization of purposelanguage, the improper communication strategy of the learners and the imperfectionin redacting the teaching material.Part Ⅳ: in order to reduce the errors of Vietnamese students in learning Chineseapproximate numbers, this paper presents some teaching suggestions to improve theteaching effect.