The Analysis On The Error Of Using Chinese Subordinating Conjunctions Made By Vietuamese Students

The Conjunctions in Chinese are used to connect words，phrases，clauses, sentences and paragraphs. The amount of conjunctions in theChinese language is of a limited number, but they have complexfunctions and are used frequently. The conjunctions in Chineselanguage can be divided into two groups: coordinate conjunctionsand subordinate conjunctions according to their logical semanticmeanings in sentence. Teaching Chinese conjunctions has always beendifficult for teachers of Chinese as a second language, and presentlythe study regarding to Chinese conjunctions is still insufficient. Thisresearch paper seeks to analyze the errors of using Chinese subordinateconjunctions made by Vietnamese advanced students.Firstly, this dissertation focuses on reviewing of the use of Chineseand Vietnamese subordinate conjunctions, drawing a conclusionabout their similarities and differences in usage and discussing only thesimilarities and differences. Secondly, this dissertation based on theguide of interlanguage theory, contrastive analysis theory and secondlanguage acquisition theory analyze error examples through the erroranalysis, statistical analysis. Chinese subordinating conjunctions can besubdivided into six categories according to their logical semanticmeanings in sentence: causal conjunctions, hypothetical conjunctions,conditional conjunctions, adversative conjunctions, concessiveconjunctions and purposive conjunctions. The errors of using Chinesesubordinating conjunctions made by advanced Vietnamese studentscan be divided into four types: using wrong word, putting word in wrongorder, adding unneeded word and missing word. Using wrong word isthe highest rate errors (account for46%); putting word in wrong orderand adding unneeded word are of the rate20%, and missing word is ofrate14%. By analyzing the statistic of using Chinese subordinating conjunctions made by Vietnamese advanced-stage students, we lookout the main characteristics of the errors is the imbalance andfossilization. The major reasons of these errors account for thecomplexity of Chinese subordinating conjunctions, the effect oflanguage negative transfer function and negative learning strategieson students in the process of learning Chinese, there are errors whichare made incorrect textbook, unclear explanation in teaching as asecond language. In order to solve these problems, we give someopinions and suggestions in studying and teaching Chinese subordinateconjunctions, design some effective classroom practices and hope thatthe conclusion of this dissertation will be a guideline leading forteaching Chinese as second language.