Vietnam Students The “有”-sentence Acquisition Errors Analysis

Since the publication of the《ma shi wen tong》，domestic linguists of China have launched research on“有”-sentence in many respects and achieved fruitful results. In the1980’s,with introduction of the theory oferrors analysis by Mr. jian ji Lu, domestic linguists began to see errors problem from a new perspective.This thesis，guided by error analysis theory，adopts the methods of chart investigation method and etc.Italso use the dynamic composition corpus of Beijing Language and Culture University’s HSK, and mycollection about errors problem through the questionnaire survey from Vietnam students as it’s subject.I findthat students from Vietnam and other countries have such problems, such as syntactical redundancy、disorder、omissions、replace、the wrong sentences、topic-focus and other errors. Comparied with student from othercountries, the Vietnam students mainly make mistake is the subject redundancy、predicate omissions、adverbreplace，they prefer to use “像”verb instead of“有”verb，the replaced “没有”and the omissions of modalword“的”.The error performance of the topic-focus is mainly expressed is predicate part error.While the errorsof other countries students is subject disorder、adverb disorder、attributive omissions、subject replaced，the“有”sentence is often used when there is not need of it,these exist much confrontation between“有”sentenceand omparative sentence，also confrontation between“有”sentence and“被sentence，the“有”verb parallel withother verbs. The error performance of the topic-focus shows itself is the existence of weakened conditionofinformation that the verb delivers. In the“B+A+有”、“A+有+所+VP”、“A+(有+(B)+VP)”、“A+有+B+adj”sentences Vietnam students have a high error rate,up to44%, other sentence error rate islow,but students of other countries “A+有+B”and“有+B”sentences have a high error rate of85.6%,butother sentences error rate is low. The predicate verb“有” omission among the Vietnam students is not obvious,but that of students form other countries is quite the opposite. The errors features form Vietnamese studentsare mainaly langer error span,national different,lopsided and easy to found. Secondly, summarizes the reasonsof error. Finally，provide teachers of teaching strategy and student.learning strategy.Due to the shortage of the corpus and not well-designed, questionnaire survey in this thesis islimited.The “有”-sentence pragmatic research of Vietnam students remains to further continuel.