Comparative Analysis Of The Basic Syntax Between Chinese And Vietnamese

Vietnamese and Chinese consists of isolated words put together, there is no strictmorphological changes on the grammatical composition, the order of the words is one of thekey factors in delivering the precise meaning in both language’s grammar. The basicplacement of the words in Vietnamese and Chinese (SVO structure), which means that thesubject of the sentence will come before the verb or action, and the action will be immediatelyfollowed by the object; but because the Chinese have a "retrograde structure" word order,meaning that the other parts of the syntax-aside from the SVO-will tend to move to the leftof the sentence, and Vietnamese belonging to a "anterograde structure" word order, whichmeans that the other parts of the syntax will tend to move to the right of the sentence; willmake both languages present a very similar overall order in the sentence components, but atthe same time somewhat different in the adverbial components. This similarities (SVOstructure) between the languages are the basic factor that make Vietnamese students have nota difficult time learning the simple grammar and syntax of the Chinese language; but when itcomes to the more complex syntax, when the order of the components changes, then the resultis that the learning process becomes difficult.I compiled the theory of this study from Chinese and Vietnamese grammar books andrelated materials, I used a comparative analysis method, I based this study on the intrinsicstructure presented in both languages in order to conduct a detailed and comprehensivecomparison and analysis. The aim is to improve my personal approach in regards to teachingthe grammar of the Chinese language; I hope this thesis can change the way Vietnamesestudents learn Chinese as well as Chinese students learn Vietnamese, helping as well theteachers by providing a deep understanding of the inner composition of these two languages.This paper is divided into five parts.The first part is an introduction. This section explains the basis of the topic of this study,including a research of previous studies about this subject matter, and then determine thescope of the study and research methods, and finally clarify the purpose and significance ofthis.The second part is an overview of Chinese and Vietnamese basic syntax. This sectiondescribes the basic word order in both languages. I will compare the grammatical theories andthe basic differences between them, giving a clear understanding on how this two languagesare similar and different at their core, explaining this from Vietnamese to Chinese for a clearer understanding.The third part will go in-depth with the specific similarities and differences betweenChinese and Vietnamese. This is one of the main columns in which this study holds itselftogether, starting with differences in the most basic word order of Chinese and Vietnameseand systematically move to more complex components. The more details the study undertakes,the findings will revealed great similarities and small differences alongside the big differences.Chinese and Vietnamese word order given in the most obvious differences, Chinese andVietnamese attribute is placed front or rear; Chinese adverbs most of the time go before orafter the subject in the predicate, it is located in a small number of the first sentence, inaddition to the same with the Chinese Vietnamese adverbial position, universal end position orsentence; I want to emphasize that Vietnamese B ng (complement) can be classifiedaccording to the nature and role of the object, adverb and complement the correspondingcomponent of Chinese, and Chinese complement the corresponding time, they can target theirthe various categories are classified, contrast, both the same word order most of the time, butcurrently the object of a difference.The fourth part is centered on the error committed by Vietnamese students when theylearn Chinese, emphasizing in common mistakes and recommendations. This section is theother strong column in this thesis, the most common errors made by Vietnamese students willbe presented in a statistical manner in order to sum up the mistakes and predict future ones,finding out the causes of these errors, mainly due to a negative migration from their mothertongue. Finally putting forward some suggestions from both the perspective of teaching andlearning the Chinese language.The fifth part is the conclusion. This section summarizes the results of this study and toemphasize its significance for Chinese language teaching to Vietnamese students and foreignlanguage teaching overall.