A Comparative Study Of Chinese And Vietnamese Speech Verb

Now, study about verb has become the most principal part for mandarin researcher. Among which receive an attention is range research of verb. We can say that verb is a small category, this article will be research object for the author, try the application of verb in language, special aspect will be conduct for all aspect’s observe and study, to modren Chinese principle will be observed and studied.First, because of basic theory of language,the author already give a definition of verb in modern Chinese,and then research mengcong’s basic foundation of 《the application of verb》,then select out 3 verbs: "谈"、"说"、"讲"to be studied. Based on the syntactic and semantic perspective of speech acts function classification criteria for the classification of speech verb. This article also said that Vietnamese verbs summarize their definitions and classification criteria. In Vietnamese the standard classification of verb is same like mandarin. It is based on semantic and grammatical point of view function.Second, this article describe and compare 谈"、"说"、"讲" the meaning and characteristics of these 3 speaking verb. Then compared with speaking verb in Vietnamese. The result is that there are big common point on two of them.Third and four,this article will compare the semantic meaning of and grammar of "说"、讲、谈"with Vietnamese. Before it,this article will compare semantic meaning and grammar function of these "说、讲、谈".From analysis point of view in semantic meaning, This article must be dominated by verbs from the subject matter,3 components for the doer of the action in a sentence.From analysis of grammar comparison, this article most likely only it’s component of words comparison, point out their common and uncommon point.Five, from the main part of this article, the most important point is the habit of students of use"说""讲""谈" these 3 speaking verb. Research find that,The overall learning situation of students has been improved with the deepening of learning, But still accompanied by omissions, errors, misplaced error categories such as deviation. Through the acquisition interval method, the stage score method .from different of analysis content can find out that, different of difficulty level will cause increase of error . the main error is: ①error of represent the verb is most common error; ②error caused because different background of mother language; ③often misplaced verb in mandarin. Error factors: ①complexity of lines in mandarin, close meaning of verb, use of verb is repeated, ② in process of study student usually use verb from media language, but the meaning is different from what in text book and teaching material;③ mislead of strategy in study,The student will transition to generalize the meaning or usage of certain verbs. For the error characteristics and cause, Pay Attention to the Establishment of Students’ Vocabulary Acquisition in study, increase the level of teaching material,compare and analysis the semantic meaning, in the creation of context let students to understand the close meaning between words. Moreover, take appropriate measure of mirror language to increase understanding students for every words.