An Analysis On The Grammatical Errors Vietnamese Oversea Students Made In Their Chinese Learning

During the course of Chinese teaching to Vietnamese oversea students, I found that they made a lot of errors in grammar. Some or these errors are regular whereas others don't. and document data retrieval shows that most errors analysis deals with oversea students from Europe and America, or Japan and Korea in Asia; while Vietnamese oversea students are seemingly neglected. There are some, though, which just study from the angle of parts of speech(noun and verb), as for the type and origin of the errors student have been made are not. Interested in this subject, and with abundant first-hand material in available since Guangxi abounds in Vietnamese oversea students, I took up this subject as my research object. Basing my study on the former research, I collected adequate language materials, made questionnaire and did scientific statistics, aiming at disclosing reasons responsible for the errors made by Vietnamese oversea students and the refer promoting their Chinese learning. The first part of this thesis made a comparison between Chinese grammar and Vietnamese grammar on the method of Comparative research, which mainly digs into the word order(including major sentence pattern, order of phrase consisting of a modifier and the word it modifies), parts of speech (including Verb, Pronoun, Adverb, preposition, particle)and sentence type of the two languages, etc. it concludes that in the two languages the basic word orders are the same, but the orders of phrase consisting of a modifier and the word it modifies are just opposite. That's what makes negative transfer of L1 language for Vietnamese oversea students. The Second part concluded the error types from morphology(Verb, preposition, particle), syntax(sentence element, sentence type, sentences of two or more clauses and wrong use of phrase)and semantic meaning(demonstrative word, mingle of semantic meaning, etc.)and did a courting job on some one thousand collected wrong sentences, it performs a relevant analysis and examination horizontally vertically,classifies the errors types and applies the Interlanguage theory to explain them, then it pointed out that the negative transfer of L1 language, the generalization of target language and the cognitive difficulty extent are responsible for the error making. Besides these, the individuals themselves, the teaching materials, teaching styles and the academic environment are all factors due to the errors. In order to test the assumption mentioned above, the third part just deals with the questionnaire to 174 Vietnamese oversea students in Guangxi Normal University and Guangxi National College, examining the examinees from the aspects of emotion, strategies, teaching materials, teaching styles and language application. Analyzing and classifying the results with the approach of relevant analysis, chi-square test and descriptive analysis of SPSS, and interpreting with the interlanguage theory and metacongnition theory, it finally reaches the conclusion that learners themselves(motives, attitudes, characters, sex, age, metacongnition, leaning strategies, communication strategies), teaching materials, teaching styles and academic environment to some extent influence Vietnamese oversea students in their Chinese leaning, and these factors are closely related to the errors they made. Among all these factors, the influence of age, sexes, levels in Chinese leaning are interrelated to motive, attitudes and strategies. The terminal part of the this thesis comes up with a few proposals hoping that my research will be of valuable to the Chinese teaching to Vietnamese in both class teaching and test compiling, and that the friendship between people of both countries will be promoted.