Chinese And The More Commonly Used Negative Words Comparative Study

The most typical and the relatively high frequency of the use of Chinese negative words is "不" and "没",with the Vietnamese negative words "kh(?)ng" and "ch(?)a" basic correspondence,"不" corresponds to "kh(?)ng","没" correspond to "ch(?)a". However,in the use of languages in the course of the two corresponding negative words sometimes,and sometimes cross-cutting.This article will be "不","没","kh(?)ng","ch(?)a" and the verb is used together and their time and describe the characteristics and analysis.Then, "不" and "没" and the predicate combination of different semantic function as a framework,to elect some typical examples of Chinese to Vietnamese to as a basis of comparison,and forecast the Vietnamese student custom results in Chinese negative word the custom to result in the difficulty.Finally,the survey carried out error analysis for the Chinese as a second language teaching proposals.Through description and analysis,concluded:1."不" has[-Achieving],[+ wishes],[+characters],[+habits]and other semantic characteristics;2."没" has [+Achieving],[+negative]and other semantic characteristics;3."Kh(?)ng" has[+ characters],[+wishes],[+Achieving]such as semantic features,and sometimes can be negative[+Characters change];4."Ch(?)a" has[+ Characters change]and other semantic features,,and sometimes can have[+ characters],[+Achieving]such as semantic features,but when used with certain restrictions.The proper use of negative adverb "不" and "没" Vietnamese students learning Chinese is the emphasis and difficulty.When students on the "不" and "没" are not accurately grasp the distinction,it will have a mix phenomenon.When the "不" and "没" and "kh(?)ng" and "ch(?)a" mutual counterparts,learners use easily confused. According to the above mix of Vietnamese students "不" and "没" for analysis, teaching should take the following measures.(1)we need to focus on teaching "不" and "没" on the general usage.(2)With the increased level of students,not only from the syntactic level,but also from the semantic and pragmatic level for teaching.(3) to "不" and "没" to the fundamental significance of the time difference.