| Vietnam and China, being two neighboring countries, have long-standing relationships. In the development of history, Vietnamese borrowed a huge volume of Chinese (70% of capital from the Vietnamese), in which Sino-Vietnamese words is obviously major. This language transference phenomena create both favorable and difficult for Vietnamese to learn Chinese. Therefore, the reconciliation needed in teaching vocabulary. This thesis conducted comparing Chinese vocabulary at level HSK 3 (600 words) with Sino-Vietnamese language based on relationship between sound and meaning, which directly services for university students who are not specializing in learning Chinese, and which satisfies foreign language outcomes of higher education programs in Vietnam today. Simultaneously, this thesis can be used to consult in teaching Chinese to Vietnamese. The thesis has given three classifications collated from Chinese-Sino Vietnamese words under the difficulty of increasing on Vietnamese students' cognition:1) the corresponding words on sound and meaning; 2) the corresponding words on sound but different meaning; 3) Chinese words have no corresponding Sino-Vietnamese words. This can help teachers and students to take the initiative in teaching and learning. The results generalize the corresponding form on sound commonly between Sino-Vietnamese and Chinese which benefited from the presumption of Chinese into Sino-Vietnamese and vice versa. Results of semantic reconciliation help students to promote the positive side and limit the negative side of the language transference phenomena as learning Chinese. Based on the results of reconciliation and survey on capabilities of wording reminiscent of Vietnamese students who learn Chinese, the thesis proposes a number of methods to develop the learner's vocabulary. For example,to collate words on phonetics and semantics; to mastery the corresponding phonics rules from Chinese to Sino-Vietnamese; to learn from real situations. |
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