期刊名称：Electronic Journal of Foreign Language Teaching (e-FLT)
电子版ISSN：0219-9874
出版年度：2004
卷号：1
期号：1
出版社：National University of Singapore
摘要：Though there were previous studies on errors in the usage of classifiers in learning Vietnamese as foreign language (cf. Đại học Tổng hợp HN. 1975; Đại học Tổng hợp Tp. HCM 1995; Đại học Quốc gia HN, 1997), these have merely observed the errors but failed to analyse the causes of the errors due to the lack of a critical theoretical framework. While these studies have made some contribution to the teaching Vietnamese to foreigners, they failed to realize that the errors are intralingual errors. Consequently they have been unsuccessful in solving the roots of the causes. This study is arguably the first significant and thorough study on errors in using classifiers in learning Vietnamese as foreign language. In this study, the Error Analysis framework which was initiated by Pit Corder is used as a core framework for analyzing data. This has shed new light on aspects which were not addressed in the previous studies, and has helped to provide better solutions to the causes of errors. This article will try to (1) describe and analyze the errors in using classifiers in learning Vietnamese; (2) prove that these are intralingual errors; and (3) propose practical exercises in order to help learners minimize the errors. In general, there are three types of errors which are commonly committed by learners in using classifiers in Vietnamese. These are (1) omisson of some required classifiers; (2) addition of some unnecessary or incorrect classifiers; and (3) selection of an incorrect classifier. Through systematic observation and analysis of data from experiences in the teaching Vietnamese to foreigners from various backgrounds, I have come to the following conclusions: (1) classifiers in Vietnamese are linguistic components which are complicated, and not easily learned or properly applied by learners; (2) the errors in using classifiers in learning Vietnamese are intralingual errors. My data have proven that learners from various backgrounds tend to commit identical errors. This finding is especially important in terms of methodology as it helps Vietnamese language teachers to see that the errors do not arise solely because of interference from learners’ native tongues; and (3) most of the errors are due to overgeneralization, though there is a small number resulting from transfer of training and communicative strategy.
