研究综述及相关理论依据
相关的研究综述
1.1.1 越南的相关研究情况
The study of Sino-Vietnamese words is a significant aspect of the Vietnamese language, recognized as a rich resource for its development Many Vietnamese scholars have long engaged in research on these words, exploring a wide range of topics Each scholar approaches the study of Sino-Vietnamese words from different perspectives, addressing various issues, depths, and objectives, primarily focusing on their formation and development processes.
早在1950 年，陶维英在《简要汉越词典》统计了约 5000 个单音节汉源 词
The study of over 40,000 polysyllabic Sino-Vietnamese words has revealed their usage frequency across various fields such as politics, economics, military, and religion In 1972, Nguyen Tai Kinh's research in "The Starting Point of the Sino-Vietnamese Rhyme System" explored how these words were introduced and developed in Vietnam In 1985, Wang Lu conducted an analysis in "Preliminary Results of Ancient Sino-Vietnamese Word Research," identifying the origins and historical development of these terms Numerous renowned linguists have contributed significantly to this area of study, enhancing the understanding of the Vietnamese language, although most findings have been viewed from the perspective of the Vietnamese language itself.
Over the past decade, as the teaching of Chinese has gained popularity, there has been an increasing focus on the study of Chinese vocabulary, particularly on Sino-Vietnamese words, which significantly impact the teaching and learning of the language In his work "Vietnamese Vocabulary," Ruan Shanjia discusses the inclusion of Sino-Vietnamese words within the Vietnamese vocabulary system Additionally, various foreign language scholars have dedicated considerable effort to exploring this aspect of language.
Recent developments in Vietnam have led to increased emphasis on Chinese language teaching and research, particularly in vocabulary instruction As international cooperation between Vietnam and China grows in economic and cultural sectors, the importance of Chinese language education has become more pronounced Research on Chinese vocabulary and teaching methods primarily appears in articles published in journals and graduate theses.
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成书的就有范玉含(2012 年)的《汉字：字与义》，文中作者用上最后一章
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共有 18 页进行越南汉语本科生的汉字教学现状及方法。其中也初步提到关于字本
Effective Chinese character teaching methods emphasize the instruction of component characters, encouraging students to analyze the relationships between character form, pronunciation, and meaning It is essential to integrate character teaching with vocabulary instruction to achieve teaching goals based on interaction Additionally, the book "Foreign Language Learning Strategies: An Analysis of Vietnamese Students' Chinese Vocabulary Learning Strategies," edited by Ding Shihong and published by Hanoi National University Press in 2015, is noteworthy Furthermore, Nguyen Qiu Zhuang's doctoral dissertation in 2016, titled "Research on Chinese Character Teaching Methods in Vietnamese Chinese Language Teaching," also focuses on character-based instruction, particularly the teaching methods of component characters.
So far, significant research on Chinese language teaching in Vietnam includes Mai Shi Hua's doctoral dissertation, "A Study on the Acquisition of Modern Chinese Disyllabic Words by Vietnamese Students," along with several master's theses However, there remains a notable gap in studies specifically focusing on vocabulary teaching for Vietnamese students, particularly regarding the use of Chinese morphemes in vocabulary instruction This gap has motivated us to investigate the role of Chinese morphemes in the Vietnamese secondary school Chinese curriculum and their impact on Vietnamese-Chinese vocabulary teaching.
1.1.2 国外的相关研究综述
Research on vocabulary teaching and the utilization of Han origin morphemes in this field has garnered significant attention from Chinese scholars Notably, Sun Dejin's work published in 2006 by the Commercial Press highlights the importance of this approach in enhancing vocabulary instruction.
The article discusses research on Chinese vocabulary and vocabulary teaching for non-native speakers It highlights a study by Li Ming published in 2013 in the Journal of Tianjin Normal University (Social Sciences Edition), which reviews the developments in Chinese vocabulary teaching research over the past 20 years Additionally, it references Li Runsheng's contributions to the field.
2017 年在《华文教学与研究》第二期上发表的《近年来对外汉语词汇教学研
In 2005, Zhang He published a review of research on teaching Chinese vocabulary to foreigners in the journal "Language and Character Applications." Similarly, Li Tong also contributed to the same journal with an article discussing the three major schools of thought in Chinese vocabulary teaching over the past decade Li emphasized that the "character-based" teaching method is essentially a morpheme teaching approach and recommended its discontinuation to avoid confusion Additionally, Liu Zhiwei and Ren Min also contributed to this discourse.
合作于 2006 年在《云南师范大学学报》上发表的《近五年来对外汉语
词汇教学研究综述》；美欧于 2008 年在《哈尔滨学院学报》上发表的《对外
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汉语词汇教学研究述评》；刘树桢于 2007 年在《邢台学院学报》上发表的
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《对外汉语词汇教学研究》；高珊于 2009 年在《黑龙江大学学报》上发表的
Research on teaching vocabulary in Chinese as a foreign language, particularly focusing on morpheme instruction, has gained significant attention Numerous studies explore how to effectively utilize morphemes and native Chinese morphemes in vocabulary teaching Notably, the work of Liao Ling should be highlighted in this area of research.
In 2014, an article titled "Sino-Vietnamese Words in Vietnamese" was published in the Journal of the College of Chinese Language and Literature at Hunan Normal University in Changsha.
The master's thesis titled "Exploration of Morpheme Changes" and the study "Utilizing Han Yuan Morphemes to Enhance the Efficiency of Teaching Vietnamese Chinese Characters" focus on the analysis and application of morphemes in language education.
In his 2006 work "Research on Vocabulary and Vocabulary Teaching in Teaching Chinese as a Foreign Language," Sun Dejin emphasizes the need for a coherent academic framework for teaching Chinese as a second language, aligning it with global standards in second language education He points out that vocabulary studies in China are relatively underdeveloped, with a lack of comprehensive theoretical foundations and insufficient recognition of prominent scholars like Liu Shuxin and Wang Xijie compared to their grammar counterparts Sun highlights the challenges of vocabulary research, noting that vocabulary is a dynamic and open system, making semantic studies complex He argues that the focus should be on word formation rather than morphological changes in Chinese, addressing fundamental theoretical issues in word formation, particularly the internal structure of compound words.
The study of parts of speech falls within the realm of grammar In this book, the same issues arise, including insufficient theory and a reliance on examples, experiments, and methodologies, particularly the need for statistical content The concepts of frequency and corpus research require statistical methods Additionally, the controversies surrounding morpheme studies and morpheme-based teaching methods are noteworthy.
相关的理论基础
1.2.1 语素与词的概说
1.2.1.1 语素的概念
（1） 语素的定义
Chinese scholars have provided various definitions of the concept of morpheme Liu Aiping (2016) defines a morpheme as the smallest unit of sound and meaning in a language, indicating that it is a fundamental linguistic element.
须同时满足三个条件——“最小、有音、有义”才能被称作语素，尤其是“
The concepts of "minimal" and "meaningful" are essential in understanding language units Monosyllabic units can be directly assessed using the definition of morphemes, while disyllabic and polysyllabic units can be evaluated through substitution methods, where known morphemes replace the units in question.
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In linguistics, a morpheme is defined as the smallest unit of meaning Both free morphemes, which can stand alone as words, and bound morphemes, which cannot, can combine with other morphemes to form words.
Zhang Bin (2003) posits that a morpheme is the smallest unit of sound and meaning, serving as the fundamental meaningful component of language Unlike independent linguistic units, morphemes primarily function as building blocks for words By defining morphemes as meaningful sound-meaning combinations, they are distinguished from syllables, which may lack meaning, such as "雳" and "馄." Furthermore, identifying morphemes as the smallest meaningful units emphasizes their distinction from words, which are independent linguistic entities.
（2） 语素的分类
Chinese grammarians categorize morphemes into three types based on their word formation methods The first type is monosyllabic morphemes, which consist of single-character words that convey meaning The second type is disyllabic morphemes, formed by two-character words that hold meaning The third type is polysyllabic morphemes, which are composed of words with more than two characters Monosyllabic morphemes, such as 责 (ze), 语 (yu), 偏 (pian), 天 (tian), 地 (di), 人 (ren), 跑 (pao), 跳 (tiao), 唱 (chang), 红 (hong), 黄 (huang), 黑 (hei), 白 (bai), 民 (min), 朋 (peng), and 思 (si), consist of only one syllable and cannot be further analyzed from a syllabic perspective.
Bisyllabic morphemes are those where the meaning arises only when the two syllables are combined, lacking significance when separated This category primarily includes compound words, loanwords, and proper nouns, which can be further divided into four subtypes One subtype is the "double sound" category, characterized by compound words with the same initial consonant, such as pipa (琵琶), pingpong (乒乓), pengpai (澎湃), putao (葡萄), and others like gaga (尴尬), jingji (荆棘), and zhizhu (蜘蛛).
The second aspect is the use of rhyming words with the same final sounds, such as "vast and hazy," "dense and tangled," "loquacious," "calm and serene," "lush and green," "gourd," "confused," "crawling," "brilliant," "winding," "encouraging," "mantis," "dragonfly," "rumbling," "clanging," and "dreamy."
、缥缈、飘渺、等。
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1 刘蔼萍主编,现代汉语,重庆大学出版社,2016 年.09 月,第 40-44-页
2 张斌．现代汉语：中央广播电视大学出版社，2003 年
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The third category includes non-duplicated rhyming compound words, such as jasmine, gecko, clam, peony, grand, centipede, lush, coral, lump, earthworm, drowsy, bell, ridicule, pouch, cockroach, hole, butterfly, and strainer.
、蹦达、狡猾、提溜等。
Foreign words refer to terms that are transliterated or borrowed in form from languages other than Chinese Examples include nylon, jacket, taxi, bus, jeep, tank, ballet, guitar, tap dance, and Nokia.
、沙发、苏打等。
Polysyllabic morphemes primarily originate from onomatopoeic words and transliterated foreign terms Examples include expressions like "pili pala," "Ximalaya," "Moscow," "Mount Everest," "mini," "Andes," "Frankfurt," "Olympic," "Baileys," "Vaseline," "huala huala," "xixi lili," and "didi dada."
以上是根据音节数量进行分类的三种语素。
In fact, we can classify morphemes based on their ability to function as standalone words in response to questions This classification can be further divided into two subcategories: free morphemes and bound morphemes Free morphemes are those that can independently answer questions in Chinese conversations, such as "yes," "good," "is," and "come."
The morpheme "不" has a particularly strong word formation ability, as it can function both as an independent word and in combination with other morphemes to create phrases such as "对等" (equality), "好坏" (good and bad), "是非分明" (clear distinctions), "来往" (interaction), and "不妨" (it doesn't hurt to).
In addition, these morphemes exhibit flexible positioning within sentences Bound morphemes refer to those that cannot stand alone as words, such as "言," "旅," "历," "语," "族," and "视." However, they can serve as components in word formation by combining with other morphemes.
According to the principle of lexical meaning, morphemes can be classified into two categories: lexical morphemes and grammatical morphemes Lexical morphemes, also known as root morphemes, carry concrete meanings such as those indicating time, place, or location In contrast, grammatical morphemes, or affix morphemes, do not have inherent meanings; instead, they convey grammatical functions and include prefixes, suffixes, and infixes.
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Free morphemes are defined as morphemes that can stand alone as words or form complete sentences independently They are classified based on their ability to function independently, in contrast to bound morphemes.
（3） 语素的特点
越南语汉源语素及现行中学汉语教程中汉源语素统计与分析
越南语中的汉源语素
2.1.1 汉源语素的概念及来源
Due to unique geographical, historical, and political factors, the Chinese and Vietnamese languages have experienced extensive contact over a significant period This prolonged interaction has led to a profound influence of Chinese on Vietnamese, particularly evident in the substantial presence of Sino-Vietnamese vocabulary in the modern Vietnamese language.
The term "Han source morphemes" (Han source words) refers to words that have developed over a long historical period In the 2nd century BC, Chinese characters were introduced to Vietnam, where they were adopted as the official writing system, pronounced using local phonetics The early forms of these Han source words are known as ancient Han words Despite changes in pronunciation over various historical stages, the original sounds have largely been preserved Today, some of these words still exist in the Vietnamese language.
如：ьuôпǥ（放）m0пǥ（望）、dời（移）等。公元七世纪，唐朝统 治了越南。
At that time, the written language was still Chinese characters, but the Vietnamese people read these characters using Tang pronunciation, resulting in a unique form known as Han-Viet vocabulary.
公元 938 年，越南完全独立，开辟了独立建国之纪元，一直到十九世纪，
Trong thời kỳ đó, chữ Hán được sử dụng rộng rãi tại Việt Nam, với tần suất chưa từng có Việc giảng dạy chữ Hán trở nên phổ biến, và người Việt đã mượn nhiều từ ngữ có nguồn gốc Hán Các từ Hán-Việt được phát âm theo ngữ âm của tiếng Việt và vẫn được sử dụng phổ biến trong văn viết ngày nay, như "thực hiện" (ƚҺựເ ƚҺi), "tôn kính" (ƚôп k̟ίпҺ), và "thành công".
”ƚҺàпҺ ເôпǥ、“公布”ເôпǥ ьố、“调查”điều ƚгa 等。此外，越南人还利用这些
Các từ được tạo ra từ các yếu tố ngữ nghĩa trong tiếng Hán, như "版图" (bản đồ) có nghĩa là "地图" (bản đồ), "过当" (quá đáng) có nghĩa là "过分" (quá mức), và "和顺" (hòa thuận) có nghĩa là "和睦" (hòa hợp).
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Chinese vocabulary has entered the Vietnamese language through various channels and forms over different periods These words have officially integrated into the Vietnamese lexicon, influencing aspects such as phonetics, meaning, and grammatical rules, exemplified by terms like "本" (bổn), "肝" (can), and "近" (cận) Consequently, there are two main categories of Sino-Vietnamese words: "Sino-Vietnamese words" and "Vietnamized Sino-Vietnamese words." Additionally, there is a third category that includes words borrowed from other languages through Chinese and Chinese characters, such as "伊美尔" (E-mail).
、“沙发”s0fa 、“酒吧”ьaг 、“吉他”đàп ǥҺi-ƚa 等。
In summary, the Vietnamese vocabulary still contains a significant number of Sino-Vietnamese morphemes These morphemes frequently appear in communication, particularly in written language Therefore, it can be said that Vietnamese speakers have certain advantages when learning Chinese.
2.1.2 汉源语素的特点
Morphemes are the smallest units of meaning and the fundamental grammatical components The characteristics of Chinese morphemes share similarities with those of other languages, encompassing the following features:
第一，绝大多数语素是单音节的，一个汉源语素一般也是一个音节，如： “
家”ǥia、“老”lã0、“美”mĩ、“手”ƚҺủ、“人”пҺâп 等。此外，还有少数多音
Các yếu tố ngữ nghĩa, chủ yếu là những từ ghép cổ xưa như "含糊" (Hàm Hồ) và "蝴蝶" (Hồ Điệp), hoặc là các yếu tố ngữ nghĩa của tiếng Hán được mượn từ các ngôn ngữ khác, chẳng hạn như "巧克力" (Sô-cô-la) và "冰淇淋" (Kem).
Most Han source morphemes can function as independent words These words typically belong to the basic vocabulary of Han source terms, such as "earth," "sky," "person," "scholar," "big," and "small."
Thứ ba, các yếu tố ngữ âm có thể tạo thành nhiều từ ghép Hầu hết các yếu tố ngữ âm có nguồn gốc từ tiếng Hán đều có thể tách ra và được sử dụng độc lập Hầu hết các yếu tố này trong việc tạo từ đều không có vị trí cố định và có tiềm năng sử dụng tự do Trong tiếng Việt, các yếu tố ngữ âm đơn âm tiết từ tiếng Hán khá phổ biến, mỗi âm tiết thường có thể kết hợp thành nhiều từ ghép khác nhau, chẳng hạn như: “产” (sản) có thể được sử dụng để tạo thành nhiều từ khác.
合成“产量” sảп lƣợпǥ、“产物” sảп ѵậƚ、“产品” sảп ρҺẩm 等词语；
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“分” ρҺâп 组合成“分别” ρҺâп ьiệƚ、“分配” ρҺâп ρҺối、“分析” ρҺâп ƚίເҺ 、“
分布” ρҺâп ьố、“分工” ρҺâп ເôпǥ 等词语。
2.1.3 汉源语素的分类
There have been various ideas regarding the classification of Han source morphemes Based on the definitions and characteristics of morphemes, I categorize Han source morphemes into two main types: homophonic morphemes and polyphonic morphemes.
Each Chinese root morpheme is an independent monosyllabic unit Homophonic Chinese root morphemes refer to those with the same pronunciation but different characters and meanings This similarity in pronunciation can significantly impact Vietnamese learners of Chinese vocabulary This article presents a statistical analysis of the vocabulary lists provided in the high school Chinese textbooks published by the Vietnamese Ministry of Education, focusing on the arrangement and frequency of morpheme pronunciations.
表 1: 汉源语素同音语素
序 同音语素 汉字
4 5 1 5 ΡҺ0пǥ:丰、封、奉、锋、峰 3.3%
Từ bảng trên, có thể thấy rằng trong 984 morpheme có 321 morpheme tiếng Hán đồng âm Những morpheme này có phát âm tiếng Hán tương tự với phát âm tiếng Hán-Việt, ví dụ như morpheme Hán "ѵị" có bốn morpheme đồng âm "未, 位, 味, 胃" đều có cách phát âm giống nhau, hoặc morpheme Hán "ƚҺiêп" có hai morpheme đồng âm.
The morphemes "天" and "偏" share similar pronunciation methods, while the Han source morpheme ƚҺả0 corresponds to "草" and "讨." These morphemes exhibit a commonality in their final sounds, which is a prevalent characteristic of their pronunciation Additionally, some morphemes, like "ƚử," demonstrate similarities in their initial sounds.
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三个语素“子、死、此”发音方法分别是“ 、 、 ”，少数语素有不同的汉语 读音。
越南现行中学汉语教程中的汉源语素统计分析
2.2.1 对越南中学现行汉语教程中的汉源语素统计的说明
The current Chinese language curriculum for secondary schools is a textbook published by the Vietnamese Ministry of Education and Training It consists of three volumes designed for the first, second, and third years of high school This textbook is published by the Education Publishing House.
Currently, Vietnamese middle school students use the Chinese textbook "汉语," published by the Ministry of Education and Training of Vietnam To understand the role of Chinese morphemes in Vietnamese vocabulary teaching, we plan to examine the morphemes present in this curriculum This textbook series includes three volumes for different grade levels Our analysis will quantify the proportion of monosyllabic, disyllabic, and polysyllabic words in each volume, creating a vocabulary distribution table We aim to determine whether incorporating Chinese morpheme teaching methods is necessary to enhance vocabulary instruction The vocabulary lists in these textbooks include phonetic annotations in both Chinese and Vietnamese, with a predominance of disyllabic words This raises the question of whether we should employ morpheme-based teaching to explain the meanings and word formation of Chinese morphemes, thereby aiding students in retaining the meanings and usages of new vocabulary.
2.2.3 统计结果及分析
The syllable count statistics for the vocabulary provided in the textbook are listed in the following tables.
中： luận văn cao học
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表 3 ：现行教程中第一册汉语词汇音节上的统计结果列表
单音节词 双音节词 三个音节以上的词语
663 数量 比例 数量 比例 数量 比例
According to the statistics presented in Table 3, the Chinese language curriculum currently used by Vietnamese high school students features a substantial vocabulary in the first volume Notably, disyllabic words dominate, comprising 74.06% of the vocabulary In contrast, the quantities of trisyllabic and monosyllabic words are significantly lower, at 14.63% and 11.31%, respectively This indicates that vocabulary instruction should place particular emphasis on disyllabic words.
表 4 ：现行教程中第二册汉语词汇音节上的统计结果列表
单音节词 双音节词 三个音节以上的词语
515 数量 比例 数量 比例 数量 比例
The statistical data presented indicates that in the current Chinese language curriculum for Vietnamese students, the vocabulary in the second volume predominantly consists of disyllabic words, with monosyllabic and trisyllabic words making up a significantly smaller proportion.
表 5 ：现行教程中第三册汉语词汇音节上的统计结果列表
单音节词 双音节词 三个音节以上的词语
494 数量 比例 数量 比例 数量 比例
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The data presented in the table indicates that in the current Chinese curriculum for Vietnamese students, disyllabic words constitute the largest proportion of vocabulary in the third volume, accounting for 70.04% Additionally, there is an increase in the number of trisyllabic words compared to the first two volumes.
加，达 20.25%，但是单音节的稍微有所减少，仅有 9.71%。从整体上看， 三册
The distribution ratio of vocabulary syllables in modern Chinese is quite consistent, reflecting its distinctive characteristics The quantities of monosyllabic, disyllabic, and polysyllabic words show only minor variations across different volumes.
Based on the three tables above, we can summarize the distribution of vocabulary and phonetics found in high school Chinese textbooks as follows.
表 6 ：现行汉语教程中词语音节分布统计结果统计表
单音节词 双音节词 三个音节以上的词语
1672 数量 比例 数量 比例 数量 比例
From the four tables analyzed, it is evident that the proportion of monosyllabic words in each book is the lowest, with an average that reflects this trend.
例是 11.19%。而且，现代汉源语素大部分是单音节，它们都是自由语素， 有
Students with strong word formation skills can effectively accumulate and expand their vocabulary by mastering morphemes and understanding their phonetic representations in both Chinese and Vietnamese This approach reduces the need for rote memorization, enhances memory retention, and improves the ability to infer meanings of unfamiliar words, ultimately fostering a deep interest in learning.
This article categorizes the Chinese root morphemes found in textbooks into two main types: homophones and polyphones The statistical results play a crucial role in this study Each textbook includes a vocabulary list with Chinese-Vietnamese phonetic annotations, from which I have compiled the following homophonic and polyphonic Chinese root morphemes.
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表 7 ：同音语素和多音语素统计表
语素总数 同音语素 多音语素
数量 比例 数量 比例
从表七可以看出从教科书所提供的 984 语素总数，占居 321 个汉源语素，占
31.32%。多音语素的比例只占 2.0% 但是足以值得注视。同音汉源语素虽有着
The pronunciation of certain Chinese characters is the same in both Chinese and Vietnamese, yet their meanings can differ significantly While this similarity in phonetics may pose challenges for foreign learners of Chinese, it generally benefits Vietnamese speakers From an early age, Vietnamese students are exposed to numerous so-called "Sino-Vietnamese words," with some terms being used so frequently that they are indistinguishable from native Vietnamese words.
Các từ "đồng âm dị nghĩa" không phải là rào cản lớn đối với người học tiếng Việt, mà ngược lại, người học có thể tận dụng điều này để xác định nghĩa của từ mới Ví dụ, có thể phân biệt giữa "bối cảnh" (背景) với "tiền bối" (前辈) thông qua các yếu tố ngữ nghĩa của từ "bối".
Học sinh có thể ghi nhớ chữ Hán bằng cách phân biệt ý nghĩa của hai từ “ьối”, giúp họ dễ dàng nhận diện sự khác biệt giữa hai từ Một ví dụ khác về từ đa âm là một chữ Hán có hai cách phát âm khác nhau, với âm Hán-Việt cũng khác nhau, chẳng hạn như “长” và “长” có hai âm đọc khác nhau, với âm Hán-Việt lần lượt là “ƚгưởпǥ” và “ƚгườпǥ” Việc sử dụng phương pháp phát âm để phân biệt hai từ này không hiệu quả bằng việc liên tưởng đến âm Hán-Việt, điều này sẽ mang lại hiệu quả tốt hơn cho học sinh.
The statistical analysis of Chinese morphemes reveals a significant similarity between the pronunciation of Chinese characters and the sounds of these morphemes.