TÓM TẮT Sinh viên Việt Nam trong quá trình học tiếng Trung, một trong những điều quan trọng nhất là cần nắm vững các điểm ngữ pháp, bởi ngữ pháp là một trong những phần quan trọng nhất t
绪论
选题缘由
Modal verbs play a significant role in the modern Chinese language system Many textbooks treat modal verbs as a distinct grammatical point, making them easily encountered by learners in both classroom settings and study materials, which indicates their high usage frequency Although the meanings of modal verbs such as "能" (can), "可以" (may), and "可能" (might) are quite diverse, their translations in Vietnamese can create some confusion.
The term "có thể" can create confusion for learners, making it challenging to distinguish between the three concepts and understand the appropriate sentence structures in which to use them.
Although there is extensive research related to these three aspects in Vietnam, there is a notable lack of studies specifically focused on Vietnamese learners.
In the teaching process, I have observed that learners at various stages frequently make errors in the use of modal verbs Common issues include misunderstandings of the meanings of "can," "may," and "might," improper word order, and incorrect negation This paper will analyze and study the semantics, grammar, and forms of these three modal verbs, aiming to identify effective teaching strategies and recommendations based on their unique characteristics.
This paper aims to assist learners in overcoming challenges and confusion encountered while studying Chinese It seeks to help learners grasp the significance and rules of specific grammar points, thereby enhancing their efficiency in learning modal verbs Additionally, it offers valuable suggestions and references for learners.
研究现状
目前对汉语能愿动词进行研究的研究者也相当多，主要有：
Yan Su (2012) conducted an analysis of context transfer errors related to the modal verbs "会" (will) and "能" (can) In this article, he examined the causes of these errors and proposed teaching strategies to address them.
Bài viết của Li Mèngchán (2013) phân tích sai sót trong việc sử dụng động từ khả năng và mong muốn của người học tiếng Trung tại Mã Biên Gia Kỳ Tác giả so sánh động từ khả năng trong tiếng Trung, tiếng Pháp và tiếng Mông, đồng thời thực hiện khảo sát để đánh giá tình hình tiếp thu Phân tích về các động từ "能", "可以", và "可能" cũng được thực hiện bởi Akylbek kyzy Ainazik (Như Nguyệt).
2018）对吉尔吉斯斯坦学习者汉语能愿动词 “能”、“会”、“可以”的偏误及教
This paper conducts a comparative analysis of modality verbs in the Kyrgyz language, focusing on acquisition status, error analysis, and pedagogical implications.
陈杨云英（2013）进行越南学习者汉语能愿动词“能”、“可能”、“能 够”、“会”偏误分析。
Ding Shengshu (1961) analyzed the grammatical features of the Chinese words "能" (neng), "会" (hui), and "可以" (keyi), noting that all three express potentiality and can be modified by the negation adverb "不" (bu) Furthermore, these terms convey meanings related to ability, possibility, and permission.
蒋善民（1982）提出“能”“会”在表有能力这个语义特征方面是有区别的。
“能”表示有能力或达到某种效率，“会”表示通过学习后掌握了某种技能。
Liu Yuehua (2001) highlights several semantic features of the term "能," including its representation of ability, the indication of certain conditions, and its role in expressing permission in interrogative and negative sentences Additionally, it conveys estimation and signifies proficiency in performing specific tasks However, Liu's discussion on the representation of "ability" lacks detailed classification.
According to Lü Shuxiang (1980), the semantic features of the term "能" (neng) encompass the expression of ability or conditions, proficiency, potential use, possibility, and permission, which can be categorized into two types: rational and objective circumstances He conducted a more detailed classification of the meanings associated with "能."
In 1989, Zhou Xiaobing explored the grammar and semantics of the Chinese modal verbs "会" (huì) and "能" (néng), emphasizing the integration of form and meaning He identified four distinct meanings of "能": indicating ability, expressing conditions or utility, denoting permission, and signifying possibility Additionally, he noted that "能" can be modified by negative adverbs and can take complements.
研究对象
This paper focuses on the definitions, grammatical features, classifications, and distinctive grammatical characteristics of the Chinese modal verbs "能" (can), "可能" (may), and "可以" (may/can).
理论依据
本论文的研究理论依据是偏误分析理论。
Error analysis involves a systematic examination of the main errors learners make during the learning process By investigating the sources of these errors, it provides insights into language acquisition and helps to understand how learners progress in their language skills.
Error analysis, developed from contrastive analysis and primarily associated with Corder, focuses more on the learner's language system rather than merely comparing languages It emphasizes the changes and issues within the learner's own language system, concentrating on the unconscious errors and imperfections that second language learners exhibit during the language acquisition process.
Kade categorizes error analysis into three types: pre-systematic errors, systematic errors, and post-systematic errors Pre-systematic errors occur before the language system of the target language has fully developed.
Systematic errors refer to the challenges faced by learners during the process of acquiring a second language While they gradually develop and understand the rules of the target language, they often struggle to apply these rules correctly in practice.
Post-systematic errors refer to mistakes that occur after a learner has developed a foundational understanding of the target language rules At this stage, learners generally demonstrate a good command of the language and can use it correctly; however, occasional errors may still arise, leading to inaccuracies in their language use.
Sources of errors can be categorized into several types: negative transfer from the native language, negative transfer from knowledge of the target language, cultural factors leading to negative transfer, the influence of learning and communication strategies causing negative transfer, the impact of the learning environment on negative transfer, and the transfer effects of language training.
研究范围
This study focuses on first and second-year university learners at Tulongmu University and Open University These learners are at a crucial stage as they transition into a new learning environment and academic field, making it an ideal phase for research.
This study, conducted from 2022 to 2024, involves data collection and literature review to explore the Chinese modal verbs "能" (can), "可以" (may), and "可能" (possible), while referencing relevant previous research and books to enhance the understanding of these terms.
研究方法
本文采用文献研究法和问卷调查法。
The literature research method primarily involves gathering information and knowledge by reading and analyzing existing literature This approach systematically collects, organizes, reads, and analyzes available resources, summarizing the achievements in the relevant field.
The survey method involves distributing questionnaires to gather information from respondents This approach allows for statistical analysis of usage trends within the target group.
首先是收集、阅读、选择有关能愿动词的资料。
The second step involves analyzing the definitions, grammatical features, classifications, and characteristics of the Chinese modal verbs "能" (can), "可以" (may), and "可能" (might) This analysis aims to identify the similarities and differences among these three verbs.
By examining survey responses, we can assess learners' understanding and mastery of this grammatical point This analysis allows us to categorize common errors and predict which aspects may pose challenges during the learning process.
最后是提出学习方法以及教学建议。
现代汉语能愿动词“能”、“可以”、“可能”的简介
汉语能愿动词的定义和分类、语法特征
2.1.1汉语能愿动词的定义和分类
Published between 1898 and 1899, Ma Jianzhong's "Ma's Grammar" established the foundational grammatical system in Chinese linguistics This work adopted Western grammatical principles, advocating for a structured approach to the Chinese language.
The concept of auxiliary verbs is crucial in language, as they serve to support main verbs in a sentence Known as "助动词" in Chinese, these auxiliary verbs play an essential role in conveying the intended action and meaning.
These definitions highlight the functional aspect of auxiliary verbs, which primarily serve to assist main verbs.
小李能刻钢板。（现代汉语八百词）
The two statements above are both correct, yet they convey entirely different meanings Auxiliary verbs are not merely helping verbs; they function as verbs themselves Therefore, it is essential to recognize that the absence of auxiliary verbs would significantly impact both meaning and skill in language use.
In 1940, Gao Mingkai raised concerns about the incorrect terminology used for auxiliary verbs Subsequently, Mr Wang Li adopted the term "modal verb" in his works "Chinese Grammar Wheel" in 1958 and "Theories of Chinese Grammar" in 1984.
The term "modal verb" was first introduced in the 1985 book "A Proposed System for Teaching Chinese Grammar" in the 1950s Subsequently, various authors have provided more specific definitions of this concept.
In the 2002 supplementary edition of "Modern Chinese," Huang Borong and Liao Xudong define modal verbs, also known as auxiliary verbs, as those that precede verbs and adjectives to indicate objective possibility, necessity, and subjective intention They emphasize that the primary function of modal verbs is evaluative in relation to verbs and adjectives.
表可能：能、能够、会、可能、可以、可。
表必要：要、应、应该、应当、该当。
表意愿：肯、敢、要、愿。
根据《现代汉语》2002增补本指出能愿动词共有15个。
刘月华在《实用现代汉语语法》2001 对能愿动词的收录与《现代汉语》
2002相比已有增加，而且还进行了更详细的划分。具体如下：
表示意愿：想、要、愿意、肯、敢。
表示对情理、事理判断的：应该、应当、应、该、得（děi）。
表示对主客观条件判断的：能、能够、可以。
表示准许、允许的：能、可以、可、准、许、得（děi）。
表示评价：配、值得。
表示可能：可能、会、要、得（děi）、能
根据《实用现代汉语用法》2001能愿动词共有21个。
In his 1992 work "Chinese Verbs and Verb Structures," Ma Qingzhu defines modal verbs as non-active verbs formed by adding predicative elements to the verb "can." He categorizes modal verbs into six subtypes.
可能动词A类。
可能动词B类。
Modal verbs can be explored in greater detail, including additional examples beyond those found in the aforementioned works Notable examples include: "must," "unnecessary," "inevitable," "able to," "easy," "in time," "willing," "attempt," "dare," and "contribute to."
黎锦熙在《新著国语文法》1924秤能愿动词为“助动词”，认为是动词中的 一类。
In his 1980 work "Eight Hundred Words of Modern Chinese," Lü Shuxiang identifies a total of 13 modal verbs in the Chinese language, which include 能 (can), 能够 (be able to), 会 (will), 要 (want), 可以 (may), 应 (should), 应当 (ought to), 应该 (should), 得 (must), 肯 (be willing), 配 (be suitable), 敢 (dare), and 敢于 (dare to).
朱德熙在《语法讲义》1982 中提到：助动词（能愿动词）是真胃宾动词 里的一类
王振来（2002）根据词类的典型性理论吧能愿动词划分为：
The article discusses typical modal verbs such as "要" (want), "能" (can), "会" (will), and "可以" (may), along with 20 atypical modal verbs Based on semantic field theory and Ma Qingzhu's classification, it introduces a new category called "necessary verbs," categorizing modal verbs into seven subtypes.
2.1.2 汉语能愿动词的句法特征
Modal verbs in Chinese are used to express possibility, willingness, and necessity The placement of modal verbs within a sentence can significantly alter its meaning and overall feel The usage and characteristics of modal verbs are diverse and intricate.
2.1.2.1跟一般动词共同特征
（1）一般可以作谓语，进行单独回答。例如：
这本书你送给他也可以。（现代汉语八百词）
他临时改变计划，这完全可能。（现代汉语八百词）
A 他会同意吗？（现代汉语八百词）
A.他早就知道了？（现代汉语八百词）
（2）能愿动词在疑问句中表示肯定和否定的举例（A不A）。例如：
这些困难能不能克服？。（现代汉语八百词）
这儿能不能抽烟？（现代汉语八百词）
（3）否定形式在能愿动词前面时，例如否定副词“不”。
他不可能这么快就到家。（现代汉语八百词）
不能只考虑个人，要多想集体。（现代汉语八百词）
我们决不可以因为取得一点点成绩就骄傲起来。（现代汉语八百词）
（4）能愿动词可以受几个副词的修饰。例如：
但是这两件事应该可以并行才是！。（CCL）
如果能适当地采用舞踊来演出，可能会更加出色。（CCL）
The range of modal verbs that can be modified by adverbs varies, particularly those that can follow "very." Modal verbs expressing ability and desire are notably included According to Fan Xiao's research in "A Study of Modern Chinese Verbs" (1995), it is emphasized that certain modal verbs can effectively convey these meanings.
该”只能在单独使用时才能用“很”。既可以用“很应该”不能用“很应该去”。
2.1.2.2 跟一般动词区别的特征
Modal verbs can only take verb phrases, adjective phrases, or subject phrases as their objects; they cannot take nouns or pronouns.
我可以去给你借一百两银子。（CCL）
今天应该小林夜班。
因为能愿动词的主要作业就是表示“意志”和“希望”，或者表示“可能性”和
“必要性”，不能把名词修饰，支配。一部分能愿动词可以修饰名词，可是应
该用“的”。例如，可以说“愿意的时候，应该的事”不能说“愿意时候，应该事”。
（2）能愿动词不能配“了，着，过”，不能重叠。
昨天你应该了打个电话给我。（语法上错误，应该把“了”去掉）
他能唱歌。（现代汉语八百词，1980）
这个凳子能坐着 3个人。（现代汉语语法教程）
动词跟“看看”，“打算打算”可以重叠，能愿动词不能说“能能”，“应该应该”
In the construction "所~的," general verbs can serve as the headword, functioning as a modifier However, modal verbs do not have this capability, as noted in "A Study of Modal Verbs in Modern Chinese" by Zhenxi in 1993.
我所认识的人。
这所可能的事
2.1.2.3跟副词共同的特征
（1）副词本来主要用在谓语的前面修饰动词和形容词。例如：
我很喜欢学习外国语。
天已经黑了。
（2）能愿动词也跟副词一样能修饰动词和形容词。
这批发超市不会很贵的。
今天你应该打算了。
2.1.2.4 跟副词区别的特征
汉语能愿动词“能”、“可以”、“可能”的基本语义
2.2.1汉语能愿动词“能”的基本语义分析
The semantic study of the Chinese modal verb "能" has led to varying conclusions across different literary works.
In his 1980 work "Eight Hundred Words of Modern Chinese," Lü Shuxiang highlights that the modal verb "能" (neng) is used to express the ability or conditions to perform an action, proficiency in a task, specific utility, possibility, and environmental permission.
In his 1996 work "Syntax, Semantics, and Discourse," Zhou Xiaobing highlights that the modal verb "能" (neng) is used to express capability, conditions or specific purposes, permissions, and possibilities.
In her 1999 study, "Semantic Research on Modal Verbs in Chinese," Huang Yuchun highlights that the modal verb "能" (can) signifies authority, personal obligation, potential, and general characteristics.
In "Practical Modern Chinese Grammar" (2001), Liu Yuehua highlights that the modal verb "能" (néng) is used to express subjective abilities, the presence of certain objective conditions, proficiency in doing something, permission based on reason, and estimation.
In his 2004 study "A Study on the Negation of the Modal Verb 'Neng' in Modern Chinese," Song Yonggui highlights that the modal verb "neng" is used to express possibility, potential, and permission.
（1）能愿动词“能”表示有某种能力或恢复某种功能，达到某种效率。
他能听懂英语了。（周小兵，1989）
他的腿伤好多了，能慢慢走几步了。（吕叔湘，1999）
刚来美国，我连一个词也不认识，怎么能看英文书呢？（刘月华，2001）
她这一声真能喝得千门万户开，声音很高，拉的很长，一口气。（钮丽 莺，2012）
你说，人的身子，活着在世上，就能吃，能喝，能走，能睡，睡着了也 可以能醒。（CCL）
那时闭着眼睛也能打字。（CCL）
For Unicom, the ideal solution would be a mobile phone capable of simultaneously using both CDMA and GSM networks for calls Research is currently underway to develop compatibility between CDMA and GSM networks.
Các câu trên đều sử dụng từ "能" để diễn tả khả năng của chủ ngữ, ví dụ như: có thể nghe hiểu, có thể ăn, có thể uống, có thể đi, có thể ngủ, có thể tỉnh dậy, có thể gõ chữ Nó cũng thể hiện sự phục hồi, chẳng hạn như: có thể đi chậm lại Hơn nữa, nó còn chỉ ra việc đạt được hiệu suất nhất định, như: có thể uống đến mức "ngàn nhà mở cửa", có thể sử dụng đồng thời CDMA và GSM.
为“表示善于做某事”其实是主语的能力。如：
你多咱才能做。（CCL）
我知道，你万事都能做。（CCL）
她最能走路，上下班都是步行。（邓小菲，2006）
怎么能做到这样好呢？（CCL）
The term "能" in the sentences indicates the ability to excel at a particular task By adding the degree adverb "最" before "能," it emphasizes the highest level of proficiency in that skill.
（2）能愿动词“能”具备某种条件或某物具有某种用途。
因为现缺老师，所以还不能开课。（吕叔湘）
今天气温低，水能结成冰。（刘月华，2001）
这张废纸能二次利用。（李亚娟，2009）
因为无论什么东西，没有受恩不能报答的啊。（CCL）
The term "can" in the sentences indicates different conditions: it signifies the absence of a teacher, which prevents classes from being held; it suggests that low temperatures allow water to freeze; it implies that in order to receive gratitude, one must first provide a favor; and it highlights the potential for recycling waste paper.
（3）能愿动词“能”用来表示情理上许可，多用于疑问和否定句。
天这么晚了，我不能让你走！（刘月华，2001）
身为天子，难道选几个修女也不能吗？（CCL）
临终懊悔，并不能赎免罪愆。（CCL）
虽然更换住处，性格儿是不能改易的。（CCL）
难道咱们能活几百万年不成？（CCL）
以上句子中，在、“能”表示许可，加上“不”否定式在前面意思是不同
意“让你走”，不让“选几个修女”。在、是否定格式，说明“懊悔”和“跟换
住处”对“罪愆”和“性格”没有起任何作用。
（4）“能”具有某种可能
我很想能在春天回一趟家。（邓小菲，2006）
来公的儿子，绰号“来八百”，每天能行八百里，池底新疆。（CCL）
在“能”表示说话人希望会有“春天回家”这种可能。在表示的时时常发
生“每天行八百里”的可能。一般这类语义重点放在“能”的后面。
2.2.2 汉语能愿动词“可以”的基本语义分析
对于“可以”的语义分析，刘月华（1983）、周小兵（1991）都指出“可以” 有三个义项。具体如下：
In her 2001 work "Practical Modern Chinese Grammar," Liu Yuehua identifies the modal verb "可以" (kěyǐ) as expressing objective conditions, indicating permission or logical allowance, and signifying worthiness.
In his 1996 work "Syntax, Semantics, and Discourse," Zhou Xiaobing argues that the modal verb "可以" (can) signifies that objective conditions permit an action, indicating allowance or what is logically expected, as well as what is worth doing.
In his 1999 work "Eight Hundred Words of Modern Chinese," Lü Shuxiang identifies the modal verb "可以" (kěyǐ) as conveying meanings of possibility, utility, permission, and worthiness.
李德津在《外国人实用汉语语法》2008 认为能愿动词“可以”表示能够、表 示许可。
In her 2013 study "Research on the Errors of Modal Verbs in Chinese Learners," Duan Xiaoman identifies the modal verb "可以" as having multiple functions, including expressing permission, ability, conditions or purposes, and worthiness.
This article analyzes three key aspects: the ability of the subject to perform an action, the logical permission to do so, and the value associated with it.
（1）能愿动词“可以”表示主体具有做某事的能力。
瞧人所作，就可以明白他的话。（CCL）
若肯把我作你们的王，我可以给你们防御外贼。（CCL）
人的心里有力，自然可以成事。（CCL）
那些杆秤可以秤多少斤两？最大的可以秤三百斤。（CCL）
有钱可以通神。（CCL）
若是聪明人，半个月就可以会了。
对越汉语教学中的“能”、“可以”、“可能”
2.3.1 越南语中的“có thể”
When learners wish to express possibility, they often struggle to identify the correct terminology for different contexts They find it challenging to distinguish between common language semantics and terms that are only applicable in specific situations.
“có thể”。在中文表达可能性的能愿动词就有很多，越文却恰恰相反。在越文，
Để diễn đạt khả năng, chúng ta có thể sử dụng từ "có thể", tuy nhiên, "có thể" đôi khi còn liên quan đến "có lẽ" Vì vậy, để phân biệt ý nghĩa, chúng ta cần xem xét ngữ cảnh cụ thể.
Nguyễn Tài Cẩn trong tác phẩm "Ngữ Pháp Tiếng Việt" năm 1996 đã chỉ ra rằng từ "có thể" không chỉ mang nghĩa biểu thị khả năng, mà còn được sử dụng để diễn đạt sự suy đoán, sự cho phép và mức độ chắc chắn.
Trong việc phân tích từ "có thể", Nguyễn Tài Cẩn tập trung vào việc xác định loại từ và chức năng ngữ pháp của nó, coi đây là một động từ tình thái thể hiện khả năng, dự đoán và sự cho phép Ông cũng giải thích chi tiết cách sử dụng từ này qua các ngữ cảnh và cấu trúc câu khác nhau, đặc biệt là ở dạng khẳng định, phủ định và nghi vấn.
（1）“Có thể”的词类与情态功能。
分类：Nguyễn Tài Cẩn把“có thể”归类为情态动词，因为此词并没有具表示
某具体动作，而是为主动词补充关于可能性或许可的意思。
The phrase "có thể" serves a syntactic function by acting as a supplementary term to active verbs, while also clarifying the extent to which the action is accomplished.
Tôi có thể làm đƣợc bài này （我能做这道题。）
Tự mình có thể đảm đương công việc (可以自己担任工作。)
Em có thể giải quyết bài toán này đƣợc không? （这数学题你可以做吗？）
Trong ví dụ đầu tiên, từ "có thể" được dùng để bổ nghĩa cho động từ "làm", thể hiện khả năng hoàn thành "bài này" Trong ví dụ thứ hai, "có thể" lại bổ nghĩa cho động từ "đảm đương", cho thấy khả năng thực hiện tốt "công việc".
（2）表示预测、表示可能性的“có thể”。
Trời có thể sắp mƣa.（天可能快要下雨了。）
Ngày mai trời có thể sẽ mƣa.（明天可能会下雨。）
Anh ấy có thể đến vào chiều nay （他可能下午会来。）
在上面例如都表示在将来、会将近有可能会发生的事情。在表示要“下
The possibility of rain tomorrow suggests uncertainty, indicating that while it may rain, this is merely a prediction This reflects the inherent unpredictability of future events, as we can only speculate about what might occur, such as the likelihood of someone arriving in the afternoon.
（3）用来表示许可。在一定的场合内“có thể”还用来表示许可。
Bạn có thể vào phòng đƣợc rồi （你可以走进房间了。）
Em có thể ra ngoài nếu đã làm xong bài tập （你作业完成了就可以出去。）
Tại đây, bạn có thể sử dụng điện thoại, nhưng cần lưu ý không gây ồn ào.
Anh có thể đi trước （你可以先走。）
Anh có thể vào gặp giám đốc.（你可以进来见经理。）
这里的“có thể”都表示许可。可以做、可以实践在“có thể”后面的行为。如
“có thể vào phòng”、“có thể ra ngoài”、“có thể sử dụng điện thoại”、“có thể đi trước”、“có thể vào gặp giám đốc”。
（4）在表示肯定、否定、疑问的用法。
*在肯定句，用“có thể”来形容有实践某行为的可能性或可能性。
Anh ấy có thể hoàn thành công việc trước hạn.（他可以提前完成工作。）
Anh ấy có thể học cả ngày mà không mệt （他可以一整天学习而不觉得 累。）
*在否定句用“không thể”来形容没缺乏或无法执行某动作。
Cô ấy không thể tham dự buổi họp （她不能参加会议。）
Tôi không thể đến đúng giờ （我不能准时到达。）
*在疑问句，“có thể”用来询问某行为的可能性或许可。
Bạn có thể giúp tôi không? （你能/可以帮我吗？）
Cậu có thể giúp tôi làm bài tập này không? （你可以帮我做这作业吗？）
由Hoàng Phê 主编的《越南语词典》2003也指出“có thể”在句中一般用在动词
前作为助词表示有能力或条件、主观或客观做某事。例如：
Tự mình có thể đảm đương công việc （可以自己担任工作。）
Làm mọi việc có thể làm （做所有可以做的事。）
Cố gắng trong phạm vi có thể （努力在可能的范围内。）
The term "Có thể" can be used in sentences as an auxiliary component to indicate the objective possibility of an event occurring.
不确定的肯定组合。
Rất có thể hôm nay trời mƣa.（很可能今天下雨。）
Anh ta có thể ốm nặng.（他可能病得很严重。）
Có thể là vậy.（可能是这样。）
Trong tài liệu giáo dục tiếng Việt dành cho học sinh lớp 9 và 10, cách sử dụng "có thể" đã được trình bày Cụ thể, "có thể" được dùng để diễn tả khả năng thực hiện một hành động nào đó.
Câu hỏi "Em có thể giải quyết bài toán này được không?" không chỉ thể hiện khả năng làm một việc mà còn mang ý nghĩa về sự cho phép hoặc sự chấp thuận trong một tình huống nhất định.
Con có thể ra ngoài chơi nếu đã xong bài tập （你作业完成了就可以出去 玩儿。）
In Vietnamese, the phrase "có thể" is used to express possibility, ability, predictions, and permission Its semantic usage is similar to the Chinese terms "能" (able), "可能" (possible), and "可以" (can).
2.3.2对越汉语中的“能”、“可以”、“可能”
2.3.2.1对越汉语中的“能”
Trong tài liệu "HSK Standard Course - Cấp độ 3 và 4" năm 2015, từ "能" được sử dụng như một động từ tình thái, thường xuất hiện trong một số tình huống cụ thể.
（1）表达能力做某事，特别是指具备某种技能或条件。例如：
他能说三种语言。
这里的“能”表示主语有“会游泳”、“会说三种语言”的能力。
（2）表示许可，用在表明某人又权利或得到允许做某事。例如：
你今天能早走吗？
下班后我们能去看电影吗？
The term "能" is used to seek permission, as in the question "能早起吗？" which translates to "Is it possible to wake up early?" This phrase inquires whether one is allowed to do something.
允许“去看电影”。
（3）表示可能性。在特定条件下，表明有某种事有可能发生或实现。例 如：
明天能不能下雨。
这里的“能”用来表示一种推测的可能性。
（4）表示限制条件。用“不”放在前面表示条件不允许，或情况不具备。 例如：
这里不能抽烟。
他受伤了，不能参加比赛。
The phrase "no smoking" indicates that the regulations or conditions here prohibit smoking, while "cannot participate in the competition" signifies that one is unable to engage in an activity due to health reasons.
在《新实用汉语课本》2021修订版中也解释“能”的用法。“能”作为一个 情态动词。