04053000259 phân tích lỗi sai ngữ Âm tiếng hán giai Đoạn sơ cấp của người học việt nam 04053000259 phân tích lỗi sai ngữ Âm tiếng hán giai Đoạn sơ cấp của người học việt nam
相关理论与研究综述
语音与语音学
Voice is a fundamental element of language that directly impacts the clarity and accuracy of communication This article is grounded in the theoretical frameworks of phonetics and phonology as presented by Luo Changpei, Wang Jun, Shi Baojie, and Su Caiqiong.
Language is the most crucial means of communication for humans, serving as a conventional system of signals expressed through sound Since the inception of human society, language has existed, requiring vocal expression Words in a language are a fusion of sound and meaning, and even during silent contemplation, we mentally reproduce the sounds of words Thus, the sound of language acts as its material shell Phonetics, as a branch of linguistics, studies the sound system of language, including its components, structure, and changes, along with the rules governing these changes It trains individuals in listening, distinguishing, pronouncing, and memorizing sounds, while also teaching how to analyze and research the system and variations of phonetics to uncover the patterns of sound change.
石宝洁，苏彩琼（2004）的《标准越南语语音会话》中的语音概念是：
Language consists of meaningful sounds produced by human vocal organs for social communication Phonetics serves as the material foundation of language; without phonetics, language loses its tangible form Therefore, mastering phonetics is essential for learning any foreign language effectively.
对比分析
Lado (1957) introduced the Contrastive Analysis method, aimed at enhancing foreign language teaching and addressing the issue of First Language Transfer He advocated for a gradual comparison of the first and second languages in areas such as phonetics and grammar Lado believed that students find it most challenging to grasp aspects of the second language that differ significantly from their native language, while similarities are easier for them to learn Thus, he concluded that First Language Transfer plays a crucial role in language acquisition.
第 二语 言习 得既有利 也有弊。 不利的一 面就是 我们 常说 的“ 负 迁 移 ”
（Negative Transfer），积极的一方面是“正迁移”（Positive Transfer）。然
This method has significant flaws as it does not prioritize the student’s perspective Instead, it predicts the difficulty of learning by comparing the two languages themselves, rather than analyzing the actual usage of the second language by students This approach can lead to inaccurate predictions, as some genuine challenges may not be identified through comparative analysis Research indicates that the differences between the first and second languages do not always pose major difficulties for students, while similarities can sometimes present significant challenges in mastering the second language.
周小兵（2004：43-44）认为“对比分析的语言学基础是结构主义语言学。
The article emphasizes the importance of a detailed description of a language, focusing on the various categories that make up sentence structures These categories are defined by formal elements and established through inductive reasoning Additionally, it highlights the significance of language differences in comparative analysis.
多数对比研究基于语言表层的结构特征。对比程序如下：
描写（Description）：即两种语言的形式描述；
选择（Selection）：为对比选择出一些项目，它们可能是完整的子系统，
或是通过偏误分析得出的语言学习有难度的范围；
对比（Comparison）：差异点和共同点的认定；预测（Prediction）；认
定可能引发偏误的语言点。
“对比”中的异同存在“等级”（Degrees）。Ellis（1985）对等级的描 述如下：
第一语言和第二语言的某个语言点没有差异；
第一语言的两个语言项等于第二语言的一个语言项；
第一语言中的某个语言项在第二语言中不存在；
第一语言中的某个语言项在第二语言中的等值项有不同的分布；
第一语言的语言项和第二语言没有相似之处；
In a first language, a linguistic item may correspond to two or more items in a second language According to Zhou Xiaobing (2004: 92), "phonetic errors mostly occur at the beginner level While some errors persist at the intermediate and advanced levels, systematic errors are less frequent." Analyzing phonetic errors can assist students in mastering correct pronunciation, enhancing their ability to distinguish sounds and write pinyin accurately, and acquiring relevant phonetic knowledge.
偏误分析
语言学家 Corder于 1967年在其著作《学习者偏误的意义》中首次提出了
The concept of "error" is crucial in understanding second language acquisition Corder (1967) defines "error analysis" as the observation, analysis, and classification of errors made by learners during the process of acquiring a second language This approach helps identify the learners' language acquisition obstacles and reveals the processes and patterns of second language learning It encompasses interlingual analysis, which examines interference from the native language, as well as intralingual analysis that considers interference from the target language, social linguistic environments during communication, psychological and cognitive strategies, and other influencing factors.
偏误（Errors）和错误或失误（Mistakes）是不同的概念。Corder（1967：
Errors in language learning can be categorized into two types: systematic errors and mistakes Systematic errors arise from a lack of proficiency in the target language, reflecting the speaker's language ability and knowledge These errors deviate from the norms of the target language and are often difficult for learners to recognize In contrast, mistakes occur when learners, who have already mastered a particular rule or structure, make occasional errors due to carelessness, fatigue, or oversight Understanding these distinctions is crucial for improving language acquisition and proficiency.
The article highlights the challenges learners face in understanding language rules, noting that errors are often random and irregular It emphasizes that learners are capable of recognizing and correcting their own mistakes.
Corder（1967）认为，学习者的语言偏误是一种有意义的线索，学习者的
Errors are systematic and regular, revealing difficulties, developmental stages, and individual differences in language acquisition The theory of errors consists of three stages: the error generation stage, the error elimination stage, and the error maintenance stage This theory provides a crucial theoretical foundation for studying error phenomena in the language acquisition process and has positively influenced second language teaching practices.
Zhou Xiaobing (2004: 51-55) identifies three types of errors, the first being interlingual errors, which are caused by negative transfer from the mother tongue These errors are also referred to as "interference errors" or "contrastive errors."
Errors are a crucial aspect of comparative analysis Intralingual errors, also known as developmental errors, refer to mistakes that occur within the first language's development These types of errors can be observed not only in second language learners but also in first language learners Additionally, cognitive errors play a significant role in this context.
（Cognitive error）指因人的认知能力跟某种语言规则产生矛盾而出现的偏误，
又称“普遍偏误”。
Xiaobing Zhou (2009: 88) outlines six steps in error analysis: corpus collection and selection, error identification, pinpointing and correcting errors, categorization of forms, source investigation, and error evaluation The second step involves two specific tasks: first, distinguishing between "lapses" and "errors." Errors arise from a lack of language proficiency, while lapses are due to momentary oversight The criteria for this distinction include the frequency of occurrence—occasional instances may indicate a lapse, while frequent occurrences suggest an error—and whether the individual can self-correct; if they can, it is a lapse, but if they cannot, it is classified as an error The focus of error analysis primarily lies in these distinctions.
是 后 者 。第 二， 要区分 “ 显 性 异 常 ”(overtly idiosyncratic)“隐性 异 常 ”
(covertly idiosyncratic)，也可称为“显性偏误”和“隐性偏误”。显性偏误在
形式上违反句法规则。
汉语作为第二语言习得的研究最初从偏误分析着手。鲁健骥（1984、
In their studies, researchers from 1987 and 1994, along with Lü Wenhua and Lu Jianqi from 1993, examined the errors encountered by foreigners learning Chinese, focusing on aspects such as phonetics, vocabulary, grammar, and pragmatics Their work expanded the scope of error analysis to modern Chinese language learning.
In 1984, Lu Jianqi introduced the fundamental concepts of "interlanguage" and "errors" in his analysis of phonetic errors made by foreigners learning Chinese He identified five major causes of these errors, significantly impacting domestic research and establishing error analysis and interlanguage studies as mainstream directions in second language acquisition of Chinese This shift marked a transition from traditional teaching methods centered on "language structure" to a learner-centered paradigm, emphasizing the role of language learners in the language construction process.
"Creativity" and "intermediation" view language errors as a natural part of the learning process rather than merely a failure in teaching Error analysis serves not only as an analytical tool but also as a means to observe and understand the development of learners' language skills By systematically collecting, categorizing, and interpreting errors, one can gain deeper insights into the influences of language transfer, cognitive strategies, and teaching methods on language acquisition.
中介语
中介语（Interlanguage）是学习者在二语习得过程中构建的，既不同于母
Interlanguage is a linguistic system that differs from the target language and represents a developmental stage that gradually approaches it The concept of interlanguage was introduced by Selinker in 1972, describing the language system constructed by learners at a specific developmental stage It consists of a series of intersecting language systems that form the learner's internal framework, known as the "interlanguage continuum." Prior to Selinker's work, terms such as "approximative system" and "personalized language" were used to describe similar phenomena.
The concept of "interlanguage" explores the language system, as discussed by Corder (1978), who identified two types of interlanguage continua: the Re-structuring continuum, where learners gradually replace native language rules with target language rules, and the Recreation continuum, where learners create the target language system in a manner similar to how they acquired their native language Experimental research is needed to validate the existence of these interlanguage continua.
而实验证明，中介语连续体是一种创造型构建（Creative construction）。
Selinker 提出中介语中运作的 5个程序：①语言迁移；②目的语规则过度概括；
Training transfer occurs when a specific rule is integrated into the learner's language system through instruction Second language learning strategies and communication tactics with native speakers are essential for learners to internalize the target language system Typically, learning content is broken down into manageable segments to alleviate the cognitive load on learners.
In the mid-1980s, Lu Jianyi (1984) examined the phonetic errors of foreigners learning Chinese using the interlanguage theory approach, identifying three main causes of these errors, including negative transfer from the mother tongue.
（英语学生把汉语不送气清塞音 b、d、g 读成浊塞音），目的语知识负迁移
The training issue of consistently pronouncing multiple rising tones as full rising tones highlights the insufficient guidance on stress patterns in disyllabic and polysyllabic words Subsequently, a series of articles were published that comprehensively examined vocabulary, grammatical, and pragmatic errors made by foreigners learning Chinese This led to a systematic approach in analyzing errors in Chinese as a second language, integrating it with interlanguage research.
According to Zhou Xiaobing (2009: 92), Chinese language learners primarily exhibit phonetic errors during the beginner stage At this level, learners have not yet established a solid phonetic system, leading to systematic errors influenced by factors such as negative transfer from their native language, insufficient phonetic input, and limited phonetic recognition abilities As learners progress to intermediate and advanced stages, although phonetic errors still occur, they become more sporadic, and systematic errors significantly decrease This phenomenon indicates that as language proficiency improves, learners' control over phonetic aspects also enhances.
Analyzing speech errors is crucial in teaching Chinese as a foreign language It helps identify the main challenges learners face in acquiring pronunciation, providing teachers with effective intervention strategies Additionally, through systematic categorization and analysis of errors, educators can offer targeted guidance to help students master standard pronunciation methods, enhance their phonetic perception, and improve the accuracy of their pinyin spelling, thereby deepening their understanding and internalization of the Chinese phonetic system.
The teaching value of phonetic error analysis is reflected in several key aspects: first, it helps learners identify weak points in their pronunciation, enhancing their phonetic awareness; second, it improves learners' ability to distinguish sounds, particularly in differentiating easily confused phonemes; third, it promotes an effective correspondence between pinyin writing and actual pronunciation, reducing discrepancies between sound and form; fourth, it offers personalized correction suggestions for intermediate and advanced learners, making their speech more natural and fluent.
In summary, the analysis of speech errors serves not only as a diagnostic tool in language teaching but also as a crucial method for enhancing learners' phonetic acquisition and improving their communicative abilities Educators should tailor their teaching strategies based on learners' linguistic backgrounds, stages of learning, and types of errors, dynamically adjusting their phonetic instruction to ensure its relevance and effectiveness.
越南语语音和汉语语音系统
1.5.1 越南语语音系统
1.5.1.1 越南语音节
The concept of syllables has various interpretations Cen Linxiang (1959: 89) evaluated different definitions and concluded that "a syllable is a phonetic unit composed of a strong onset or one or more strong codas and one or more weak onsets The strongest point of articulation is the center of the syllable, while the weakest point marks its boundary." This definition will be adopted in this article.
A Vietnamese syllable consists of five components organized into two layers The nucleus and tone are considered essential elements, while the initial consonant (which can include a null initial [ʔ]), as well as the onset and coda, are not mandatory components The structure of Vietnamese syllables is outlined as follows:
表格 1：越南语的音节结构表
韵头 韵腹 韵尾
1.5.1.2 越南语声母
According to Nguyen Thanh Hien (2012: 17), "Vietnamese has nineteen consonants, which differs from other works The reason for this discrepancy is that other systems do not strictly adhere to the Hanoi dialect as the standard phonetic system."
Chia các âm d, gi, r[z] thành d, gi[z] và r[ʐ] (một số người chia thành gi[z], d[j], r[ʐ]); chia ch, tr[tʃ] thành ch[c] và tr[ʈ]; chia s, x[s] thành x[s] và s[ʂ] Ngoài ra, một số học giả cho rằng tiếng Việt
Trong tiếng Việt, âm vị p[p] chỉ xuất hiện ở vị trí cuối âm tiết, ngoại trừ một số từ mượn và tên địa phương (华玉山 2005: 8) Do đó,阮廷贤 đã loại bỏ âm này khỏi hệ thống của mình Hệ thống âm vị của利国先生 (2009: 83) chỉ có mười tám phụ âm, ít hơn một so với hệ thống của阮廷贤, vì hệ thống của ông không bao gồm âm ứ[ʔ] Trong bài viết này, tác giả sẽ sử dụng bảng âm vị phụ âm của阮廷贤.
表格2：越南语声母表 发音部位
舌尖龈 舌叶龈后 前舌硬腭 中舌软腭 喉
音 浊 m[m] n[n] nh[ɲ] ng ngh[ŋ]
Theo vị trí phát âm, phụ âm trong tiếng Việt được chia thành 6 loại: âm môi (bao gồm môi và môi răng): b[ɓ], m[m], ph[f], v[v]; âm đầu lưỡi: t[t], đ[ɗ], th[tʻ], s, x[s], d, gi, r[z], n[n], l[l]; âm lưỡi sau: ch, tr[tʃ]; âm vòm miệng trước: nh[ɲ]; âm vòm miệng giữa: c, k, q[k], kh[χ], g, gh[ɣ], ng, ngh[ŋ]; âm họng: ứ[ʔ], h[ɦ].
Trong phần âm vị, các âm n[n]、ng[ŋ]、c[k] khi làm âm đầu chỉ có thể kết hợp với các âm cuối là a[ɑ]、ă[ă]、ơ[ɤ]、â[ɤ̆]、o[ɔ̆]、ô[o]、u[u]、ư[ɯ] Trong khi đó, các âm gh[ɣ]、ngh[ŋ]、k[k] khi làm âm đầu chỉ có thể
Âm tiết được hình thành từ các âm vị bắt đầu bằng e[ɛ]、ê[e]、i[i] Khi q[k] là âm đầu, nó phải đi kèm với âm trung u, không thể kết hợp với các âm đơn o[ɔ̆]、ô[o]、u[u] hoặc các âm bắt đầu bằng o[ɔ̆]、ô[o].
Âm tiết bắt đầu bằng âm u[u] cần bỏ qua một u[u] khi viết Khi gi là âm đầu, nó có thể kết hợp với nguyên âm đơn i[i] hoặc âm tiết bắt đầu bằng i[i], và trong trường hợp này, một i[i] cũng cần được bỏ qua khi viết Các âm c, g, và ng không thể kết hợp với nguyên âm đơn i hoặc y để tạo thành âm tiết.
1.5.1.3 越南语韵母
The final part of a syllable in Vietnamese consists of vowels or combinations of vowels and consonants, forming a complex system of finals The following table systematically organizes the various vowels based on tongue position, height, and lip shape, clearly illustrating the pronunciation characteristics of Vietnamese monophthongs.
表格 3：越南语单元音表 舌位前
不圆唇 不圆唇 圆唇
长元音 短元音 长元音 短元音 长元音 短元音
半开 半低 e[ɛ] a[ɛ̆] o oo[ɔ] o[ɔ̆]
Về bảng âm vị của tiếng Việt, có nhiều cách phân loại trong giới học thuật, và bài viết này áp dụng phân loại của Nguyễn Tĩnh Hiền (2012) Một âm vị trong tiếng Việt có thể bao gồm nguyên âm đơn, nguyên âm phức hoặc nguyên âm mũi, và có thể bao gồm âm đầu, âm giữa và âm cuối Tiếng Việt có tổng cộng mười ba nguyên âm đơn (nếu tính cả ui, uy[y] thì có thể có mười bốn nguyên âm đơn), trong đó có chín nguyên âm dài và bốn nguyên âm ngắn Nguyên âm dài có thể đứng độc lập làm âm vị, trong khi nguyên âm ngắn cần kết hợp với nguyên âm hoặc phụ âm khác để tạo thành âm vị.
Tiếng Việt có tổng cộng 160 âm vị Tất cả nguyên âm đơn trong tiếng Việt đều có thể làm âm chính Hệ thống âm vị của tiếng Việt được chia thành ba loại chính dựa trên đặc điểm của âm cuối: âm cuối âm tính, âm cuối dương tính và âm cuối nhập Âm cuối âm tính bao gồm các âm vị không có âm cuối và các âm vị kết thúc bằng [-i] và [-u]; âm cuối dương tính bao gồm các âm vị có âm cuối là các âm mũi như [-m], [-n], [-ɲ] và [-ŋ]; âm cuối nhập bao gồm các âm vị có âm cuối là các âm tắc như [-p], [-t], [-c] và [-k] Cụ thể, từ góc độ âm cuối, âm vị tiếng Việt có thể được phân loại thành: âm cuối âm tính, âm vị không có âm cuối và âm vị kết thúc bằng [-i] và [-u].
The article discusses the classification of Chinese phonetics, highlighting three categories of finals: 45 finals ending with vowels, 57 finals ending with nasal sounds, and 58 finals ending with stop sounds.
Nguyên âm ă và â không thể đứng độc lập làm âm tiết hoặc âm cuối, mà phải kết hợp với các nguyên âm hoặc phụ âm khác để tạo thành âm tiết hoặc âm cuối hoàn chỉnh.
Nguyên âm đơn i và y biểu thị cùng một âm vị, nhưng có sự khác biệt trong cách sử dụng khi viết Thông thường, các phụ âm như b, ph, v, th, đ, n, p, nh, kh, gh, ngh, gi, ch, tr, s, x, d, r chỉ có thể kết hợp với nguyên âm i để tạo thành âm tiết, không kết hợp với y (trừ một số từ ngoại lai hoặc danh từ riêng) Tuy nhiên, các phụ âm m, t, l, k, q, h có thể kết hợp với cả nguyên âm i và y để tạo thành âm tiết Các âm cuối như uân, uâng, uất, uyn, uýt, uynh, uênh, uêch, uyp, oen, oet không thể kết hợp với phụ âm c để tạo thành âm tiết.
1.5.1.4 越南语声调
研究综述
The teaching of Chinese phonetics at the beginner level is a fundamental aspect of Chinese language education, playing a crucial role in the language acquisition process for learners There are significant differences between the phonetic systems of Vietnamese and Chinese For instance, while Chinese has four tones—阴平, 阳平, 上声, and 去声—Vietnamese features six tones, with distinct pitch values Additionally, the consonant and vowel systems in Chinese are relatively simple compared to the more complex systems in Vietnamese, which also includes a final consonant sound that Chinese lacks Consequently, teachers face numerous challenges in the instructional process The study of Chinese phonetics and phonetic teaching, as well as the comparative analysis of Vietnamese and Chinese phonetics, has garnered considerable attention in academia, resulting in a wealth of research findings.
Currently, the field of Chinese phonetics and error analysis has yielded abundant research findings, indicating that scholars are highly attentive to the errors learners encounter during the process of acquiring Chinese phonetics Extensive literature reviews have been conducted to explore these issues.
Research on Chinese phonetic errors among students from countries like the United States, South Korea, and Japan has yielded significant findings These studies offer valuable theoretical and practical support for understanding the commonalities and individual differences in Chinese phonetic learning among learners from diverse linguistic backgrounds.
Nghiên cứu của Wei Yadi (2014) và Wu Mengmeng (2014) cho thấy sinh viên phương Tây gặp phải những sai sót đáng kể trong việc học phát âm tiếng Trung, đặc biệt là trong việc phát âm các âm đầu và âm cuối Cả hai tác giả đều nhận thấy rằng sinh viên thường phát âm các âm lưỡi sau và âm mặt lưỡi thành [dʒ] và [tʃ] như trong tiếng Anh, và nhầm lẫn giữa âm có hơi và không có hơi Wei Yadi chỉ ra rằng sinh viên đôi khi phát âm "x" thành [eks] và "c" thành âm "k" Về âm cuối, sinh viên thường
Bài viết phân tích sự nhầm lẫn trong phát âm của sinh viên, đặc biệt là việc không phân biệt giữa các âm như -i[ɿ] và -i[ʅ], u[u] và ü[y], cũng như việc bỏ qua nguyên âm chính trong iu[iou] và ui[uei] Ngoài ra, sinh viên cũng gặp khó khăn trong việc phân biệt âm mũi ở đầu và cuối Về mặt ngữ điệu, sinh viên thường phát âm thanh điệu thấp cho âm bình, trong khi âm dương thường bị nhầm lẫn với điểm khởi đầu thấp và biên độ tăng nhỏ, dẫn đến sự nhầm lẫn với âm thượng Sinh viên phương Tây thường không phát âm âm thứ ba với độ cao đủ thấp, và âm đi xuống thường được phát âm như âm nhấn Tác giả đã phân tích nguyên nhân của những sai sót này và đưa ra các gợi ý giảng dạy phù hợp.
宋春阳的（1998）、王秀珍的（1999）、余诗隽的（2007）、屠爱萍的
（2008）、胡园园（2011）、井然的（2011）、宋玥凝的（2014）、杨雅清
In their studies, Chen Shuang (2017) and Chen Shuang (2018) categorized common issues faced by Korean students in learning Chinese phonetics, identifying the causes of these errors and offering teaching suggestions Notably, Chen Shuang (2018) provided a comprehensive analysis, highlighting various phonetic errors among Korean learners Key issues include difficulties in accurately distinguishing the Chinese "f" sound, as well as frequent confusion between the sounds "p" and "b."
Korean students often struggle to distinguish between the sounds of "h" and "x," particularly when producing voiced retroflex sounds Common errors in vowel pronunciation include a tendency to round their lips when articulating monophthongs, difficulties with the higher pitch of the Mandarin "e" sound compared to Korean, and frequently mispronouncing "an" as "ang." Additionally, when it comes to tones, Korean learners typically produce the tones of yinping, yangping, and qusheng at a lower pitch, failing to reach the standard Mandarin height, and often confuse shengsheng with yangping.
The author found an article on CNKI analyzing the phonetic errors of Japanese students learning Chinese Chen Huilin (2013) discovered that Japanese students struggle to differentiate between retroflex and alveolar sounds.
The article discusses the confusion that arises in pronunciation among two categories of sounds Students often mispronounce "f" and "h" as "ふ" and struggle to differentiate between the "r" and "l" sounds Additionally, they find it challenging to distinguish between the vowel sounds "ü" and "u," and have difficulty accurately pronouncing "e" and "er." There is also confusion between the diphthongs "ai" and "ei."
Students often mispronounce the sounds "ou" and "uo" as "o," and read "iao" and "iou" as "ao" and "i," respectively They frequently drop the "i" sound when pronouncing "uai" and "ü," misread "an" as "ang," and struggle to differentiate between "en" and "eng," leading to confusion between "an" and "en." Additionally, students have difficulty mastering the retroflex tone and the tonal changes of "yi." The author discusses tonal errors in speech flow and their underlying causes, offering relevant teaching suggestions, though detailed examples are omitted due to space constraints.
Tổng thể, sinh viên quốc tế từ các quốc gia khác nhau gặp phải các loại sai sót phát âm khác nhau do sự chuyển giao ngôn ngữ mẹ đẻ Trong số đó, các âm đầu lưỡi trước và âm đầu lưỡi sau, âm có hơi và âm không có hơi, cũng như các âm ü và u, i[ɿ] và -i[ʅ], cùng với bốn thanh điệu, đều là những khó khăn trong việc học tiếng Trung đối với sinh viên từ bất kỳ quốc gia nào.
1.6.2.越南汉语学习者语音偏误的研究
Voice plays a crucial role in foreign language teaching In recent years, numerous researchers have conducted in-depth studies on the phonetic errors of Vietnamese students to enhance the effectiveness of Chinese language instruction and improve students' proficiency These studies focus not only on the phonetic errors of beginner learners but also extend to the pronunciation challenges faced by intermediate and advanced learners during their Chinese language acquisition.
Research on Chinese phonetic errors can be categorized into four types: comprehensive phonetic studies, initial consonant studies, final vowel studies, and tone studies A review of the literature reveals that there is a wealth of research on comprehensive phonetics, initial consonants, and tone error analysis, while studies focusing solely on final vowels are relatively scarce, with almost no relevant findings Additionally, there is only one study concerning intonation The following summarizes the key research findings on the phonetic errors of Vietnamese students learning Chinese.
Nghiên cứu của Yang Na (2005) về sinh viên tại Hà Nội đã thực hiện một cuộc khảo sát kéo dài 5 tháng đối với những người học bắt đầu từ con số không Kết quả cho thấy rằng trong phần âm đầu, các âm z[ts] và c[tsʻ] dễ bị nhầm lẫn; các âm b[p] và p[pʻ] cũng gặp khó khăn tương tự Ngoài ra, các âm zh[tʂ], ch[tʂʻ] và sh[ʂ] mặc dù phát âm ở vị trí phía trước nhưng người học vẫn chưa phát âm chính xác Họ gặp khó khăn khi phát âm âm k[kʻ].
些同学往往将k发成类似于h音；将q[tɕʻ]读成j[tɕ]；发r[ʐ]音往往带有滚音色
Âm sắc Về phần âm vị, âm [A] được phát âm gần giống với âm [α]; âm [ɛ] cũng được phát âm ở vị trí phía sau, gần với âm [ʌ]; khi phát âm ong [uŋ], thường có thêm âm giữa i [i]; khi phát âm ü [y], vị trí lưỡi ở phía sau, hình dáng môi không ổn định, miệng không khép kín.