提 要 本文分四个部分：“引言”简要说明本文研究的目的和意义；第一章介绍汉字结构与部首；第二章介绍汉字在越南教学的情况并对汉字偏旁部首的名称和汉越音进行对照；第三章分析越南学生汉字书写错误的原因并提出教学建议。 我们从越南大学生的原始材料（550份试卷）中统计出了680个错别字，然后将错误分为笔画错误和跟部首有关的错误两大类（31.2%，46%）。笔画错误类型中，笔画丢失占的比例最高，为63%。横“一”（48%）和点“丶”（32%）主要是丢失的错误，竖“丨”和撇“丿”主要是过长过短的错误。跟部首有关的错误类型中，部首混淆与部首丢失占的比例最高（47%，34%）。音近和形近是导致错字的主要原因。另外，通过分析越南学生汉字书写的错误，我们在不同的错误类型中找到了各种不同的致错原因，有的是汉字本身的特点、有的是学生的学习态度、有的是教学方面的问题造成的。最后本文在分析的基础上提出了相应的改进汉字教学及纠正越南学生汉字书写错误的方法。

ABSTRACTThis paper consists of four main parts. The “Introduction” part is an overview of the aims and significance of the study. Chapter 1 is the description of Chinese basic radicals and Chinese character structure. Chapter 2 presents the situation of Chinese teaching in Vietnam and compares the name of Chinese radical with their equivalents in Chinese-based Vietnamese sounds. Chapter 3 is the analysis of reasons for writing errors and some suggestions for teaching and learning.In the survey of 550 test papers by Chinese major students, we found out 680 wrong Chinese characters which belonged to two main types of error, “errors with basic strokes” and “errors with radicals”, accounting for 31.2% and 46% respectively. With regards to errors with basic strokes, the “absence of strokes” accounted for the largest number - 63%, the absence of horizontal strokes 48% and the absence of dot strokes 32%. Where as, errors with vertical strokes and left-falling strokes were mainly due to the length of the stroke. With regards to errors in Chinese radicals, ‘mistaken radicals” and the absence of radicals accounted for the largest percentage, 47 % and 34% respectively. The main reason was the similar appearance and pronunciation. Besides, via the analysis, there were still some other reasons for each type of writing error, some of which were due to the features of Chinese character, others due to the learning attitude of the students or teaching side. Finally, basing on the findings, the author would like to give some suggestions for Chinese teaching as well as some solutions for avoiding errors in writing Chinese.