随着我国综合国力和国际地位的不断提升，学习汉语的人数也越来越多。在学习汉语时，汉语二语学习者除了要学习汉语的语音、文字、词汇等知识，还要学习语法知识，同时掌握听、说、读、写的基本技能。对汉语二语学习者而言，语法一直是学习的难点，尤其是各类复句。条件复句是汉语复句中较为重要的一类，在日常语言学习交流中，汉语二语学习者使用条件复句的频率很高，偏误发生的概率也很大。如何针对汉语二语学习者学习汉语条件复句产生的偏误进行行之有效的课堂教学设计是汉语教师需要解决的难题。本文以中高级水平越南学生为例，重点分析其在使用“只有”和“只要”类汉语有标条件复句时容易产生的偏误，归纳偏误类型，分析偏误产生原因，探索总结有效的针对中高级水平越南学生汉语有标条件复句“只有……才”和“只要……就”的教学设计，并将教学设计应用于课堂教学，以此来评估和测试教学设计的有效性。
首先，本研究基于语料并运用偏误分析理论对中高级水平越南学生使用“只有”和“只要”类汉语有标条件复句时产生的偏误进行分析，并将偏误类型分为语法、语义和语用三大类。笔者通过分析语料发现中高级水平越南学生出现最多的偏误类型是语法偏误，语义偏误出现得非常少，没有出现语用偏误。研究数据显示中高级水平越南学生使用“只有”和“只要”类条件复句时出现最多的语法偏误类型是遗漏偏误和误代偏误，遗漏偏误多为关联词遗漏和能愿动词遗漏，误代偏误多为关联词语误代。其次，经过分析，笔者把产生偏误原因归为四类：母语的负迁移、学生使用回避的策略、目的语规则的泛化、教师和教材影响。因为汉越条件复句的语法规则不同，再加上教师讲解不全面和教材编排不合理等都会使学生在使用汉语条件复句的过程中产生偏误。接着，笔者根据中高级水平越南学生使用“只有”和“只要”类汉语有标条件复句出现的偏误提出针对性的教学设计，重点关注提问语的设计、语法点的讲解、课堂练习、课堂活动等。最后，为了评估“只有……才”和“只要……就”句式教学设计的有效性，确定教学方案是否成功，笔者将设计的“只有……才”和“只要……就”教学案例进行课堂实践，通过前后测学生成绩的对比来总结分析该教学设计在实施过程中的优势与不足。笔者通过对中高级水平越南学生进行测验证实了该教学设计的有效性。

As China's comprehensive national power and international status continues to rise, the number of people learning Chinese is increasing. When learning Chinese, second language learners have to learn not only the phonetics, characters and vocabulary of Chinese, but also  need to learn grammar knowledge, and master the basic skills of reading, speaking, listening and writing. For second language learners, grammar has always been a difficult part of learning, especially all kinds of complex sentences. Conditional complex sentences are an important category of complex sentences. In daily language learning and communication, learners of Chinese second language use conditional complex sentences very often and have a high probability of making mistakes. Designing an effective classroom teaching plan that takes into account the mistakes of Chinese as a second language learners is a challenge for Chinese educators to overcome. In this paper, we take Vietnamese students of intermediate to advanced level as an example, and focus on the errors of "only" and "as long as", summarize the types of errors, analyze the causes of errors, and explore and summarize the effective ways of teaching "conditional" sentences for Vietnamese students of intermediate to advanced level. The teaching design of "only ...... can" and "as long as ...... will" was explored and applied to classroom teaching. The design was applied to classroom teaching to evaluate and test the effectiveness of the design.
First of all, based on the corpus and using the bias analysis theory, the study analyzed the biases produced by Vietnamese students at the intermediate and advanced levels when using  "only" and "as long as" conditional complex sentences, and classified the types of biases into grammatical, semantic and pragmatic biases. The author found that the most frequent types of errors were grammatical errors, semantic errors were very few, and pragmatic errors did not occur. The data indicates that the most common grammatical errors in the use of "only" and "as long as" conditional complex sentences by Vietnamese students of middle and advanced levels are "omission errors" and "misplacement errors", with the omission errors mostly being the omission of correlative words and the omission of the able verb, and the misplaced substitution errors mostly being the misplaced correlative words. Second, by analyzing the errors, the author classified the reasons of errors into four categories: negative transfer of native language, students' use of avoidance strategies, generalization of the target language rules, and teacher and textbook influences. Because of the different grammatical rules of Chinese and Vietnamese conditional complex sentences, combined with the incomplete explanation of teachers and the unreasonable arrangement of textbooks, students may make mistakes in using Chinese conditional complex sentences. Then, the author proposed a specific teaching design based on the errors of the intermediate and advanced level Vietnamese students in using "only" and "as long as" conditional complex sentences, focusing on the design of questioning, explanation of grammar points, classroom exercises and classroom activities. Finally, to assess the efficacy of the teaching plan of "only ...... can" and "as long as ...... will", determine whether the teaching plan is successful, the author put the designed "only ...... can" and "as long as ...... will" teaching cases into classroom practice. The author compared the students' performance in the pre and post-tests to summarize and analyze the advantages and shortcomings of the teaching design in the process of implementation. The author confirmed the effectiveness of the design by testing Vietnamese students at intermediate and advanced levels.