在汉语中，趋向补语的使用频率较高，其在结构和语义上相当复杂，而越语中又没有与其完全等同的表达形式，这给越南学生的汉语学习带来了不少困难。我们在对越汉语教学的过程中发现，越南学生使用趋向补语时经常出现错误，部分错误呈现出一定的规律性，情况比较复杂。本文考察了汉语趋向补语在越语中的对应形式，对越南学生汉语趋向补语的偏误进行分析和解释，并以此为基础，对教材编写、教师课堂教学等方面提出了建议。论文共分为五章。第一章：绪论。主要介绍本文的选题缘由，研究意义，相关的研究综述，研究的范围、理论、方法以及语料的来源。第二章：汉语趋向补语在越语中的对应形式。我们考察了汉语趋向补语在越语中的对应形式，主要有四种情况：一、越语直接用动词或形容词来对应汉语“谓词+趋向补语”结构，二、越语用结果补语来对应汉语的趋向补语，三、越语在动词或形容词之前加上助动词或副词来对应汉语“谓词+趋向补语”结构，四、越语在动词或形容词之后加上趋向动词来对应汉语“谓词+趋向补语”结构。第三章：越南学生汉语趋向补语的偏误分析。我们以越南学生写作课试卷为语料，筛选出了266条趋向补语偏误句子，从中获得越南学生使用汉语趋向补语的各种偏误类型，出现偏误最多的大体可归纳为六种类型：一、立足点的偏误，二、趋向补语遗漏的偏误，三、趋向补语冗余的偏误，四、趋向补语与宾语错序的偏误，五、各趋向补语之间混淆的偏误，六、趋向补语与其他补语混淆的偏误。通过分析这些偏误，我们得出产生越南学生趋向补语偏误的主要原因是：一、母语的负迁移，二、目的语知识的过度泛化。第四章：对越汉语趋向补语教学的建议。通过分析现有教学大纲及教材对趋向补语语法项目及练习的编排情况，结合本文研究内容，本文对对越汉语教材、教师课堂教学提出一些建议。第五章：结论。对论文的主要内容和观点进行归纳整理，并指明本文的不足之处和尚待继续深入研究的问题。

In Chinese, directional complements are frequently a used, quite complex grammatical structure, and in the Vietnamese language there is no completely corresponding structure; therefore directional complements present many difficulties for Vietnamese students when studying Chinese. Through an analysis of the teaching methods employed in teaching Chinese in Vietnam, we discovered that Vietnamese students often make mistakes when using the directional complement and there is a certain degree of regularity in the mistakes made; the situation is quite complex.This thesis undertakes research into the directional complement in Chinese and the corresponding forms in Vietnamese, carries out an analysis of the errors made by Vietnamese students when using the directional complement in Chinese and attempts to explain such errors. Taking the above as a foundation, proposals for the compilation of teaching materials and for the improvement of classroom instruction are also put forward.This thesis is divided into five chapters.Chapter 1: Introduction. This chapter introduces the reason for selecting this topic, its research significance, a summary of related research, an outline of the research scope and the methods employed, as well as detailing the origin of the language materials used.Chapter 2: Structures in Vietnamese which correspond to the directional complement in Chinese. We inspected structures corresponding to the directional complement in Chinese in Vietnamese and found that four kinds of situation exist. Firstly, Vietnamese directly uses a verb or an adjective which corresponds to the “predicate + directional complement” structure in Chinese. Secondly, Vietnamese uses a result complement which corresponds to the directional complement in Chinese. Thirdly, Vietnamese adds an auxiliary verb or an adverb before the verb or adjective; this corresponds with the “predicate + directional complement” structure in Chinese. Fourthly, Vietnamese adds a directional verb after a verb or an adjective; this also corresponds with the “predicate + directional complement” structure in Chinese.Chapter 3: An error analysis of mistakes made by Vietnamese students when using the directional complement in Chinese. Vietnamese students essay examination papers were taken as language materials and 266 directional complement errors were selected. From the materials selected, the errors made by Vietnamese students when using the directional complement in Chinese were divided into six categories. 1) standpoint errors, 2) ommission of directional complements, 3) over-use of directional complements, 4) confusion about directional complements and object sequences, 5) confusion about different types of directional complements, 6) confusion of directional complements with other complements. Through an analysis of these errors, we ascertained that the reasons for Vietnamese students mistakes when using the directional complement are negative transfers from their mother tongue and an over-generalisation of knowledge about the target language.Chapter 4: Proposals for teaching directional complements. Through an analysis of the current teaching methods and materials on directional complements, this thesis puts forward proposals to improve the existing Vietnamese-Chinese teaching materials and classroom instruction.Chapter 5: Conclusion. This chapter provides a summary of the contents of the thesis and outlines the areas which could be improved in the future, as well as providing ideas for further research.