CONVERSION IN VIETNAMESE: IDENTIFICATION AND APPLICATIONS IN TEACHING VIETNAMESE TO FOREIGN LEARNERS

Abstract

This paper aims to establish identification criteria and pedagogical orientations for conversion in Vietnamese for foreign learners. By employing descriptive, statistical, and error analysis methods across three data sources (dictionaries, textbooks, and experimental data from 100 participants), the study reveals an asymmetry between the high systematicity of conversion in lexicography and the gaps in current textbook content. The findings confirm that typical errors-such as incorrect use of function words, word order mistakes, and semantic confusion-stem from typological barriers. On this basis, the study proposes an integrated identification model combining external forms (lexical markers) with internal content (semantic mechanisms). It also suggests solutions for standardized lexicographical and material development, context-based learning, cross-linguistic contrast, and digital technology applications to enhance learners' communicative competence