近年來，國際學生在學習越南語作為外語時所犯的錯誤受到了越來越多的關注。本研究將探討學生在學習和使用越南語人稱代名詞時所出現的錯誤。研究對象主要為主修越南語的台灣大學生，旨在突顯台灣學生在學習過程中使用越南語人稱代名詞時常見的錯誤類型。基於此，學生和教師可以選擇適當的教學與學習策略。此外，本研究也將研究結果與在越南留學的國際學生的情況進行比較，以識別常見錯誤及影響台灣學生錯誤的相關因素。
本論文主要採用量化研究方法，調查台灣學生在使用越南語人稱代名詞時所出現的錯誤。參與者為兩所國立大學（高雄大學與政治大學）的越南語專業學生。共有20名台灣學生參與，其中包括6名二年級學生、6名三年級學生和8名四年級學生。除了分析台灣學生的錯誤外，研究也對在越南學習越南語的國際學生進行了同樣的測試。共收集了29名來自中國、韓國、日本和美國等國家的國際學生的答案。為確保數據的可比較性，這些參與者同樣選自二至四年級的學生群體。
本研究採用了包含兩個主要部分的測驗：第一部分為24題的單選題，第二部分為6題的簡答題，題目設計對應A級程度。測驗內容以越南語人稱代名詞的各種形式 (包括單數和複數) 及其在不同人際關係中的使用為基礎。此外，研究主要聚焦於第一人稱和第二人稱代名詞的使用，並分析了這兩類代名詞中出現的錯誤類型。
整體來看，二、三、四年級的學生在使用越南語人稱代名詞時都遇到困難，三組學生在單數和複數形式的選擇上均出現了錯誤。然而，台灣四年級學生在複數人稱代名詞的掌握上表現較好，錯誤率較低。此外，三組學生在涉及地位不平等或彼此不熟悉的溝通情境中尤其困難，大多數參與者的錯誤率超過60%。相較之下，涉及地位不平等但關係親近的交際情境中，錯誤率最低，僅15%。研究進一步表明，導致台灣學生在使用越南語人稱代名詞時出現錯誤的兩個主要因素是：對人稱代名詞理解不充分，以及難以準確識別和解釋交際語境。
本研究提出了多項教育措施，以提升台灣學生對越南語人稱代名詞的使用能力。其中包括：將人稱代名詞教學融入常見句型和日常交際語境；鼓勵學生在不同語法位置連續造句，靈活運用多樣人稱代名詞；透過豐富、有針對性的練習強化學習效果；強調教授人稱代詞中的性別區分；營造合作學習環境；並結合視覺化和互動式教學工具以提升學習成效。

In recent years, there has been a greater emphasis on the errors that international students make when studying Vietnamese as a foreign language. This study will examine students' errors when learning and utilizing Vietnamese personal pronouns. The study will focus specifically on Taiwanese university students majoring in Vietnamese. The study aims to highlight the frequent errors that Taiwanese students make when utilizing Vietnamese personal pronouns during their studies. From there, students and teachers can select appropriate teaching and learning strategies. Furthermore, the study compares the findings to those of international students studying in Vietnam to identify common errors and factors influencing Taiwanese students' errors.
The thesis primarily employs a quantitative research approach to investigate errors in using personal pronouns among Taiwanese students. The participants in this study are Vietnamese language majors from two national universities: Kaohsiung University and Chengchi University. In total, 20 Taiwanese students participated, comprising six second-year students, six third-year students, and eight fourth-year students. In addition to analyzing the errors made by Taiwanese students, the study also administered the test to international students studying Vietnamese in Vietnam. Responses were collected from 29 international students from various countries, including China, Korea, Japan, and the United States. To ensure comparability of the data, these participants were likewise selected from among students in their second to fourth years of study.
The research utilized a test consisting of two main sections: a multiple-choice component with 24 questions and a short-answer writing section with six questions designed to correspond to level A proficiency. The test items were developed based on the forms of personal pronouns (including both singular and plural forms) and their use in various interpersonal relationships. Furthermore, the study focused primarily on using first-person and second-person pronouns and analyzing the types of errors in these categories.
It was generally observed that students in their second, third, and fourth years all experienced difficulties in using Vietnamese personal pronouns. Students across all three cohorts made incorrect singular and plural form selections. However, Taiwanese fourth-year students tend to be more proficient in plural personal pronouns, as seen by a decreased error rate. Additionally, students from all three years struggled particularly in communicative situations characterized by unequal status or unfamiliarity, with error rates exceeding 60% for most participants. In contrast, communication involving unequal but close relationships exhibited the lowest error rate among all cases, at only 15%. The findings further indicate that the two primary factors contributing to Taiwanese students’ errors in using Vietnamese personal pronouns were an insufficient understanding of personal pronouns and challenges in accurately identifying and interpreting the communicative context.
The study suggests many educational measures for increasing Taiwanese students' use of Vietnamese personal pronouns. These include incorporating pronoun instruction into common sentence structures and everyday communicative contexts; encouraging students to construct continuous sentences that use diverse pronouns in varied grammatical positions; reinforcing learning through a wide range of targeted exercises; emphasizing the teaching of gender-specific distinctions among pronouns; fostering collaborative learning environments; and incorporating visual and interactive tools to enhance.

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