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Comparison of structural particles
的
de
得
de
地
de

HSK1 HSK2 TBCL1 TBCL2
.

The three structural particles 的, 得, and 地 each serve distinct grammatical functions in Chinese, but since they have the same pronunciation, they are often easily confused by learners, sometimes even the native speakers (namely 的 instead of 地). Most frequent error are therefore caused by confusion. Second, since identical structural particles are not present in European languages, students also often tend to omit them.

Common errors


1. Using wrong particle


All three particles are easily confused. Using clear structural examples can help identify the position of each particle in a sentence, namely the position of the particle in relation to noun and verb.

  • Attributive + 的+ Noun
  • Verb + 得 + Complement
  • Adverbial + 地 + Verb

Description of the semantic situations in which the particles appear can also help:

  • characteristics or possession (which, whose) + 的 noun 
  • verb + 得 + outcome or degree (how)
  • manner or attitude (how) + 地 + verb

To distinguish the usage, students can be presented with sentences including two or three particles at the same time:

今天的天气非常好，孩子在公园高高兴兴地跑，爸爸妈妈也玩得很高兴。
他高兴地告诉我，他的女朋友考试考得很好。
你的汉字写得很不好，你要慢慢地写！
请你慢慢地说，你的同学听得不太清楚。

今天的天氣非常好，孩子在公園高高興興地跑，爸爸媽媽也玩得很高興。
他高興地告訴我，他的女朋友考試考得很好。
你的漢字寫得很不好，你要慢慢地寫！
請你慢慢地說，你的同學聽得不太清楚。

 

Errors caused by native transfer

Since students with English background do not observe similar structural particles in English, omission or incorrect addition of particles is a frequently observed error. These mistakes are however more fixed to indivudal particles than confusion of three of them.

Classroom activity: Particle Identification Practice

Participants:

Whole class

Time required:

10 minutes

Materials:

List of sentences including one or two particles. Square paper cards, 3 for each student.

Procedure:
  1. Prepare sentences or phrase sets with 的, 得, or 地. Ask students to prepare three paper cards and write 的, 得, or 地 on each of them.
  2. Read sentences to students one by one and let them raise hands showing the particle they believe is correct in given context.
  3. A more difficult option is to read sentences with two different particles, when students need to raise two cards in correct order (from left to right).
  4. Students can discuss and and justify their choices before teacher gives them the correct answer.