en
cs
da
de
it
plCommon errors
1. Syntactic Errors
1.1 Using incompatible verbs
Stative verbs, modal verbs or abstract verbs cannot be reduplicated. At the beginning level, keep reduplication to clear, concrete action verbs (看、试、玩、走、散步、聊天、休息 etc.), and remind learners that verbs like 有、喜欢、要、能、会、决定、帮助 cannot be reduplicated.
*他有有钱。
*我喜欢喜欢中国菜。
*他有有錢。
*我喜歡喜歡中國菜。
1.2 Reduplication with negation
Learners may apply reduplication directly under negation, assuming ‘try a bit’ survives unchanged with 不 / 没(有).
*我没试一试。
我没试。
*我沒試一試。
我沒試。
1.3 Wrong form with disyllabic verbs
Learners may ignore the internal structure of disyllabic verbs when forming reduplication, resulting in ungrammatical or unnatural patterns. For example, when duplicating VV compound verbs, the correct replication form is ABAB, but learners may incorrectly treat them as VO compound verbs and use an AAB format instead. In addition, since monosyllabic verbs can insert the numeral 一 or the aspect marker 了 between the two reduplicated verbs, learners sometimes wrongly extend this rule to disyllabic verbs as well.
*轻轻松
*轻松一轻松
*轻松了轻松
轻松轻松
*聊天聊天
*聊天一聊天
*聊天了聊天
聊聊天
聊一聊天
聊了聊天
*輕輕鬆
*輕鬆一輕鬆
*輕鬆了輕鬆
輕鬆輕鬆
*聊天聊天
*聊天一聊天
*聊天了聊天
聊聊天
聊一聊天
聊了聊天
The instructor should remind the learners to pay attention to the internal structure of disyllabic verbs. When the verb is consisted of a verb component and an object component, only the verb component should be reduplicated. Otherwise, the verb should be regarded as a whole when reduplicated. Also, the numeral 一 and the aspect particle 了 can only be inserted in AA patterns, and cannot be used inside reduplicated disyllabic verbs.
2. Semantic Errors
2.1 Misuse in actions performed with a serious attitude
Reduplication implies a sense of lightness or casualness, so using it for actions that are performed seriously sounds unnatural.
*我的自行车不见了，我找找很多次，但找不到。
*今天是爸爸的生日，我和妈妈想想了半天，送什么礼物好？
*我的自行車不見了，我找找很多次，但找不到。
*今天是爸爸的生日，我和媽媽想想了半天，送什麼禮物好？
Instructors can remind learners that reduplicated verbs express tentative or short actions, not completed or deliberate ones.
我找了很多次，但找不到。
我想了半天，送什么礼物好？
我找了很多次，但找不到。
我想了半天，送什麼禮物好？
2.2 Missing reduplication for casual actions
Apart from softening tone in actions, verb reduplication can also describe mild or casual actions that have already been completed. This is especially common when combined with adverbs like 只是, 随便, or 稍微, which all signal a relaxed or understated attitude. Learners may use no reduplication when it is necessary.
*那本书我稍微翻，没仔细看。
那本书我稍微翻了翻，没仔细看。
*那本書我稍微翻，沒仔細看。
那本書我稍微翻了翻，沒仔細看。
你试这件衣服。(Too direct.)
你试试这件衣服。(Softening the request, making it sound casual.)
你試這件衣服。(Too direct.)
你試試這件衣服。(Softening the request, making it sound casual.)
3. Pragmatic Errors
3.1 Overuse in formal occasion
Reduplication is informal and better suited for spoken or casual written texts (e.g., messaging, dialogue). Learners should avoid it in formal occasions (e.g., academic articles, official documents).
*该研究试一试分析数据。
该研究尝试分析数据。
*該研究試一試分析數據。
該研究嘗試分析數據。
Errors caused by native transfer
1. Using reduplication to mean ‘very’ or ‘a lot’
In some languages, repetition can intensify meaning, so learners may use verb reduplication where they really mean ‘a lot’ or ‘very’, not ‘a bit’.
*我学学汉语，学得很多。
我学汉语，学得很多。
*我學學漢語，學得很多。
我學漢語，學得很多。
Classroom activity: Telling A Story!
20-25 minutes
Pairs or small groups (3-4)
- One student picks a situation card and reads it to the group.
Example:
你和朋友一起去书店，他看到一本书，不知道要不要买。
你的朋友找不到(什么东西)。
你们下课了，没什么事。 - Based on the situation, all group members create one or more sentences using verb reduplication that would naturally fit. Example for bookshop situation:我帮你看看这本书吧。
你再看一看别的书吧。Example for “lost things” situation:我们一起找一找吧。
你想一想，东西可能在哪儿？ - Using their sentences with reduplicated verbs, the group builds a very short story (4–6 turns of dialogue) around the situation. The aim is to keep the language simple but include several natural examples of verb-reduplication. Example (mini-dialogue for “lost keys”):你的钥匙不见了吗？对，我找了很久了。
我们在房间里找一找吧。
好，我也看看桌子下面。 - The teacher walks around and checks:
– whether the correct reduplication form is used
– whether the sentence fits the situation
– whether the verb is appropriate (not a stative/modal verb) - At the end, each group presents their story to the class.
A set of situation cards (each card shows a real-life situation: ordering food, making a decision, looking for something, etc.), whiteboard or paper (optional)