Common Errors
再 is an adverb that indicates the repetition of an action or state in the future. It can also focus on increasing the quantity of an action or degree of a state meaning ‘some more; another’, or indicate the sequential order of actions that have not yet taken place, meaning ‘and then’.
1. Incorrect position
Learners may incorrectly place 再 before the subject.
*我先去,然后再你去。
我先去,然后你再去。
*我先去,然後再你去。
我先去,然後你再去。
Learners may also place 再 before modal verbs, while in beginner-target word order, 再 usually follows the modal verb.
*你再能看我吗?
你能再看我吗?
*你再能看我嗎?
你能再看我嗎?
In the pattern ‘先…… 再……‘, learners should remember that both adverbs appear after the subject and before the verbs, not before the subject.
*先她买东西再上课。
她先买东西再上课。
*先她買東西再上課。
她先買東西再上課。
2. Confusion in positioning 再 in negative sentences
再 may appear either before or after the negation adverbs 没/沒 and 不, with differences in meaning and tone:
a) The use of 再 after the negation adverbs is usually taught at the elementary level and expresses a neutral tone:
- the structure “不 + 再 + verb + 了” indicates that the action or state stops from now on and it will not be repeated again.
- the structure “没/沒 + 再 + verb” indicates that the action did not happen again since a certain point in time or after a completed action;
从那次会议后,我没再跟他联系。
從那次會議後,我沒再跟他聯繫。
那个地方我不想再去了。
那個地方我不想再去了。
b) The use of 再 before the negation adverbs is usually taught at the intermediate level and expresses a strong tone:
- the structure “再(也) + 不 + (modal verb) + verb + 了” expresses a firm decision of the speaker to never repeat the action in the future.-
- the structure “再(也) + 没/沒 + verb” implies that the action has never been repeated since a certain point in time or after a completed action;
她生病以后,我再也没见到过她。
她生病以後,我再也沒見到過她。
我再也不想见到你。
我再也不想見到你。
3. Confusion between 再 and 又
Both 再 and 又 can mean ‘again’, and indicate the recurrence of an action or state. However, 又 is generally used for recurrence of already occurred actions in the past or present; while 再 is usually used for future recurrence.
*明天欢迎你们又来。
明天欢迎你们再来。
*我不能又吃了,我已经吃饱了。
我不能再吃了,我已经吃饱了。
*明天歡迎你們又來。
明天歡迎你們再來。
*我不能又吃了,我已經吃飽了。
我不能再吃了,我已經吃飽了。
In hypothetical sentences, 再 can be used, 又 cannot. For example, in the pattern “再……., 就……”. However, this usage is not taught at elementary level.
*他又喊,我就走。
他再喊,我就走。
*他又喊,我就走。
他再喊,我就走。
Note that the use of 又 for future repetition is also usually taught at the intermediate level. In this use, 又 typically describes a future repetition that feels like a recurring return, especially when:
a) the situation is predictable or regular, beyond the speaker’s control (e.g., natural events);
b) the speaker feels the action has been repeated too many times, and he/she is annoyed, complaining or in disagreement.
In these cases, 再 cannot be used.
*明天再是星期六了。
明天又是星期六了。
*放假快结束了,再要去上课了。
放假快结束了,又要去上课了。
*明天再是星期一。
明天又是星期一了。
*明天再是星期六了。
明天又是星期六了。
*放假快結束了,再要去上課了。
放假快結束了,又要去上課了。
*明天再是星期一。
明天又是星期一了。
4. Confusion between 再 and 还/還
Both 再 and 还/還 can indicate an action or state that will occur again in the future. Learners may thus treat 还/還 and 再 as interchangeable whenever an event is said to “happen again” in the future. This confusion comes from not distinguishing continuity vs. interruption:
- 还/還 frames the situation as continuing (no break up to now, or the future is seen as an extension of what is ongoing).
- 再 frames the future event as a next occurrence (a new step after completion, pause, or interruption).
For some verbs, there is clear distinction of choice.
*他再在吃饭呢。
他还在吃饭呢。
*他再没来上课。
他还没来上课。
*他再在吃飯呢。
他還在吃飯呢。
*他再沒來上課。
他還沒來上課。
Such semantic difference can also explain the reason for using 再 in commands or instructions while 还/還 is not used in these cases. Because the speaker requests the listener to do something that is often a new step without the continuation of the previous action.
*你说得不好,请你还说一遍。
你说得不好,请你再说一遍。
*你說得不好,請你還說一遍。
你說得不好,請你再說一遍。
For actions that are objectively repeatable, speakers can choose 还/還 or 再 based on whether they subjectively frame the future event as continuation or as a next round.
我希望我们以后能再见面。
我希望我們以後能再見面。
我希望我们以后还能见面。
我希望我們以後還能見面。
这件事情今天办不了,我明天还会来。
這件事情今天辦不了,我明天還會來。
这件事情今天办不了,我明天会再来。
這件事情今天辦不了,我明天會再來。
The learners may also overlook the tonal difference: when the speaker uses 还/還 the focus is on the continuation of the action, and it can sometimes also convey an insistent tone; while when the speaker uses 再, the focus is on the repetition of the action after an interruption, and it usually conveys a neutral tone.
我明天再来。
我明天再來。
我明天还来。
我明天還來。
今天你没空。没关系,我明天再来。
今天你沒空。沒關係,我明天再來。
你要是不答应,我明天还来。
你要是不答應,我明天還來。
Lastly, the word order with modal verbs is also different: 再 should be placed after the modal verb while 还/還 should precede the modal verb.
*我再要复习一遍。
我要再复习一遍。
*他想还听一会儿音乐。
他还想听一会儿音乐。
*我再要復習一遍。
我要再復習一遍。
*他想還聽一會兒音樂。
他還想聽一會兒音樂。
L1 Interference Errors
When 再 indicates the repetition of an action or state in the future, the learners often confuse it with 又 because both can be translated as ‘again’. Another common error arises from translating the English word ‘another’ too literally. In Chinese, the idea of ‘another’ or ‘some more’ is often expressed using 再 before a verb, rather than using a separate word.
你再给我一张纸。
你再給我一張紙。
Classroom activity: Can I have some more?
pairs.
15 min.
roleplay cards or images.
1. The teacher reviews the use of 再 to express an increase in quantity, giving oral
examples such as: 你能再给我一本书吗?/ 你能再給我一本書嗎?, 服务员,我想
再要一杯/服務員,我想再要一杯。
2. The teacher explains that 再 is used when asking for more of something or another
time of an action.
3. The class is divided into pairs.
4. Each pair receives or chooses one roleplay scenario:
Scenario 1: Restaurant. Person A is a customer. Person B is a waiter. The customer
already has food or a drink and asks politely for another one using 再, for example: 服
务员,我想再要一杯/服務員,我想再要一杯。
Scenario 2: Shop. Person A is a customer. Person B is a shop assistant. The customer
likes an item and asks for another one or a lower price using 再, for example: 这件衣
服能再便宜一点儿吗/這件衣服能再便宜一點兒嗎?
Scenario 3: Classroom. Person A is a student. Person B is a teacher or another student.
The student needs more items and asks using 再, for example: 你能再给我一张纸吗/
你能再給我一張紙嗎?
5. Students decide who is Person A and Person B.
6. Students act out the roleplay using at least one sentence with 再.
7. After the roleplay, one or two pairs perform their dialogue for the class.
8. The teacher gives brief feedback and confirms correct use of 再.