着/著
zhe
aspectual particle

HSK2

Common errors

The aspectual particle 着/著 is used to express the existence in a place or to describe a persistent state resulting from the action of the verb, an action in progress or an accompanying action.

1. Incorrect position

When expressing an accompanying action, learners might place the two verbs in the wrong position.

*冬天我喜欢看电影喝一杯热茶。
冬天我喜欢喝一杯热茶看电影。

*冬天我喜歡看電影喝一杯熱茶。
冬天我喜歡喝一杯熱茶看電影。

2. Omission error

Learners might forget to use 着/著 when indicating the existence of somebody or something.

*桌子上放书、笔和本子。
桌子上放书、笔和本子。

*桌子上放書、筆和本子。
桌子上放書、筆和本子。

When expressing an accompanying action, learners might forget to place 着/著 after the first verb that describes the manner or state of the second action.

*她看电视吃饭。
她看电视吃饭。

*她忙做饭。
她忙做饭。

*她看電視吃飯。
她看電視吃飯。

*她忙做飯。
她忙做飯。

3. Addition error


Learners might combine 着/著 with wrong elements, such as direction complements.

*老师进教室,发现教室里没有学生。
老师走进教室,发现教室里没有学生。

*老師進教室,發現教室裏沒有學生。
老師走進教室,發現教室裏沒有學生。

4. 着/著 with inappropriate verbs

着/著 cannot be used with verbs not indicating duration. It is usually not used with verbs describing a state like 是. However, there are a few exceptions. If the verbs describing a state are preceded by the adverbs 在, 正, 正在 or 一直, they can be paired with 着/著. Examples of such verbs include 病, 饿/餓, 困, 醉, 爱/愛 and 恨.

*她病
她正病呢。
她一直病呢。

*她病
她正病呢。
她一直病呢。

5. Misuse of 着/著 in place of 的 or direction complements

Learners might misuse 着/著 in place of 的 or direction complements.

*她想买这件衣服,可是带钱不够。
她想买这件衣服,可是带钱不够。

*学生都坐在教室里,陈老师把试卷一张一张地放在课桌上,然后她坐了。李老师告诉学生:“汉语考试现在开始!”
学生都坐在教室里,陈老师把试卷一张一张地放在课桌上,然后她坐了下来。李老师告诉学生:“汉语考试现在开始!”

*她想買這件衣服,可是帶錢不夠。
她想買這件衣服,可是帶錢不夠。

*學生都坐在教室裏,陳老師把試卷一張一張地放在課桌上,然後她坐了。李老師告訴學生:“漢語考試現在開始!”
學生都坐在教室裏,陳老師把試卷一張一張地放在課桌上,然後她坐了下來。李老師告訴學生:“漢語考試現在開始!”

6. Confusion between the aspectual particles 着/著, 了1 and 过/過

In sentences describing the existence or presence of something or someone in a place or location, the use of 着/著 and 了1 has a different semantic focus.

桌子上放一本书。/ 桌子上放一本書。
There is a book on the table.
(The focus is on the persistent state resulting from the action of the verb “to place”.)

桌子上放一本书。/ 桌子上放一本書。
A book has been placed on the table.
(The focus is on the completion of the action of placing something somewhere.)

我昨天下课就去你家

我明天下课就去你家。

我昨天下課就去你家

我明天下課就去你家。

The aspectual particle 着/著 is used when two events occur at the same time, but there is a main event and a background event which describes the manner or state of the second action, and the first action does not need to be completed before the second.

*学生笑介绍自己。
学生笑介绍自己。

*學生笑介紹自己。
學生笑介紹自己。

Moreover, the learners might erroneously use 着/著 instead of 了1 when time-measure complements follow the verb.

*我在飞机坐十四个小时。
我在飞机坐十四个小时。

*我在飛機坐十四個小時。
我在飛機坐十四個小時。

7. Confusion between 在 and 着/著

Learners might confuse 在 and 着/著 because both can describe ongoing situations. However, 在 followed by a verb describes an action actively happening at that moment; while a verb followed by 着/著 describes a persistent state resulting from the action of the verb.

她穿一件红色的衣服。/ 她穿一件紅色的衣服。
She is wearing a red shirt.
(This sentence describes a persistent state: she is already dressed in red, and the action of putting on the shirt is not happening at that moment.)

穿一件红色的衣服。/ 她穿一件紅色的衣服。
She is putting on a red shirt.
(This sentence describes an action in progress: she is in the middle of putting on the red shirt right now.)

8. Confusion between 着/著 and the 一边/一邊…… 一边/一邊…… structure

The learners might confuse 着/著 and 一边/一邊……一边/一邊…… because both structures describe two simultaneous actions. However, in a sentence where the first verb is followed by 着/著 and a second verb follows, the first verb describes a background state or accompanying action, while the second verb is the main action.

他们听音乐看电视。/ 他們聽音樂看電視。
They are watching TV while listening to music.
(In this sentence, the focus is on watching TV, and listening to music is just something happening in the background.)

In the 一边/一邊……一边/一邊…… structure, two verbs follow each 一边/一邊, representing two equally important actions happening at the same time.

他们一边听音乐,一边看电视。/ 他們一邊聽音樂,一邊看電視。
They are listening to music and watching TV (at the same time).
(In this sentence, listening to music and watching TV are treated as equally important and simultaneous actions.)

Classroom activity: Spot the differences Game

Participants:

Whole class

Time required:

10-15 minutes

Materials (optional):

The goal is to find a number of differences between two near-identical images, which may be drawings, computer graphics or photographs. They are prepared in advance by the teacher.

Procedure:
  1. The teacher shows the pictures to the students, and let students look at both pictures carefully and spot the differences.
  2. Each time they find a difference, they create a sentence with 着/著 to describe it. For example:
    T: 看看这两张图(照片、画),哪里不一样? / 看看這兩張圖(照片、畫),哪裏不一樣?
    S1: 沙发上放着一张杂志。/ 沙發上放著一張雜誌。
    S2: 墙上挂着一张地图。/ 牆上掛著一張地圖。
    S3: 门开着。/ 門開著。
  3. Keep going until all differences are found before time runs out!

Classroom activity: Guess the GIF Game

Participants:

Whole class

Time required:

10-15 minutes

Materials (optional):

The teacher will prepare two digital sheets in advance, each containing 20 numbered GIFs. Some GIFs should depict similar but not identical actions (e.g., one shows someone eating dumplings, another shows someone eating a birthday cake). The rest should display different actions (e.g., running, listening to music, etc.).

Procedure:
  1. Each team receives one sheet of GIFs. The sheets are displayed only when it is the other team’s turn to guess. The objective is to guess all the GIFs on the other team’s sheet. Each team has a set time limit to guess as many GIFs as possible.
  2. One by one, a member of the team must describe a GIF from the other team’s sheet by forming a sentence. For example: S1: 她在穿一件红色的衣服。/ 她在穿一件紅色的衣服
  3. The other team members must identify the number of the GIF described by their teammates. For example:
    S2: 这是第三个!/ 這是第三個!
    T: 对!现在该你了。/ 對!現在該你了。
  4. Teams will likely start with the easiest actions to describe, making it progressively harder for the subsequent players.
  5. To further increase the difficulty, include static pictures in the sheets to indicate the continuation of an action, a persistent state or an accompanying action. For example:
    S1: 她穿着一件红色的衣服。/ 她穿著一件紅色的衣服。
    S2: 这是第六个!/ 這是第六個!
    T: 对!现在该你了。/ 對!現在該你了。
  6. The team that correctly guesses all the other team’s GIFs for first wins the game.