en
cs
da
de
it
plCommon errors
1. Syntactic Errors
1.1 Doubling interrogative markers
These sentence-final interrogatives attach to a declarative clause. Learners may produce ‘double interrogatives,’ which are unnatural.
*我们明天见吗，好吗？
我们明天见，好吗？
*我們明天見嗎，好嗎？
我們明天見，好嗎？
1.2 Using 吗/嗎 after 怎么样/怎麼樣
怎么样/怎麼樣 already forms a question. Learners may accidentally add 吗/嗎 at the end of the sentence.
*用这个办法，怎么样吗？
用这个办法，怎么样？
*用這個辦法，怎麼樣嗎？
用這個辦法，怎麼樣？
2. Semantic Errors
2.1 Misuse of 怎么样/怎麼樣 as general WH-question
Learners may confuse 怎么样/怎麼樣 (asking for evaluation) with 什么/什麼 or other WH-words. It is helpful if the instructor can emphasize that the discourse function of these expressions is to manage politeness and face.
*你怎么样东西喜欢？
你喜欢什么东西？
这个怎么样？
*你怎麼樣東西喜歡？
你喜歡什麼東西？
這個怎麼樣？
2.2 Mixing functions of 好吗 / 可以吗 / 行吗 / 怎么样/ 好嗎 / 可以嗎 / 行嗎 / 怎麼樣
Learners often treat these as interchangeable, but they target different meanings: approval (好吗) / permission (可以吗) / feasibility (行吗) vs opinion / evaluation (怎么样).
The teacher can provide clear differentiation between these four interrogatives:
- 好吗: asking ‘Is that okay?’, ‘All right?’. It is usually used after a suggestion or request to ask if the other person agrees or accepts it.
- 可以吗: asking ‘May I?’, ‘Is that allowed?’, ‘Is it possible?’. The focus is on whether the action is permitted or possible, not just ‘if it’s OK’ in a general sense.
- 行吗: asking ‘Is that ok (as a plan)?’, ‘Will that do?’, ‘Is that workable?’. It checks workability, feasibility or whether something is acceptable as a plan.
- 怎么样: asking ‘How about…?’, ‘How is it?’. It invites an opinion, evaluation or reaction.
*我在这里抽烟，怎么样？(unnatural for permission)
我在这里抽烟，可以吗？
*我用你的电脑，怎么样？
我用你的电脑，行吗？
*我在這裏抽菸，怎麼樣？(unnatural for permission)
我在這裏抽菸，可以嗎？
*我用你的電腦，怎麼樣？
我用你的電腦，行嗎？
3. Pragmatics errors
3.1 Register and power distance
Learners may use 好吗/好嗎 (very friendly/soft) where 可以吗/可以嗎 or 行吗/行嗎 is expected for neutral/formal contexts, or use 行吗/行嗎 to a higher-status interlocutor where 可以吗/可以嗎 is more appropriate.
At workplace to a superior
你在会议上说这个，好吗？(too casual)
您在会议上说这个，可以吗？
At workplace to a superior
你在會議上說這個，好嗎？(too casual)
您在會議上說這個，可以嗎？
3.2 Directness vs. politeness strategies
Using 行吗/行嗎 can sound brisk/practical; 可以吗/可以嗎 is more polite; 好吗/號碼 is soft/affiliative; 怎么样/怎麽樣 invites views. Learners may sound too blunt or too vague when misusing them.
- 我们现在开始，行吗？(efficient, neutral)
- 我们现在开始，好吗？(softer, inclusive)
- 我们现在开始，可以吗？(polite, permission-seeking)
- 我们现在开始，怎么样？(open-ended and consultative)
Errors caused by native transfer
1. Overusing 好吗/好嗎 as a general ‘OK?’
Learners may overuse 好吗/好嗎 in all situations where English uses ‘okay’, including asking for permission or in more formal or power-asymmetric situations. This can sound too childlike, over-friendly, or informal with teachers, bosses, or strangers.
2. Treating 怎么样/怎麼樣 as a yes–no ending
Learners may use zěnmeyàng 怎么样/怎麼樣 where a clear yes–no form (好吗 / 可以吗 / 行吗 / 吗) is expected, or they may even stack it with 吗/嗎 and create forms like 怎么样吗/怎麽樣嗎.
你明天来，怎么样？(too vague when a yes–no is needed)
*我们去看电影，怎么样吗？
你明天來，怎麼樣？(too vague when a yes–no is needed)
*我們去看電影，怎麼樣嗎？
Classroom activity: Polite Request Chain!
20–30 minutes
groups of 4–6 students
1. Students sit in a circle or small group. One student begins the chain by making a polite request or suggestion using one of the target structures:
“请借我你的手机，可以吗？”
“我们现在吃饭，怎么样？”
“我坐在这里，好吗？”
2. The next student must:
2.1 Respond naturally: “可以”, “不行”, “好啊”, “我觉得不太好”, etc.
2.2 Add their own new request (related or unrelated) to keep the chain going:
“我们再等五分钟，行吗？”
3. The game continues clockwise. Each student must:
3.1 React naturally to the last sentence
3.2 Start a new one using “好吗 / 可以吗 / 行吗 / 怎么样”
(If a student uses the wrong structure or can’t think of a sentence within 5–10 seconds, they pause the chain and get a “help card” so that he or she can ask their teammates or the teacher for help.)
A set of starter situation cards (e.g., 借东西、换座位、开窗/关窗、提前/推迟时间、点餐、排队、合影. If necessary, the teacher can pre-teach the vocabulary on the cards before the game.), timer (optional for challenge mode)
Add “theme rounds.” For example, requests made on different occasions or locations(e.g., 教室场景、餐馆、旅行、宿舍).