1、 Introduction

Explored the commonalities between Chinese and Vietnamese as topic first languages, particularly the issue of literal translation of unmarked subject sentences. Through a questionnaire survey, the translation ability of Vietnamese native speakers towards this type of sentence structure in Chinese language learning was studied, aiming to reveal the difficulties in the translation process and provide guidance for teaching.

2、 Comparative analysis of unmarked subject sentences in modern Chinese and corresponding expressions in Vietnamese

Deeply explored the comparative analysis of unmarked subject sentences in modern Chinese and corresponding expressions in Vietnamese. Firstly, an ontological study was conducted on unmarked subject sentences in modern Chinese, pointing out that there are differences in academic definitions. This article adopts the viewpoint that some are passive sentences and some are not, and proposes its own definition criteria. Next, the construction of unmarked subject sentences was analyzed and divided into two categories: "NP+VP" and "NP+NA+VP", with a focus on the "NP+VP" structure. Secondly, an ontological study was conducted on unmarked subject sentences in Vietnamese, introducing the definition and classification of similar structures in Vietnamese. It was pointed out that there are also structures in Vietnamese that are similar to unmarked subject sentences in Chinese, but there are differences in syntax and semantics between the two. Finally, based on the semantic and syntactic features of Vietnamese "intransitive structures", they are classified into three types: action intransitive structures, process intransitive structures, and state intransitive structures, and the characteristics of each type of structure are analyzed. Through comparative analysis, it provides inspiration for Sino Vietnamese translation teaching.

3、 Analysis of Vietnamese Translation in unmarked Subject Sentences

Analyzed the situation of Vietnamese translation in unmarked subject sentences among third and fourth year Chinese language majors at Vietnam University of Foreign Trade and Hanoi University of Technology. The survey questionnaire includes basic information, short answer questions, objective questions, and subjective questions, aiming to evaluate students' understanding and translation ability of unmarked subject sentences. The results show that although most students have studied relevant courses, there are misconceptions about the understanding of unmarked subject sentences, often mistaking them for passive sentences. In translation practice, students tend to add passive markers in Vietnamese, even when not needed. In addition, students find it difficult to translate unmarked subject sentences, mainly due to a lack of accurate understanding of sentence types. The survey also found that students have different opinions on the translation of unmarked subject sentences, but generally believe that it is difficult to translate them into Vietnamese.

4、 Teaching inspiration for translating unmarked subject sentences into Vietnamese

The survey found that students generally have not mastered the knowledge of unmarked subject sentences. Teachers should explain its structural characteristics, semantic relationships, and similarities and differences with passive sentences. When translating, it is necessary to distinguish between passive and non passive sentences, and pay attention to translation strategies. For example, short passive sentences can be directly translated or marked with passive markers, while subject verb phrases used as modal complements should be changed to active sentences or added with "causative verb+object". For sentence structures in Vietnamese that do not have corresponding expressions, appropriate expressions should be found based on the context.

5、 Conclusion

The unmarked subject sentence is a difficult point for foreign students to learn in modern Chinese, and Vietnamese students often mistake it for a sick sentence. Research has found that Vietnamese students generally do not master this type of sentence structure and tend to use passive markers when translating. The article proposes suggestions for improving Sino Vietnamese translation teaching in response to this phenomenon.