A Comparative Study of Chinese Structural Particles “的, 地 and 得”

with their Corresponding Myanmar Expressions

Cho Mar Soe Thein1

Abstract

The use of three Chinese Structural particles “的, 地 and 得” is very confusing
and commonly used function words in Grammar of Chinese language. Many
researches have been already done on these structural particles by Chinese
scholars. However, there are only a few researches done for the learners of
Chinese as a foreign language. Therefore, in order to correct for language
exchange, to avoid an error, this research paper mainly uses comparative
research method. The purpose of this paper is to recover and describe the
different use of Chinese structural particles “的, 地 and 得” and the appropriate
equivalent in Myanmar language in order to help Chinese language learners. The
result of the study shows in Chinese language, there are only three structural
particles in contrast with Myanmar language which has (4) preposition ( ， ，
， ;(14) particles ( ， , , ， ， ， ，
， ， ， ， , ， ; and (2) conjunctions ( ，
) ;which are equivalent to these. Therefore, in translating Chinese structural
particles into Myanmar language properly these (20) words must be taken into
consideration.

Key words: Structural particles, “的, 地 and 得”, attributive, adverbial adjunct,
complement
Introduction

In Chinese grammar, sentences are composed of words and phrase arranged

according to certain grammatical relationships. These words and phrases in a
sentence with certain grammatical functions are called sentence elements. Generally,
there are six sentences elements in Chinese: subject, predicate, object, attributive,
adverbial adjunct and complement. For example:

主语部分 谓语部分
The Subject Section The Predicate Section
定语 主语 状语 谓语 补语 宾语
Attributive Subject Adverbial Predicate Complement Object
Adjunct
我的 朋友 都 写 完 毕业论文了

Example：今天的作业你做得不好，因为你没认真地听课。
You didn’t do today’s homework well because you didn’t listen attentively
in class.
Grammatically, word order and the use of function words play the main role in
Chinese Language. The term “function words” refers to adverbs, prepositions,
conjunctions and particles, etc., which do not express concrete lexical meaning but
which grammatically plays a very important role. Word order and the use of function

1
Daw, Lecturer, Department of Chinese, Mandalay University of Foreign Languages

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words are by far the most important since in the Chinese language there is
morphological change in the strict sense.
Structural particles are function words used to express the structural or
grammatical relationship between components of a sentence. The three most common
structural particles in Putonghua are 的，地 and 得 all pronounced de, in the neutral
tone. And they have no specific meanings and cannot be used alone, but the characters
are totally different, and each one has its own uses.
Many students are confused about these three structural particles: 的 (de), 得
(de) and 地 (de). Another difficulty for Myanmar learners is that the use of these
particles often has no obvious equivalent in Myanmar.

Aim

According to the experience of a Chinese language teacher, the researcher has

found out that Chinese language learners have problems in the use of structural
particles “的 地 得” and phrases in the sentence structure of Chinese language. They
may make mistakes in writing and translation if they do not have the knowledge of
the different use of these three particles. Therefore, in this study, the sentence
structure of Chinese language and the use of structural particles “的 地 得”are
explained and Myanmar equivalents are also discovered and presented.
The purpose of this study is to enable the Chinese language learners to
differentiate 定语 (Attributive), 状语 (Adverbial Adjunct), and 补语 (Complement)
use “的 地 得” correctly, which are closely related to them.

Literature Review

The definition of Structural Particles is described in Chapter Five of (Modern

Chinese Function Words) written by Zhang Wei, Zhang Yi (Xiandai Hanyu Xuci).
Structural Particles are function words which appear closely with words, phrases and
clauses and used to express the meaning of them. In addition, their different usage,
function and role are also presented in this study.
Liu Yuehua also differentiated three structural particles by their significant
functions in Practical Grammar of Modern Chinese. They are classified as Structural
particles (结构助词), the aspectual particles (动态助词) and the modal particles（语
气助词）.
Zhu Qingming analysed the uses of structural articles (的，地，得) and the
aspectual particles (了着 过) which are commonly used in Chinese language in his
“Modern Chinese Practical Grammar analysis. In his study, he gives many examples
to explain the use of them for foreign learners of Chinese language to understand
easily.
In “Modern Chinese”《现代汉语》, Huang Borong (2007) described that the
main function of structural particles is to express the relationship between the
modifier and the modified. There are other researches on contrastive study of Chinese
language and other languages.
In “Contrastive Analysis of structural Particles in Thai-Chinese” Deng Tian
Tian (2012) did a comparative study of the structural particles of Thai and Chinese
languages and described the similarities and differences of them. In his study, he

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mentioned the problems that Thai learners of Chinese language face in studying the
Chinese sentence structures that cannot be directly translated into Thai language.
May Chit Su Zaw (2017) analysed the correct order of Chinese and Myanmar
adjective phrases in terms of their similarities and differences. She described that the
use of Chinese Structural particles “的 地 得” is similar to the use of “
” in Myanmar language.
To sum up, no research has been done on the contrastive study of Chinese
structural particles “的 地 得” and their equivalents in Myanmar language.

Data collection and Research Method

First, the research findings of the researches in China and abroad in the
Chinese grammar are studied. The required data for this research is from Chinese
grammar books, text books, dictionaries, Myanmar grammar books and websites.
In writing this research paper, the comparative method is used. A comparative
study is made to know similarities and differences in the use of structural particles
between Myanmar and Chinese languages.

Research Question

1. How can the Chinese Structural Particles, “的” “得”“地”be used properly Chinese
grammar?
2. How these particles in Chinese language can be translated properly into Myanmar
language?
3. How are the Chinese structural particles different from Myanmar particles?

1. Discussion

1.Chinese Structural particle “ 的 ” usage and corresponding expression in

Myanmar
This particle occurs with higher frequency than any other in Putonghua
(Mandarin Chinese), and its usages are more varied and complex than those of any
other. According to statistical data, de 的 has a frequency of occurrence of 6% in
written Putonghua (Mandarin Chinese); that is, de 的 appears on an average of once in
every 17-18 words.
The principal function of“的”is to link attributive words or phrases with
their head words or phrases. The attributive preceding de 的 may be a noun, pronoun,
verb, or adjective or a phrase functioning as any of these, a numeral-measure word
phrase, prepositional phrase, or, a number of other possibilities. The head word or
phrase is always a noun or noun phrase. The relationship between attributive and head
word can be possessive, modifying, restrictive, or other.
In the following section, the various kinds of attributive constructions in which
“de 的” appear are considered one by one, according to the nature of their attributive
component. Attributive constructions of this type may be possessive, restrictive or
modifying in nature.

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 定语 + (的) + 名词（中心语）
Attribute + (的) + Noun (head word)

1.1 Noun/pronoun or noun phrase/pronoun phrase + de (的)

(a) Showing Possession (possessive)
In describing possession, “的”is similar to the use of Myanmar preposition
(literary), (colloquial), （— ）(colloquial)
Example:
(1) 小李的书包 Xiao Li”s bag
(2) 我们的学校 Our school
(3) 我的姐姐 My sister
(4) 这是你的吗？ Is it yours?
(5) 谁的铅笔？ Whose pencil is it?

(b) Showing restriction or modifying

In this attributive construction of restriction or modifying, it is found that
Myanmar preposition （ ） (literary) ， (colloquial) and Myanmar
particles ( (literary) ， (literary) ， (literary) ， (literary) ，
(colloquial) can be used appropriately.
Example:
(1)桌子上的书 the book on the table
(2)大学的同学 a university/ collage friend
(3)海里的大鱼 a fish in the sea
(4)他的父亲是大夫。 Her father is a doctor.

(5)电灯的光 lamplight
(6)奇妙的世界 a strange / exotic world
(7)幸福美满的生活 a successful life
（8）优美的风景 a beautiful scene

1.2 Verb/Verb phrase + de(的) +Noun

Attributive constructions of this type are either restrictive, or modifying in

nature. In the following examples, the use of Chinese Structural particles “的” is
similar to the use of “ ” in Myanmar language. In Myanmar language,
“ ” are particles and they are derivational particles. These particles
can change the verbs into noun, noun phrase or verb phrase by adding adjectives.
The particles “ ” can be added after the verb and change it into
an adjective phrase.
Example:
(1) 昨天花的钱 The money to spend

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 (2) 正在看书的学生 The student who is
studying/ reading
(3) 整理好的书 The books which have
already been arranged.
(4) 她唱的歌 song he sing/ sang
(5) 我担心的事情发 This has become my
生了。 concern.

Through the following examples, it can be said that (v+的+n) can be translated
into Myanmar particles suffix derivational particles ' as
“ , , , , ” according to the different constructions. In addition,
the use of (v+的+n) as a noun is very similar to this construction in Myanmar
language.
Examples:
(1) 吃的东西 food/something to eat
(2) 可爱的小孩 a cute baby/ a lovely baby
(3) 难过的事 a sad
(4) 可干的事 / doing things
(5) 遗憾的事 regrettable

Sometimes, it is used by omitting the modified headword. “的”is written

separately from a preceding noun or noun phrase even when the head word following
is omitted. Chinese structural particles“的”do not have equivalents in Myanmar
language, therefore they cannot be translated into Myanmar directly.
Examples:
(1) 卖花的 who sells flowers
(2) 打篮球的 who plays basketball
(3) 屋子里哭的哭叫 Some people in the room
的叫。 are crying and some are
shouting.
(4) 吃的，穿的，用 They have all kinds of
的样样都有。 food,clothing,and other
item of use

1.3Adjective/Adjective phrase + de 的+Noun

Attributive constructions of this type are either restrictive, or modifying in nature.
The use of this particle in the following examples is sometimes very similar to the
particles “ ” in Myanmar language .
Example:
(1) 优秀的老师 R The intelligent teacher.
(2) 顽皮的小孩子 The naughty kids.

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 (3) 清淡一些的菜。 A little lighter food.
(4) 秀丽的风景 pleasant view

In the following example of Myanmar sentence, the adjective and its postfix
(or) suffix is repeated and sometime it succeeds the headword. Therefore, there is no
direct equivalent of “的” in Myanmar language.
Example:
(1) 腥腥的肉 foul-smelling
(2) 甜丝丝的味道 sweet
(3) 热乎乎的饭 hot rice
(4) 冷冰冰的脸色 icy face
(5) 在红阿姨家喝了 I took a cup of sweet tea
一杯甜甜的茶。 at Aunty Hong’s house.

1.4 Subject Predicate construction + de （的）+Noun

When “的” in this construction is translated into Myanmar language, it is
appropriate to use “ .
Example:
(1) 我喜欢的鞋子 The shoes I like

(2) 工业发展的速度 The rate/ speed of

industrial development
(3) 他说的话我听不 I don”t understand what
清楚。 he said

1.5 Prepositional phrase + de (的) + Noun

In the following construction, “de 的 ” can be translated into “ ” in
Myanmar.
Example:
(1) 朝南的屋子 The room facing
southward
(2) 关于地震的知识 knowledge of
earthquake
(3) 关于太阳的传说 The legend of the sun

1.6 Numeral-measure word phrase + de (的) +Noun

The exact equivalent of “的” cannot be seen in Myanmar sentence structure.
Example:

(1) 六十多岁的张阿 ½ Aunty Kyan who is

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 姨 over 60 years old
(2) 一条四公斤的大 ½ A fish of 4 kilos
鱼
(3) 这是他一年的工 This is his salary for
资。 one year
(4) 一屋子的人 Everybody in the room
is looking at him
(5) 一箱一箱的行李 Boxes are stacked up
摆放在火车上。 on the train

2.Chinese Structural particle “地” usage and corresponding expression in

Myanmar
The principal function of this particle is to link an adverbial modifier to the verb
or adjective it modifies. “地”is always written separately from the elements preceding
and following it. The various kinds of de construction are discussed one by one below,
according to the nature of the adverbial modifier.

状语 + (地) + 动词/形容词
Adverbial Adjunct + (de) + Verb/Adjective

2.1. Verb / Adjective or Verb phrase / Adjective phrase

“ 地 ” is less frequently used in restrictive adverbial adjunct but more
frequently used in modifying. In one syllable adjective, instead of using “地”, the
syllable is repeated. However, “地 ” is used in two syllables adjective, but the
meaning is the same.
From the following examples, it is found that Chinese Structural particle “ 地 ”
can be translated into Myanmar particles suffix derivational particles
'f as “ ” appropriately. However, in Myanmar language,
the use of repeated verb does not have equivalent in the use of “ 地 ”. Sometimes it is
similar to Myanmar conjunction in Myanmar language.
Example:
(1) 他怀疑地 He looked at me in
看我。 suspect
(2) 她很吃惊地 He asked me in
问。 surprise/ surprisingly
(3) 他生气地走 He left angrily
了
(4) 他轻松地唱 He sang a song freely
了一个歌。 '
(5) 很快地学会 Master rapidly
(6) 亲密的握手 He greeted me friendly

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 (7) 努力地学习 Study hard
(8) 他定定地看 He started at me
着我。

2.2 Subject predicate +de（地） +Verb/Adjective

Example:
(1)两手用劲地 Squeeze by using both
掰 hands
(2)老人脚步沉 The old man turned
重地走开了。 back and walked away
with weary steps

2.3 Set Phrase or idiom + de（地） +Verb/Adjective

Example:
(1)他兴高采烈地 He left happily.
走了
(2) 他全心全意地 He help other
为大家服务。 people with all his
heart.

（3）大家聚精会 It is raining one

神地听着。 time after another
without stopping.

2.3 Numeral measure word phrase + de（地） +Verb/Adjective

Example:
(1)一口一口地吃 Eat bite by bite
(2)一趟一趟的跑 Make trip after trip
（3）雨一场一场 It is raining one time
地 下个不 after another without
停。 stopping.
The examples 2.2, 2.3, 2.4 explains that in there structures the use of “地” in
Chinese can be properly translated into “ ” into Myanmar
language.

3. Chinese Structural particle “得” usage and corresponding expression in

Myanmar
The principal function of this particle is to link a verb or adjective with its
complement. The complement expresses possibility, degree, or result, and may be
composed of a single word or a phrase. The verb or adjective preceding de 得 may

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only be a single word, never a phrase.de 得 is in principle written separately from the
elements preceding and following it.

动词/形容词 + (得) + 补语
Verb/Adjective +（得）+ Complement

3.1 1 Verb +得+complement of potentiality (possibility)

The complement of potentiality expressed possibility. The bu 不 that negates a
de 得 expressing possibility is also written separately from the elements around it.
The complement of potentiality indicates if a certain possibility can be
realized be caused of subjective or objective restrictions. It is often used with mono-
syllabic verbs and is often used in its negative and questions form.
In expressing possibility, it is expressed by someone’s opinion or the
possibility according to the real situation. It is usually found in one syllable verb and
frequently used in questions and negative sentences.
From the following examples, it can be seen that when translating complement
of potentiality/ possibility into Myanmar, verb suffix or verb support particles
can be used appropriately. According to the
experience of the researcher as a teacher, it is found that Myanmar learners find it
most difficult to use “得” in this structure. It is very different in Myanmar.
Examples:
(1) A :那本杂志他看 A: ¾ A: Do you think he can
的懂吗？ understand/ read this
B：他看的懂。 B：
magazine?
B: Yes, he can.
(2) A:这些生词你明 A: ' A: Do you think you can
天记得住吗？ remember the meanings of
B：可以记得住。 these words?
B: It’s OK. I can. / Really.
B： I can
(3) 看得着 看不着 can see/ cannot see
(4) 洗得干净 洗不干 can be cleaned/ cannot
净 search
(5) 很找得到 找不到 ½ can search / cannot search
½
(6) 治得好 治不好 can be cured / cannot be
cured

3.1.2Complement expressing result

Verb+ de（得）+ Complement of result
This is used as the result complement of a verb or on adjective. In the
following examples, this particle “得” can be translated into verb suffix or verb

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support particles “ ” in Myanmar language
appropriately.
Examples:
(1) 急得哭 crying worriedly
(2) 打得疼 feeling hurt/ pain because
of being beaten
(3) 笑得出眼泪 laughed till tear welled up
in my eyes
3.1.3Complement expressing degree
In the above examples, (Verb+得) can be translated properly into ( ) in
Myanmar.
Examples:
(1) 跑得快 run quickly/ fast
(2) 睡得香 sleep soundly
(3) 写的非常好 (Her) writing is very good
(4) 看得入了迷 Fell in love at first sight

3.2Adjective + 得 + degree complement

Construction of this type always expresses degree. In this type of construction,
“ 得 ” can be translated into “ ” in Myanmar which is used as degree
complement.
Examples:
(1) 好得很 extremely good
(2) 多得多 more than enough
(3) 冷得要命 freezing cold
(4) 黑的看不见 so dark that I can’t
人 see anyone around
(5) 高兴的紧紧 I said “Thank
握住他的手说“谢 you” holding his
“ ” hands tightly
谢”。
because I was
overjoyed.

3.3Compare with potential complement

Learners should be very careful in using the following constructions.
The difference between Complement of potentiality (possibility) and
Complement of result is that the former expresses the future possibility (the
possibility not realized) and Complement of result is used to express the past result.
Learners should be very careful in using them correctly.
Therefore, in translating into Myanmar, Complement of potentiality can be
translated as “ ” and Complement of result can be translated as “ ” appropriately.
It is slightly different in Myanmar.

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Complement of Potentiality Complement of Result
'
这件衣服我洗的得干净。 这件衣服我洗得很干净。
F F

I can wash this shirt. I have made this shirt clean.

这件衣服你不干净。 这件衣服我洗得不干净。
F F
You cannot wash this shirt. You didn’t make this shirt clean.

Some sentences that contain adjective complements may be indistinguishable

as degree or potential complements when they are taken out of context. The following
table explains different meanings that one complement phrase could have as either a
degree complement or potential complement.
Degree complements are commonly directly preceded by an adverb like 很.
For example: 她 说 得 很 清 楚 . This serves to distinguish them from potential
complements, which are never directly preceded by an adverb.
Complement of Potentiality Complement of Degree
'
她说得清楚 她说得清楚
she is able to speak clearly she speaks clearly
他们做得好 他们做得好
they are able to do it well do it well
他跑得快 他跑得快
he is able to run fast runs fast

Findings

In Chinese language, the structural particle “ 的” is a mark of attributive

function, “地” is a mark of adverbial adjunct and “得” indicates complement.

定语 + (的) + 中心语（名词）
Attribute + (的) + (head word) Noun
状语 +(地)+ 动词/形容词
Adverbial Adjunct+ (地) + Verb/adjective
动词/形容词 + (得) + 补语
Verb/Adjective +（得）+ Complement

Findings from the comparative study of Myanmar and Chinese structural

particles show the similarities and differences between these two languages. Students
find difficulties in learning Chinese language because of the different grammatical
structures of Chinese and Myanmar languages.

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 The result of the study shows in Chinese language, there are only three
structural particles in contrast with Myanmar language which has 4 preposition ( ，
， ， ;14 particles ( ， , , ， ， ，
， ， ， ， ， , ， ; and 2 conjunctions ( ，
) ;which are equivalent to these. Therefore, in translating Chinese structural
particles into Myanmar language properly these twenty words must be taken into
consideration.
On the other hand, Chinese language is different from Myanmar language in
that Chinese structural particle “的”can be used to convey different meanings but in
translating this meanings but in translating this structure into Myanmar language, the
preposition and the particles “ ， ， ， ， ， ， ，
， ， ， ” must be added to have the equivalent expressions.
In some examples of Myanmar sentence for example: (热乎乎的饭
hot rice), the adjective and its postfix (or) suffix is repeated and sometime it succeeds
the headword. Therefore, there is no direct equivalent of “的” in Myanmar language.
Structural particle “地 ” is equivalent with particles “ ， ， ，
， ” in Myanmar language. In Myanmar language, adding double suffix to the
head word cannot be directly translated into Chinese, for example: (努力地学习。
Study hard).
When structural particle “得” is linked with complement of potentiality or
possibility, it can be translated into “ ” in Myanmar and the complement of degree
can be translated into “ ， ” in Myanmar language.

Conclusion

The grammatical structure and function of “的, 地 and 得” are very systematic
and clear. Therefore, the role of learning and teaching strategies becomes important
according to the identity and knowledge of the Myanmar students. As a language
teacher, the researcher has often encountered the mistakes in the use of these
structural particles made by Myanmar learners of Chinese language. Hopefully the
Myanmar students can learn better and reduce the vagueness about Chinese structural
particles “的, 地 and 得” with the help of the results of this study. However, there are
some exceptions which are not discussed in this paper.
Further research can be done on the common mistakes made by Myanmar
students of Chinese language based on this study of Chinese structural particles.

References
” '´”
May Chit Su Zaw (2017) A Constructive Analysis on usage of Attributives in Myanmar and Chinese.
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