越南的成語有些是原生的，也有些是從漢語引進的。越語中源於漢語的成語語源雖一致，但隨著語言與社會現實交際需要的語境互動、共構，語形、語義和語用會跟著移轉或重構，或借形賦義、借形衍義、音義化形等，遂產生了語意範圍的變化、褒貶色彩的轉化或詞語的重構等。目前學界關於漢語成語和越南的漢源成語的對比研究不少，如語義對比、結構對比、文化對比等，但對比較結果的解釋及將之運用於越南漢語教學的研究還有待挖掘。成語教學可以激發學生瞭解歷史的熱情，並提高閱讀寫作能力，然因各民族文化背景的殊異，學習者容易產生偏誤。本文針對越南漢源成語中詞頻較高的語料，一方面通過對比分析的角度，探析漢語和越語成語在跨文化交流時的特點及差異，一方面經由調查蒐集了解學生語用偏誤的情形，並希望能藉由研析的結果，可運用在越南華語文化教材編輯上，同時提出相關的華語教學建議。

Some Vietnamese idioms are of Vietnamese origin, but some others came from Chinese. Those originated from Chinese might have changed in form and meaning because of requirements in social communication. Their forms, vivid images,and range of meanings reflect the diverse cultures. Due to the structuraldifferences in the two languages, their forms of idioms may vary. For example, Chinese idiomshavebeencalled “the living fossil”for theirprofound historical and cultural implications and the unique, fixed forms of phrases.At present, there are certaincontrastivestudies in the idioms between Vietnamese and Chinese in the academic circles, such as semantic, structural, and culture contrasts. However, our study takes a further aim at exploring how to interpret and apply those findings to Chinese pedagogy. Idiom teaching can stimulatestudents'enthusiasm in understandinghistory and improve theirreading/writing abilities. On the other hand, influenced by their own cultural backgrounds,foreign learners are more likely to make errorswhile learning idioms. Based on the perspective of contrastiveanalysis, we collected and analyzed those errors frequently madeby students.We thereby propose suggestions on the teaching materials editing and pedagogical application.