In recent years, the exchanges between the Czech Republic and Asian countries have become more frequent, so more and more Czechs want to learn Chinese. During my teaching in the Czech Republic, I observed some vocabulary errors of Czech Chinese language learners. Therefore, I hope to analyze the vocabulary errors of Czech Chinese learners in a way of error analysis for reference by future teachers who teach Czech Chinese learners.

　　This thesis takes Chinese learners from a Czech university as the research object, and aims to explore and analyze the vocabulary errors made by Chinese learners in a Czech university and propose teaching suggestions on correcting Chinese vocabulary errors. The author will discuss topics related to this article from the relevant research literature in the past, including the application of second language acquisition theory to error analysis, research on error analysis of Chinese vocabulary, research on Czech Chinese learners, and related theories of Chinese vocabulary teaching.

　　This thesis refers to the Chinese vocabulary error type classification methods proposed by other researchers, and uses content analysis to sort out the Chinese vocabulary error types of Czech Chinese learners in the corpus sentence. Finally, based on the research results, suggestions for correcting Chinese vocabulary.

　　This research divides the Chinese vocabulary errors of Czech Chinese learners into four types: omission, addition, mis-selection, and mis-ordering. According to the analysis results, it’s found that the top two vocabulary errors of Czech Chinese learners are omissions and mis-selection. Among the omission errors, the most Chinese vocabulary errors is adverbs, and among the mis-selection errors, the most Chinese vocabulary errors is verb. It is hoped that the research results of this thesis can be used for reference by teachers or related researchers of Czech Chinese language learners.