云南师范大学学报：对外汉语教学与研究版
雲南師範大學學報：對外漢語教學與研究版
운남사범대학학보：대외한어교학여연구판
Journal of Yunnan Normal University:Teaching and Research of Chinese as A Foreign Language
2010年
3期
30~35
,共null页
“被”字句 习得 缺失 偏误
“被”字句 習得 缺失 偏誤
“피”자구 습득 결실 편오
Bei sentences; acquisition; omission; error
文章基于自然语料和测试语料考察了留学生习得“被”字句过程中出现数量最多、持续时间最长的缺失类偏误，按不同形式将其分成6类，并从母语负迁移、目的语规则泛化、学习策略、认知难度、语言普遍性等方面去挖掘缺失类偏误生成的具体原因，并提出了相关教学建议。
文章基于自然語料和測試語料攷察瞭留學生習得“被”字句過程中齣現數量最多、持續時間最長的缺失類偏誤，按不同形式將其分成6類，併從母語負遷移、目的語規則汎化、學習策略、認知難度、語言普遍性等方麵去挖掘缺失類偏誤生成的具體原因，併提齣瞭相關教學建議。
문장기우자연어료화측시어료고찰료류학생습득“피”자구과정중출현수량최다、지속시간최장적결실류편오，안불동형식장기분성6류，병종모어부천이、목적어규칙범화、학습책략、인지난도、어언보편성등방면거알굴결실류편오생성적구체원인，병제출료상관교학건의。
Based on the relevant linguistic data, this paper analyzes the foreign students omission errors which have appeared the most frequently and lasted the longest. With a division of such errors into six types, the paper discusses the causes for such errors in terms of mother--tongue negative transfer, over--generalization of target language rules, learning strategy, cognitive difficulty and language universals.
