摘要
介引对象成分的"对"有3个义项,它们在中介语中的使用情况各不相同。考察它们的使用频率、正确率以及偏误后发现,不同义项的难度等级和偏误规律不同。在教学中应该把这3个义项分开,并采取循序渐进的方式进行教学,以帮助学生在学习中少出偏误,有效习得。
When it is used as preposition of object, dui (对) has three senses, which are used differently in Chinese intedanguage. According to the study of their frequency, accuracy and errors, it is found that the difficulty levels of the three senses and the pattern of the errors are different. These three senses should be distinguished in our teaching. Teachers should help the students to avoid the errors and learn dui (对) efficiently.
出处
《华文教学与研究》
CSSCI
2011年第1期27-34,41,共9页
TCSOL Studies
基金
教育部人文社会科学研究项目(10YJA740101)
南京师范大学"211"工程三期重点学科建设项目的资助
关键词
“对”
义项教学
难度等级
使用频率
偏误
dui (对)
teaching of senses
difficulty level
frequency
error