英语为母语留华学生“了_1”和“了_2”的习得顺序研究

On the Different Acquisition Order of “Le( 了_1) ”and“Le( 了_2) ”for Overseas Students with English as Mother Language

作者根据对外汉语教学的需要,在HSK动态作文语料库中对以英语为母语的第二语言习得者习得"了1"和"了2"的情况进行了调查,并对其中的正确用法和使用偏误加以归类和分析,指出习得者的习得顺序是先习得"了1"后习得"了2"。研究显示运用以英语为母语的第二语言习得者"了1"和"了2"习得顺序,并分析了"了1"和"了2"习得顺序的原因和教学上的应对策略。

With the needs of teaching Chinese as a foreign language, some articles related to“le （了）”are chosen in HSK dynamic composition corpus. The correct use and using bias are all surveyed and classified. Minimum tree hypothesis is used to analyze the acquisition differences between“le （了1 ）”and “le （了2 ）”, and it is deducted that the second language learners first acquire “le （了1 ）” and then acquire “le （了2 ）”. It is hoped to find some teaching strategies to solve it at last.