Dòng Nội dung
1
听说课不同偏误类型纠误方式比较研究 = A Comparative Analysis on the Manners of Error-Corrections towards Different Types of Errors in the Listening and Speaking Class of TCSL / Duan Yi-na; SUN Qi; International College for Chinese Studies,Nanjing Normal University. // 漢語學習 = Chinese Language Learning (Hanyu Xuexi) 2015, No.3.
2015.
p. 89-95.

对外汉语听说课堂话语实录语料库语料显示:留学生听说偏误分为语音、词汇、语法、语用四类。对初、中、高三级听说课教师纠误情况进行统计分析发现:(1)教师对不同语言水平留学生的纠误主要集中在语法和词汇偏误上。(2)教师对留学生语用偏误的纠误率与学生语言水平的提高成正比,而语音偏误则成反比。(3)教师对语音偏误的纠误手段较为单一,多使用重述手段;对语法偏误的纠误虽仍以重述为主,但方式趋于多样化;对词汇偏误的纠误多使用重述和重复手段;对语用偏误的纠误多使用重述手段和明确纠正手段。本文探讨了教师对不同偏误类型纠误的共性与差异的原因,并提出了教学中教师纠误方式的若干建议。
2
汉语中介语“什么”类代词的偏误分析及教学对策 / 牛长伟, 李君 // 汉语学习 No.4/2019

tr.94-102

本文对中介语语料库和汉语高级二语学习者中文写作中常见的"什么"类代词的偏误类型进行总结并分析其成因,然后在形式语义和优选论的基础上对"什么"类代词的语义及其层级关系进行剖析,并对这类代词的教学分阶段地提出相应的教学对策,以期有利于对外汉语教材编写和课堂教学。
3
汉语二语学习者重动句偏误分析及其教学策略 = Types of Errors in Acquiring“Verb-copying Sentence”by Foreign Students,Causes and Teaching Strategies / 谢福 // Language teaching and linguistic studies. 2015, No. 2 // 语言教学与研究 2015, 第2卷

26-34 p.

ased on second language acquisition theories and an analysis of inter-language materials found in the large scale corpuses,this paper explores the types of errors and the causes of the errors in foreign students’ acquisition of"Verb-copying Sentence"at the preliminary,intermediate and advanced levels.Pedagogical strategies concerning the teaching of"Verb-copying Sentence"are thus put forward.
4
汉语二语学习者重动句偏误分析及其教学策略 = Types of Errors in Acquiring“Verb-copying Sentence”by Foreign Students,Causes and Teaching Strategies / 谢福. // Language teaching and linguistic studies. 2015, No. 2 (172) // 语言教学与研究 2015, 第2卷 (172)

26-34 p.

ased on second language acquisition theories and an analysis of inter-language materials found in the large scale corpuses,this paper explores the types of errors and the causes of the errors in foreign students’ acquisition of"Verb-copying Sentence"at the preliminary,intermediate and advanced levels.Pedagogical strategies concerning the teaching of"Verb-copying Sentence"are thus put forward