Dòng Nội dung
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“是”类词语的错位偏误 = The Mismatch Error of “Shi”and the Like. / Zeng Chang-Hong. // 漢語學習 = Chinese Language Learning (Hanyu Xuexi) 2014, No.5.
2014.
p. 97-104.

本文依据偏误分析和中介语理论,对语料库中日、韩等国留学生"是"类词语的错位偏误进行比较全面深入的研究,归纳和分析了"是"类词语错位偏误的类型和原因,并提出了一些应对此类词语错位偏误的教学策略。
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INFORMATION ABOUT SHIJIE HANYU JIAOXUE // Chinese teaching in the world. shijie hanyu jioxue . 2015, No.4.

577 p

<正>Shìjiè Hànyǔ Jiàoxué is a quarterly journal which was founded in 1987 by the International Society for Chinese Language Teaching.It focuses on the study of the Chinese teaching,learning and testing as a foreign or second language as well as of Chinese linguistics.Manuscripts are referred by anonymous reviewers.The journal is published by Beijing
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以越南语为母语的学生离合词使用偏误 分析及教学策略建议 = Phân tích lỗi sai dùng từ li hợp trong tiếng Trung Quốc của sinh viên Việt Nam và kiến nghị trong việc giảng dạy / Chu Thị Hải Yến; Đỗ Hải Yến hướng dẫn
Hà Nội : Đại học Hà Nội, 2023
v, 40 tr. ; 30 cm.
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任务型口语课堂汉语学习者协商互动研究 = Research on Negotiated Interactions among Chinese Language Learners in Task-based Spoken Classroom / 赵雷. // 世界汉语教学 =Shijie Hanyu Jiaoxue. 2015, Vol. 29.

362-376 p.

本文以认知心理学理论和社会文化理论为指导,对任务型口语课堂汉语学习者之间的协商互动进行了初步研究。通过对北京语言大学任务型口语课三个平行班15个配对组完成信息差任务与意见差任务的课堂口语互动实录的转写、考察与统计分析,发现任务类型效应不显著,意义、形式、内容三类协商的数量在两类任务中没有显著差异;澄清请求和确认核查是各类协商中学习者使用较多的协商发起方式;学习者的协商意识尤其是形式协商亟待加强。文章最后提出了任务型口语课堂强化协商互动促进汉语学习的教学策略。
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基于汉语中介语语料库的二价名词习得研究 = The Acquisition of Bivalent Noun Based on Chinese Interlanguage Corpus. / CAI Shumei;SHI Chunhong. // Applied linguistics. 2014, No.2.
2014.
85-95 p.

Based on Chinese interlanguage corpus,this thesis mainly discusses the acquisition of bivalent noun and its theoretical significance. It firstly describes the general correct and error distribution of bivalent nouns in the corpus. Special emphasis is put on the types and representations of those errors. It finds that chunk arrangement is one of the difficult and key points in bivalent noun acquisition,and there exists different levels in learners’ chunk awareness. Then it explores the constructing process of chunk awareness, probes into the intrinsic mechanism and discipline of bivalent noun acquisition,and proposes teaching strategies based on the new understanding of the difficulty in noun acquisition. Finally,this article points out that new linguistic theories and ideas should be adopted in error-analysis in order to shed new light on its practice and theoretical significance.