摘要
与由干扰引起的偏误相比,泛化性偏误更能体现学习者的语言学能和积极的学习策略.归纳推理和类比推理是其内部思维基础;教材编写和课堂的教、练的不当是引起泛化性偏误的外部原因;语言规则的不穷尽性的特点是泛化产生的客观现实原因.因此,教材在编写时应尽量做到准确细致,教师则应使用各种教学技巧避免产生不必要的泛化.
As an inevitable phenomenon in the acquisition of Chinese as a second language, the over-generalized errors can reflect the learners’ language aptitude and learning strategies better than the errors originating from the interference of the learners’ mother tongue. This paper analyses the main possible reasons like inductive inference, analogous inference, improper teaching and innumerable grammar rules that produce over-generalized errors. This paper also gives some suggestion on TCSL and its textbook compilation.
出处
《云南师范大学学报（对外汉语教学与研究版）》
2005年第1期56-59,共4页
Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)
