摘要
"被"字句可按"被"后有无宾语以及动词后带何种成分划分为六种基本句式。从语料考察来看,外国学生"被"字句的使用频率远低于本族人,倾向于使用的句式也与本族人不同。学生在使用中出现了大量不该用被动句而用"被"字的情况,"被"字句的偏误类型也多种多样,说明外国学生对"被"字句的掌握情况不好。而教学大纲和教材的"被"字句教学都没有分层次,其教学顺序安排与学生的实际习得情况不一致,应进行相应调整,以利于学生的学习。
According to whether there is an object after bei （被） and what kind of components is after the verb, bei （被） sentences are divided into 6 sub-categories. The corpus reveals that its frequency of use of foreign students is much lower than that of the natives, and the frequently used sub-categories are different. The foreign students make many sentences with a redundant bei （被） which are actually not passive sentences, and there are many different kinds of errors in bei （被） sentences. This implies that the foreign students can＇t master bei （被） sentence. What＇s more, the teaching syllabus and textbooks haven＇t been designed according to students＇ acquisition order of bei （被） sentence. So, it is strongly recommended to reform the teaching of bei （被） sentence according to students＇ acquisition order.
出处
《暨南大学华文学院学报》
CSSCI
2009年第2期44-50,71,共8页
Journal of College of Chinese Language and Culture of Jinan University
基金
国家社会科学基金项目(06BYY024)
南京师范大学"211工程"三期重点学科建设项目
关键词
“被”字句
习得顺序
频率
偏误
教学
bei （被）sentence
acquisition order
frequency
errors
teaching
