摘要
文章基于自然语料和测试语料考察了留学生习得“被”字句过程中出现数量最多、持续时间最长的缺失类偏误，按不同形式将其分成6类，并从母语负迁移、目的语规则泛化、学习策略、认知难度、语言普遍性等方面去挖掘缺失类偏误生成的具体原因，并提出了相关教学建议。
Based on the relevant linguistic data, this paper analyzes the foreign students omission errors which have appeared the most frequently and lasted the longest. With a division of such errors into six types, the paper discusses the causes for such errors in terms of mother--tongue negative transfer, over--generalization of target language rules, learning strategy, cognitive difficulty and language universals.
出处
《云南师范大学学报（对外汉语教学与研究版）》
2010年第3期30-35,共6页
Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)
关键词
“被”字句
习得
缺失
偏误
Bei sentences
acquisition
omission
error
