摘要
英语母语留学生习得限定性范围副词"单""光""仅"时,出现了错序、遗漏、误加、误代、杂糅五类偏误。母语负迁移、目的语过度泛化、回避策略是其偏误产生的主要原因,研究不足、教材编排不当是偏误产生不可忽视的缘由。要有效规避偏误、提高学习效度,需要理性、科学的教研工作:构拟"构式—语块"模型,建构"单""光""仅"的语言类推机制;构拟语言心理,降低语言难度;编排教材,完善得当;着意对比,强化复现;理论少讲、操练多行。
On the way to acquisition of the restrictive scope adverbs ＂单＂,＂光＂and ＂仅＂for native English students,five types of errors are found to occur,that is,sequential error,omission error,addition error,substitution error,mix-up error. These errors are mainly attributed to negative transfer of the mother tongue,over-generalization of the target language,and evasive strategy. Besides,some other causes of errors can not be ignored,such as insufficient research and inappropriate arrangement of teaching materials. In order to effectively avoid errors and improve validity of learning,it is necessary to carry out rational and scientific researches and teachings,such as constructing ＂construction-chunk＂models and linguistic analogy mechanism of ＂单＂＂光＂＂仅 ＂; advocating less theory and morepractice,etc.
作者
胡云晚
孙宏茂
HU Yunwan;SUN Hongmao(School of Humanities and International Education,Zhejiang University of Science and Technology,Hangzhou 310023,Zhejiang,China)
出处
《浙江科技学院学报》
CAS
2018年第4期289-296,共8页
Journal of Zhejiang University of Science and Technology
基金
浙江省大学生创新创业孵化项目(2016R415039)
