对外汉语教学中语言偏误的认知心理分析  

Cognitive Psychological Analysis on Language Error in Teaching Chinese as a Second Language

作　　者：蔡绿[1] 苗欣[1] 

机构地区：[1]大连交通大学国际合作与交流处,辽宁大连116028

出　　处：《通化师范学院学报》2009年第5期108-111,共4页Journal of Tonghua Normal University

基　　金：辽宁省教育厅科研项目"网络资源与认知心理学在汉语报刊阅读教材编写中的作用"的阶段性成果。项目编号:20060097

摘　　要：在对外汉语教学中借助认知理论进行偏误分析,一方面可以最大限度地降低外国学生出现错误的频率,增强教学内容的准确性、科学性,加强教学计划的合理性、针对性;另一方面,更为深远的意义还在于,通过对大量语言错误的剖析,可以揭示对外汉语教学的原理及外国人学习汉语的规律。Cognitive psychology plays an important role in error analysis of TCSL. Analysis based on cognitive psychology has special signiticances. On the one hand, this kind of error analysis can not only decrease the number of mistakes made by foreign students when they speak or write Chinese, but also make Chinese teaching more exact and reasonable; on the other hand, through analyzing plentiful mistakes, we can discover the laws of Chinese learning and the principles of TCSL.

关 键 词：偏误分析 负迁移 认知 对外汉语教学 

分 类 号：H195[语言文字—汉语]