根情态与认识情态历时习得过程探析——基于英语母者汉语情态习得个案考察  

Longitudinal Case Study of the Acquisition Process of Root and Epistemic Modality

作　　者：赖鹏[1] 

机构地区：[1]中山大学外语教学中心,广东广州510275

出　　处：《云南师范大学学报（对外汉语教学与研究版）》2012年第3期9-17,共9页Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)

基　　金：广州市哲学社会科学发展"十二五"规划2011年度课题(11Y02)

摘　　要：文章通过个案的口头历时语料对两类情态的纵向阶段性习得过程进行了考察,并结合学习者内部因素、外部因素和普遍认知因素对情态偏误进行了偏误分析,体现了5种偏误类型(误代、误加、遗漏、错序、杂糅)在纵向上的数量变化,展示了学习者在情态结构和情态表义方面的历时动态发展。The acquisition process of Chinese modal words based on the distinction of two types of modality is investigated respectively through the oral output of two English native speakers over three learning periods. An error analysis is conducted with a view to the internal factors, external factors and cognitive factors of second language learning. The error analysis reveals the change over time in the quantity of the five types of modal errors and shows the longitudinal development of modal struc- ture and meaning types in the process of modal acquisition.

关 键 词：情态 习得过程 历时个案 偏误分析 

分 类 号：H195[语言文字—汉语]