意大利学生汉语介词“在”习得偏误分析及教学对策  

An analysis of the errors made by Italian students in the acquisition of Chinese preposition “在” and the teaching strategy

作　　者：金志刚[1] 王莉[2] 

机构地区：[1]辽宁师范大学国际教育学院,辽宁大连116029 [2]吉林大学公共外交学院,吉林长春130012

出　　处：《辽宁师范大学学报（社会科学版）》2017年第2期127-132,共6页Journal of Liaoning Normal University(Social Science Edition)

基　　金：2016年度辽宁省社科规划基金重点项目"‘一带一路’沿线国家意大利语言政策与汉语传播研究"(L16AYY005)

摘　　要：意大利学生在习得汉语的过程中,会产生介词使用的偏误。本文依据偏误理论及偏误分析理论,使用研读文献、问卷调查、对比分析的方法,找出意大利学生在汉语介词学习过程中产生的四种偏误类型:赘余、错序、误用、遗漏。分析偏误的产生是由于受到母语负迁移的影响、目的语知识泛化、教师教学引导不足等原因,并利用母语正迁移的作用、中意对比教学以及加强教师教学引导等策略加以解决。In the course of acquisition of Chinese, Italian students will make mistakes in the use of prepositions. Under the guidance of error theory and error analysis theory, this paper uses the methods of literature review, questionnaires and comparative analysis to find out the four types of mistakes that Italian students make in the course of Chinese learning： superfluous, adding by mistake, wrong preface and omit- ting. The analysis bias is caused by the negative transfer of the mother tongue, the generalization of the target language knowledge, the lack of teachers＇ teaching and so on, and we use the role of positive trans- fer of the mother tongue, the comparative teaching of Chinese and Italian and the strengthening of teaching and teaching strategies to solve these problems.

关 键 词：意大利汉语学习者 汉意对比 介词偏误 教学对策 

分 类 号：H195[语言文字—汉语]