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本文以少数民族学生学习“了”字用法过程中出现的偏误作为研究对象,运用统计分析的方法着重分析了学习中出现的偏误情况。结果表明,少数民族学生在学习汉语动态助词“了”的过程中:“了2”的习得先于“了1”;无论是了1还是了2,语误均倾向于过度使用;“了1”的习得要经历比较艰难的过程,即使汉语水平相对比较高的学生,在“了1”的使用上还有较高的错误率;了1和了2的混用率说明“了”的语法结构和使用规则仍是少数民族学生汉语学习过程中的难点之一。本文还探讨了偏误产生的原因,以期对双语教学有一定的启示。
This article takes the errors that the minority students study during the usage of “” as the research object, and analyzes the errors occurred in the study by means of statistical analysis. The results show that in the process of learning Chinese dynamic auxiliary word “a ”, minority students precede “1 ” in learning Chinese; whether they are 1 or 2, the errors tend to be both Too much use; “1 ” acquisition to go through a more difficult process, even if the Chinese level is relatively high, the use of “1 ” there is a higher error rate; 1 and The mixed rate of 2 shows that the grammatical structure and usage rules of “a ” are still one of the difficulties for minority students in learning Chinese. This article also explores the causes of errors, with a view to bilingual education to some enlightenment.