【作者】 Thea Sairine Wong（张赛英）；

【导师】 沙平；

【作者基本信息】 福建师范大学 ， 语言学及应用语言学， 2012， 博士

【摘要】 印尼的汉语教学属于外语或第二语言教学(以下为表述方便,统称“第二语言教学”)。本人作为一名印尼本土汉语教师在教学中发现,印尼学生由于受母语负迁移(对印尼本民族学生而言是“母语负迁移”,对华族学生来说是“第一语言负迁移”,以下为表述方便,统称“母语负迁移”)的影响,同时也因为所学汉语知识有限、还不熟悉目的语语法规则,所以经常出现各种偏误。本文从汉语作为第二语言教学实际出发,在梳理前人研究成果的基础上,运用对比分析、偏误分析以及第二语言习得的理论和方法,对印尼学生习得汉语“有”和“在”的情况进行考察研究,以期找出习得规律,指导教学实践。本研究首先利用暨南大学华文学院语料库以及本人的问卷测试收集印尼学生习得汉语“有”和“在”的偏误,而后通过分析归纳偏误的主要类别、找出偏误的成因,在此基础上详细分析了印尼学生在初、中、高级三个不同阶段“有”和“在”的习得顺序及特点,最后运用对比分析法、依据难度等级模式分别对汉语作为第二语言教学的教学大纲和印尼通用汉语教材中“有”和“在”的编排情况进行考察,指出教材及实际教学中有待改进之处,并提出相应的教学策略。更多还原

【Abstract】 Chinese education in Indonesia falls into foreign or second language education (both of which are hereafter referred to as second language acquisition for convenience’sake). As a native speaker of Indonesian teaching Chinese, I have come to realize that the negative transfer from student’s mother tongue or first language ("negative transfer from one’s mother tongue" refers to Indonesian students leaning Chinese, and "negative transfer from one’s first language", to Chinese Indonesians learning Chinese, both of which are hereafter referred to as "mother tongue negative transfer" for convenience’ sake) and insufficient knowledge of the Chinese language lead to various types of errors as a result of their ignorance of Chinese grammatical rules.This paper first views Chinese instruction as belonging to second language acquisition and then, on the basis of previous relevant studies, applies the theories of contrastive analysis, error analysis as well as theories and methodologies in second language acquisition to explorations of the process of the above-said students learning“有”and“在”with a view to discovering its regularities for more effective teaching.For this purpose the present study begins with our collection of the errors made by the above-mentioned students in learning“有”and“在”with the aid of the Corpus from the Chinese and Culture College of Jinan University and the writer’s own questionnaires. Our analyses then lead to the categories and causes of such errors, revealing the students’acquisition sequence and features at elementary, intermediate and advanced levels respectively. Finally, contrastive analysis and the model of scaled difficulty are adopted to look into The Syllabus of Chinese as a Second Language and the organization of“有”and“在”in The Coursebook in Chinese for Indonesians. It is suggested that there is room for improvement in the Coursebook and actual instruction. Proposals are accordingly put forward as regards teaching strategies.更多还原