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本文对8万字的日本学生语料统计其结果补语的习得情况,学生正确掌握的结果补语集中在少数动词和动补结构上,而偏误则有遗漏补语、遗漏动词、动词和补语搭配错误、动初结构与宾语搭配错误、动补结构赘余等五类。其中最显著的是遗漏性偏误。在教学中应在不同的教学阶段,以补语词为核心有系统地引出各类常用动补结构进行多循环训练,特别是要多设计动补结构与同一光杆动词的区别性训练,使学生逐步建立起使用结果补语的概念。
In this paper, 80,000 words of Japanese students ’corpus are used to comprehend the acquisition of the result complement. The correct result of the students’ complements is concentrated on a few verbs and verbs, while the errors are omitted, the missing verbs, verb and complement complement errors, The beginning of the structure with the object with the wrong, dynamic complement structural surplus five categories. The most significant of these are omissions. In teaching, we should systematically derive various kinds of commonly used dynamic complement structures for multi-cycle training in different teaching stages and complements, especially in designing multi-cycle training with the same polished-rod verb, so that students can gradually Establish the concept of using result complements.