基于全球中介语语料库的外国留学生学习存现句的偏误研究
A Study of Bias in the Learning of Existential Sentences by Foreign Students Based on a Global Corpus of Mediated Languages

本文旨在研究外国留学生学习存现句的偏误。首先从外国留学生学习存现句类型来说，分为“存现句”与“隐现句”。从偏误的类型来看，分为“误用”、“误加”、“错序”、“遗漏”，主要影响偏误的原因有“母语负迁移”、“目的语泛化”、“交际策略的影响”、“文化因素负迁移”、“学习环境的影响”。针对这些出现的问题，本文将会运用树状图来展示哪些偏误是频率较高的，并给出合理的答案。最后总结出外国留学生对学习存现句的重点和难点。通过以上的研究，本文的后半部分将会提出几点改进教学的方法。首先是情景法，语法教学不仅要重用机械的操练和有意识地识记，还要理解其中的意义。学习存现句就需要教师在课堂中亲身示范，因此在课堂中插入游戏的环节，这是为了让每一位学习者都参与到课堂中，通过游戏学习存现句；另一种方法是运用接龙的方式进行“看图造句”，也是让每一位学习者能够参与其中，而且能过发挥自己所学的知识在课堂中展示。从句子扩展到话语，先易后难运用循序渐进的方式引导学生理解并掌握。在活动中的学习效果会比在课堂中枯燥学习的效果好很多。最后本文将以往传统的教学方法分为三个阶段，分别按照初级、中级、高级这三种课程模式进行了教学，针对各个层次的专业学习者制定了不同的教学策略。
This paper is to study the errors of foreign students learning existential sentences. First of all, from the perspective of the types of existing sentences that foreign students learn, it can be di-vided into “existential sentence” and “implicit sentence”. From the perspective of types of errors, it can be divided into “misuse”, “false addition”, “wrong order” and “omission”. The main reasons for the errors are “negative transfer of mother tongue”, “generalization of target language”, “influence of communication strategy”, “negative transfer of cultural factors” and “influence of learning environment”. In view of these problems, this paper will use tree diagram to show which errors are more frequent and give reasonable answers. Finally, the key points and difficulties of foreign students in learning existential sentences are summarized. Through the above research, the second half of this paper will put forward several ways to improve teaching. First, situational method, grammar teaching should not only reuse mechanical practice and conscious memorization, but also understand the meaning. Learning existential sentences requires teachers to demonstrate them in class, so insert games in class so that every learner can participate in the classroom and learn existential sentences through games. Another way is to use the dragon to “look at pictures and sentences”, which allows each learner to participate and display what he has learned in class. From sentence to discourse, it is difficult to guide students to understand and master them step by step. Learning in activities will be much better than boring learning in class. Finally, this paper divides the traditional teaching methods into three stages, according to the three curriculum models of primary, intermediate and advanced, and formulates different teaching strategies for professional learners at all levels.