印尼学生使用“了”的偏误及教学对策——从句法、语义、语用三个平面切入

鉴于目前留学生教材中对＂了＂的处理情况,我们提出应分清3个平面（句法、语义、语用）来分析＂了＂的用法。文中明确了＂了＂在各个平面上的具体要求以及与＂了＂相关的种种因素。澄清了不同教材对＂了1＂语义表述之间的关系：＂实现＂是＂了1＂的规约意义,＂完成＂是可以被取消的语用上的推断意义。通过区分＂客观实现＂和＂主观实现＂进一步补充了对＂了＂的语义理解。要区分＂了＂的3个层面的教学及依此分析学生的偏误;加强语义层面、语用层面的教学;加强对比教学。

Analysis of Errors Made by Indonesia Learners in Using "Le" and Suggestions of Teaching Methods——from the perspectives of syntax, semantics and pragmatics

Confronting the current explanations of Le in the Chinese language textbooks for overseas students,this paper suggests that the analysis of the usages of Le should be from the following three perspectives,syntax,semantics and pragmatics.The writing also clarifies different interpretations of the word Le.By distinguishing its objective realization and subjective realization,this study supplements its connotations.Finally this writing,based on analyzing students understanding,proposes some teaching strategies...