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“了”的语法教学一直是对外汉语教学中让人困扰的难题之一。虽然很多教材都很清楚地对词尾的“了_1”和句尾的“了_2”进行了详尽的介绍,但在实际教学中“了”的用法错误仍普遍存在。笔者尝试从认知的角度对“了”的语法教学进行革新。在教学中,笔者把“了_1”和“了_2”归纳为一种原型——即动作或状态发生变化。汉语中如果使用“了”一定是有“变化”发生了。所有学生的习得偏误讲评都围绕着是否发生“变化”这一中心展开。一学期的跟踪观察后发现,学生的输出型错误率得到了控制。
Grammar teaching has been one of the troublesome problems in teaching Chinese as a foreign language. Although many textbooks provide an exhaustive introduction of the suffix “_1 ” and the end of the sentence “_2 ”, errors in the usage of “” are still common in actual teaching . The author tries to innovate the grammar teaching of “” from the cognitive perspective. In teaching, I summarize “_1 ” and “_2 ” as a prototype - that is, the action or state changes. If you use “” in Chinese, there must be “change” happened. All students’ acquisition bias comments center around whether there is a “change” center. After a semester of follow-up observation, it was found that the output error rate of students was controlled.