: 3 118,,,, ( ),,,, ( Tyler, 2001;, 2005),,,,?,?,,, 1. 1 ( 5, ) ( ),,,, 3 ( : 02JAZJD740006),,, 99
2007 1 ( 79 ) (5000 ), 100 ;,, 118 1. 2 ( 200 ), 118 ( ), ( ), (1) : (1),, 170398 1. 3,, +,,,, 1. 4, ;,, F ( 2) 2. 1 ; 118 4. 62, 3. 55, 13 : 1 1 2 3 4 5 6 7 8 9 10 11 12 13 12 34 24 18 13 8 2 3 1 1 0 1 1 118 ( % ) 10. 17 28. 81 20. 34 15. 25 11. 02 6. 78 1. 69 2. 54 0. 85 0. 85 0 0. 85 0. 85 100 : 1 ) 2 3, 58, 118 49. 15% 2) 10. 17% 1,,, 118, : 2 0 19. 99 20 29. 99 30 39. 99 40 49. 99 50 59. 99 60 69. 99 70 79. 99 80 89. 99 90 99. 99 100 0 2 3 3 14 15 11 15 1 54 118 ( % ) 0 1. 69 2. 54 2. 54 11. 86 12. 71 9. 32 12. 71 0. 85 45. 76 100 : 1) 50% 93. 21%, 50%, 8 2) 100% 100
: 54, 118 45. 76%,, 2 3, 38, 54 70. 37% 3) 0 19. 99 0,, 5,,, ( ) ( ),, ( -, + ) : 3-3 - 2-1 0 + 1 + 2 + 3 0 3 9 70 29 6 1 118 ( % ) 0 2. 54 7. 63 59. 32 24. 58 5. 08 0. 85 100 1 0 17 78 18 4 0 118 ( % ) 0. 85 0 14. 41 66. 10 15. 25 3. 39 0 100 : 1) 3 ( 3 3 ), 2) 0,,, 118, 56, 47. 46%, 3),,,,,, 70% 118,,,,,, 1 Τ ( ; ), 1 1310 2. 2, 118, : 4 0 9. 99 10 19. 99 20 29. 99 30 39. 99 40 49. 99 50 59. 99 60 69. 99 70 79. 99 80 89. 99 90 100 344 34 27 18 18 13 13 13 22 43 545 ( % ) 63. 12 6. 24 4. 95 3. 30 3. 30 2. 39 2. 39 2. 39 4. 04 7. 89 100 : 1) 118 545, 101
2007 1 ( 79 ) 80% 65, 118, 65, 55. 08%, 1 5, 3341, Ο ( ) 3152, 1 94. 34%, 1 Ο, 4, 2) 0 9. 99 63. 12%, 0 126, 23. 12%, ( ( ji ) g : ) ( Σ : ) ( Π : ),,? ( ) : 5 102 16 118 ( % ) 86. 44 13. 56 100 : 1) 86. 44%,,,, Ο ( ),, Ο 2) 13. 56%, 4, Θ (, ),,, Ο ( ; ; ), 16,,,, Ρ ( ), Θ (, ), Ρ 49. 68%, Θ 44. 92%, 4. 76,, Ο,, Θ, Ο, Ο,, Ο Θ,,,, 102
: 3. 1 ( ),,, Ο, Π,,, : 6 77 26 5 108 ( % ) 71. 30 24. 07 4. 63 100 : 70%,,, Ω ( ),, 4, 0. 09%, : Τ ( g, ) 26, 15, 11,, 5 : 7 (15) (26) (11) (5) ( ji ) 1 ( l i) ( q ) ( q / / l i) 1 ( q ) 1 ( sh ng) 1 (w i) 2 ( y o) ( / / q ( shang) / / l i) ( / / sh ng) 2 ( xi ),,, 1 1, 1 Σ (, ) 1 ς ( ) ;, 1 Ο ( ) 1 Ο ( ) ( shang) Ο ( ), Π ( ) 103
2007 1 ( 79 ),,,,, 2 Π ( ( ) ), 333, 2 636 52. 36%, 26. 14%,,, Π 3. 2 88, : 1), 71. 59%, 2), 3 3 100%, 3, 2, Π (, ) 3), 25%,,, 1 Ο (, ), 1. 75, 70%,,, 20, 20 40,, g (, ),, 41. 75%, 18, 5. 83%, 1 1,,,, 1 Σ 1 ς,,, 45. 85% 54. 89% ;, 14. 21% 28. 01% 1 Σ 1 ς, g, +,, 18 1 +, 17 +, 104
:,, +, +, + ;, + 291,,,,, (, 2006),, 4. 1,, 109 ( 9 ), 98, 89. 91% 109 : 8 0 0. 01 49. 99 50 99. 99 100 5 19 53 32 109 ( % ) 4. 59 17. 43 48. 62 29. 36 100, 80%, 100% 32, 9, 100% 23, 100%, ;, ( ),, 48, 109 44. 04%, 109 395 : 9 ( % ) 0 0. 01 9. 99 10 19. 99 20 29. 99 30 49. 99 50 69. 99 70 89. 99 90 100 5 99 4 0 1 0 0 0 109 4. 59 90. 83 3. 67 0 0. 92 0 0 0 100 152 102 16 6 4 2 0 4 286 53. 15 35. 66 5. 59 2. 10 1. 40 0. 70 0 1. 40 100 : 105
2007 1 ( 79 ) 1), 4. 59%, 2) 90% 0. 01% 10%, 10% 5, 32. 50% 0. 01% 10%, 10% 32, 4 100%,,,, g Ω 1 Π Θ 100%,, 1 2,, 4. 2,?,,,, : Ο (, ) Π ( ) 10 7, Ο, : (2),, (3), Ο, ;, (3) Π, : (4),, (5), Ο, Π Π,, Ο Π,,,,, : 1 Ο ( ) Θ ( ) Σ ( ) 2 3 16 Ο 1, : (6),,,, ( ),, 106
: 1 Ο, Θ 3, : (7) (8),, 1 Θ,, Σ, : (9), (10), 1 Σ,,,, 1,,,,,,,,,,,,,, 118, : 1),,,, ; 2),,,, ; 3),,,,,, 5, ( ), 15, 4, 11 8, (8 + 4) (11 + 4), 80%,,, 107
2007 1 ( 79 ) Ο Π Ρ Σ Υ, Ο Π Ρ Τ Υ 11,, (20 90 ), 2093076 1491266, (, 2006) : 516666 244302 166704 22534 541060 1491266 ( % ) 34. 65 16. 38 11. 18 1. 51 36. 28 100 2002,, 10, (2005), 2 (2006),,, 2006 7 (2002) ( ), : (2005) ( 5 ), : Tyler, A. & V. Evans ( 2001) Reconsidering p repositional polysemy networks: The case of over. Language 77. 4, 724-765. 1: 118 1 ( ch ng) ( zh ng) 1 1 1 ( ch / / l i) ( / / ch / / l i) 1 2 ( d f ng) ( d fang) 1 ( h o) ( h o) 1 1 2 ( ji ) 1 1 2 ( k n) ( k n) 1 2 1 ( l i) ( / / l i) 1 ( q ) ( / / q ) ( q / / l i) ( / / q / / l i) 1 ( q ) ( / / q ) 1 ( sh ng) 2 ( sh ng) ( / / sh ng) ( shang) ( shu ) 1 (w i) 1 ( xi ) 2 ( xi ) ( / / xi ) 1 2 ( y o) ( zh ng) ( zh ng) ( zh ng) 2: 3 1 89 14. 91 4 1. 26 0 0 0 + + 1 w i (100) (100) 2 89 14. 91 106 33. 44 5 33. 33 4. 72 + + + 3 271 45. 39 75 23. 66 6 40. 00 8. 00 + + + 4 148 24. 79 132 41. 64 4 26. 67 3. 03 + + + 597 100 317 100 15 100 4. 73 3 4 4 1 131 16. 77 2 0. 50 1 16. 67 50 + + 2 650 83. 23 402 99. 50 5 83. 33 1. 24 + + + 781 100 404 100 6 100 1. 49 2 1 2 F 5 108
: 1) : 2), 3 3) ; ; 4) F, 5), + ( : 100083 ) 2007 5 25 27, 150-200,, 35 500, 2006 12 31, 2006 12 28 12 Times New Roman,,, ( ) ;, Word, : iaclpaper@ gmail. com 2007 2 26 2007 3 5 2007 4 10 : O rganizing Comm ittee, 15 th Annual Conference of IACL, 407 Kent Hall, Columbia University, New York, NY 10027, USA 2007 5 24, 25 27, 27, www. columbia. edu /cu /ealac /chinese / in2 dex. htm l iaclquestion@ gmail. com,,,, ( ) 109
Key w ords sian2chinese teaching Chinese as a second language p ronunciation triphthong Indone2 An investiga tion of the d istr ibution of m ean ing item s and errors of comm on ly used polysem es found in the Ch inese In terlanguage Corpus L I Hu i, L I Hua, FU Na and HE Guojin, p99 118 commonly used polysemes are chosen from the Chinese Interlanguage Corpus devel2 oped by Beijing Language and Culture University and the distribution of their meaning item s in both interlanguage and standard modern Chinese was studied. It is found that the meaning item s of most of the polysemes have the same frequency. However, som e high2frequency item s and low2frequency item s of some polysemes in interlanguage are not in accord with those in standard Chinese due to the lim ited Chinese level of the second language learners, the special study and living environm ent and content of w ritings. It is also found that there are certain tendencies for different item s of a word by analyzing the usage of polysemes in interlanguage. To reduce er2 rors, close attention should be paid to distinguish different type of errors related to the m eaning item s of polysemes in teaching. Key w ords polysemes meaning item Chinese interlanguge error An ana lysis of the m odels of teacher prepara tion of U. S. college Ch inese language teachers [ U. S. A] Y U L i, p114 W hat kind of expertise should be required of a Chinese language teacher? This question has been an on2going top ic for discussion and som etimes even debate in the field of teaching Chinese as a foreign language in both China and the U. S.. This article deals w ith this issue from the perspective of teacher p reparation. It describes the status quo of two models of teacher p reparation for U. S. college Chinese teachers, namely, teacher education and teacher train2 ing. It also analyzes the p ros and cons of various training set2up s associated w ith these two mod2 els. B ased on this analysis, the author makes several recommendations to Chinese language teacher p reparation institutions in China, which include expanding the breadth of know ledge for future teachers, enhancing the training of p ractical teaching skills, as well as strengthening re2 search into actual classroom p ractices of expert teachers. Key w ords teaching Chinese as a foreign language teacher p reparation teacher educa2 tion teacher training models Japanese undergradua te studen ts perception s of CSL cla ssroom activ ities in a Ch inese con text D ING Anq i, p124 Based on an investigation, this paper argues that Japanese undergraduate students per2 cep tions of CSL classroom activities differ significantly on some aspects. The older they are, the longer they stay in China and the higher their grade is, the less efficient they consider the class2 room activities. Key w ords classroom activities individual differences significant differences