中介语视角下坦桑尼亚学生“可能补语”习得研究

A Study on the Acquisition Path of the Chinese “Potential Complement” by Tanzanian Students from the Perspective of Interlanguage

摘要: 本研究以中介语理论和自然顺序假说为理论基础，探讨坦桑尼亚学生习得汉语“可能补语”的发展路径与偏误特征。通过对达累斯萨拉姆大学孔子学院30名学生的语料进行分析，发现其习得过程呈现“替代策略–结构重构–准母语化”三阶段，偏误主要包括否定结构混用、词序错误与句法回避，偏误来源于母语迁移、结构复杂性与教学输入不均衡。研究在揭示学生习得顺序的基础上，提出了构式对比、否定结构训练、情境化输入等教学建议，为汉语作为第二语言教学提供实证支持。

Abstract: Based on Interlanguage Theory and the Natural Order Hypothesis, this study investigates the developmental path and error characteristics in the acquisition of Chinese “potential complements” by Tanzanian learners. An analysis of language data from 30 students at the Confucius Institute at the University of Dar es Salaam reveals a three-stage acquisition process: “substitution strategy - structural restructuring - quasi-native competence”. The main error types include misuse of negative structures, word order errors, and syntactic avoidance. These errors stem from factors such as mother tongue transfer, structural complexity, and imbalanced teaching input. Drawing on the observed acquisition sequence, the study proposes pedagogical suggestions including constructional comparison, focused training on negative structures, and contextualized input, offering empirical support for teaching Chinese as a second language.