汉语附着词的中介语分析 = Interlanguage Analysis of Clitics in Chinese

<p>本文通过中介语分析，试图发现西班牙语<br />母语者在习得汉语附着词时容易出现的偏误类<br />型，并提出相应的学习策略。汉语作为典型的<br />孤立语，句法关系及语法内涵的表达大多通过<br />附着词的使用来实现，因此附着词的学习对于<br />汉语学习者而言至关重要。西班牙语母语者由<br />于受其母语正迁移影响，在“体”附着词（着、<br />了、过）使用方面偏误较少，而在结构附着词<br />（的、地、得）以及语态附着词（啊、呢、吧等）<br />的使用上偏误较多。研究发现，发生偏误最多<br />的附着词是“的、了、啊、呢”。同时，通过<br />对学习习惯的调查发现，课堂外的沉浸式学习<br />相对于课堂内而言，更有助于汉语学习。</p><p>Through the analysis of interlanguage, this<br />article tries to detect the most frequent errors<br />that Spanish speakers often make when learning<br />the clitics of the Chinese language. The learning<br />of the clitics is fundamental for mastering<br />Chinese, a typical example of the isolating<br />languages. The syntactic relations and<br />grammatical contents of the Chinese language<br />highly depend on the use of the clitics. Because<br />of the positive transference from their mother<br />tongue, Spanish speakers more or less learn the<br />aspectual clitics well. But when it comes to the<br />structural and modal clitics, the result is not<br />quite satisfactory. The most problematic<br />clitics, according to the statistics from this<br />article, are “de, le, a, ne”. An investigation of<br />the study habits is also conducted. With this,<br />we intend to emphasize the social integration<br />and extracurricular efforts, which sometimes<br />even weigh more than the class hours, are the<br />determinant factors for learning a foreign<br />language well.</p>

Supervision on Transference and Counter-Transference Issues for Undergraduate Students’ Counseling Practice at Counseling Department

Undergraduate students should take 4 credits for counseling practice subject in Counseling Department of State Islamic University of Riau. The subject is taken by seventh semester students who conduct counseling practice at senior high school for 3 months. Based on prelimenary study, majority of students acknowledged that they felt nervous to follow this programme. Thus, the problem of transference and counter transference issue for undergraduate students counseling practice must be answered by their supervisions. The result showed that a total of 93% of respondents had positive transference, while 7% of them had negative one. It means that majority of respondents felt positive transference, while internship students faced identification counter transference. It was proved that internship students did not need to have negative thinking of being rejected by the schools. The finding also showed that 97.3% of interenship students faced identification counter transference, while 2,7% of them experienced for unidentification of transfenece. It means that there were a few of them should be supervised to have good counter transference. Supervision format that done by supervisor (university teacher) and tutor (high school teacher) was by conducting monthly meeting and by following up counseling result and writing report. It is recommended that a professional discussion is conducted to discuss problems faced by internship students.

Erotiese oordrag en teenoordrag as psigologiese fenomeen in ’n pastorale relasie

The psychological phenomenon of erotic transference and countertransference within the framework of pastoral careThis article aims to discuss the psychological phenomenon of transference and countertransference in therapeutical relationships. This phenomenon often leads to a sexual relationship resulting in emotional and psychological damage to both partners. The cause of this destructive sexual relationship is based on the therapist’s misunderstanding of positive transference within the therapeutic relationship. The therapist, unknowingly in most instances, misuses his or her position of trust for sexual exploitation of the client. This phenomenon also manifests in pastoral relationships. This article describes the phenomenon and provides possible guidelines to the pastor in order to identify and prevent the occurrence of “sex in the forbidden zone.”

The Therapeutic Alliance: A Psychoanalytic Perspective*

Psychoanalysis has long distinguished between the transference neurosis and that part of the communication between therapist and patient which depends upon a relatively intact part of the patient's ego. It has been proposed that it is this capacity of the patient that sustains the difficult work of dealing with communications which are the consequence of transference, and which often threaten the viability of the treatment. This quality has been referred to variously as the unobjectionable positive transference, rational transference, mature transference, therapeutic alliance and working alliance. The ever broadening scope of Psychoanalysis, along with our greater knowledge of early childhood development, has enhanced our understanding of the many influences affecting the treatment alliances. Newer views of the transference, which stress the significance of the therapists' contributions to the therapeutic dyad, make it clear that the therapeutic alliance can no longer be explained as some simple, reality based, conflict free, motivating force. It involves, rather, a complex interaction of several factors, to each of which one must add the therapists' reciprocal reactions. Psychotherapy outcome research will need to take all of these factors into consideration.

Referral as an Act of Pastoral Care

It is a fact of modern life that all professionals, but especially pastors, need to make referrals. Successful referral is generally difficult for the untrained pastor because it involves skills found in those trained for brief psychotherapy. Like therapy, referral has an initial, middle and terminating phase. Success in making referrals is enhanced when the professionals involved know each other, when there is a positive transference, and when the referral evolves out of a skillful evaluation. In difficult cases the relay technique can help. For ministers, skill at referring is becoming a necessity for professional existence.

Positional Transference and Sound Learning

3 groups of naive adults were tested on their pronunciations of a foreign sound after one received no phonetic pretraining, another practiced the sound in the initial position, and the third learned it in the final. A significant positive transference effect indicated that practicing an unknown sound in the initial position facilitates its pronunciation in the final position.