艾克曼的“标记差异假说”认为，母语和目标语的差异不一定会造成二语习得者的困难，只有在母语和目标语有差异、且目标语范畴的标记性强于母语时，困难才会发生。文章借鉴“标记差异假说”在二语习得中的研究成果，通过问卷调查和统计分析的方式，对汉族和维吾尔族学生习得对方语言中被动句可能存在的困难和困难程度作了实证性研究，证明了“标记差异假说”在预测和解释汉族和维吾尔族学生习得对方语言中被动句的有效性。在教学中，教师在语言知识点的编排顺序、重难点的确定、教学方法和教学策略、有效的练习形式的选用等方面，要重视学生母语和第二语言之间的标记性差异。教师要敏锐地意识到哪个是有标记项、哪个是无标记项，避免平均使力，节约教学时间，发挥有限教学时间的效能，从而提高第二语言教学的实效性。%According to Eckman's Markedness Differential Hypothesis (MDH), the differences between the native and target languages may not necessarily bring difficulties to second language learners, and only those areas of the target language which differ from the native language and are more marked than the native language will be difficult for them.This paper makes an empirical research about the possible difficulties and their degree in Chinese and Uyghur students' learning passive sentences in the target language, which verifies the effective⁃ness of MDH in predicting and explaining students' learning passive sentences. It is suggested that the markedness differences between the native language and target language should be taken into account in teachers' arrangement of the sequence of language points, the selection of key points and difficult points, the adoption of teaching methods and strategies as well as in their selection of effective exercises so as to improve the effectiveness of second language teaching.
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