A Longitudinal Study On The Dynamic Development Of Hungary Elementary Chinese Learners' Writing Lexical System

Since the 1980s,more and more scholars have paid attention to the study of learners'written productive vocabulary,there have been some studies on vocabulary richness,the relationship between vocabulary and writing,breadth and depth of vocabulary knowledge,but most of the existing studies are horizontal studies or large-scale Questionnaires,the teaching suggestions are often not careful enough to ignore the individual differences of students and the dynamic changes in the process of language acquisition.Larsen-Freeman introduced Dynamical systems theory into the field of second language,opening up a new perspective for the development of second language.The Dynamical systems theory,which focuses on individual differences among students,has a more dynamic view of the specific developmental paths of students' vocabulary,identifying different stages of vocabulary development and pinpointing key developmental points,then it can provide more pertinent suggestions for Chinese teaching in different countriesThis paper,based on the Dynamical systems theory,aims to describe the dynamic development of vocabulary in the writing of Chinese learners at the primary level.In this study,three Hungarian learners were selected as subjects and 12 compositions were collected from each of them during a semester.In this paper,a quantitative study of the three dimensions of the lexical system is carried out by combining Quantitative analysis and qualitative analysis to observe its dynamic development path and find out the key turning points in its development,then,the paper analyzes the development of lexical complexity and richness,and the types of lexical errors to explain and supplement the development path.The results show that:firstly,among the three dimensions of lexical development.lexical complexity develops the fastest,richness the second,and accuracy the slowest.From the perspective of interaction,there is a positive correlation between lexical complexity and lexical richness,and lexical accuracy and the other two dimensions compete for cognitive resources.Secondly,the development path of the three learners is dynamic and complex.Thirdly,learners' vocabulary development path is different with different learning time and interval time.Finally,the development of lexical system in writing is influenced by the topic to a certain extent,and it performs better in self-related topics.Based on the above conclusions,this paper puts forward some suggestions for the teaching of Chinese writing at the primary level:first,teachers should combine accuracy with communicative meaning in order to avoid fossilization.For some of the already rigid error,to take a variety of feedback form,improve the frequency of feedback.Second,topic familiarity is beneficial to vocabulary development.Topic selection takes into account students' interests,topic relevance and students' level in order to promote students'vocabulary output.Thirdly,teachers can help students clear their thinking and layout,and pay attention to the effectiveness of scaffolding before writing.Fourthly,different teaching methods and feedback measures should be adopted to adjust the teaching emphasis.For the beginning learners of Chinese,teachers should seize the opportunity to help them form a vocabulary network and enlarge their vocabulary,while the learners who have studied for a long time need to correct some obstinate mistakes through continuous practice.