The Influence Of Task Types On The Accuracy And Syntactic Complexity Of HSK Compositions

With the improvement of Chinese language status and the increase of the number of learners,the influence of Chinese proficiency test(HSK)is becoming more and more significant,and the research on the after-effects of HSK on teachers’ teaching and students’ learning is attracting more and more attention.The theory of TBLT holds that it is necessary to study how different tasks affect learners’ language performance and to choose the types of tasks according to the impact of different tasks on learners’ language output.Based on the above research background,this paper explores the specific impact of the types of propositional composition tasks used in the old version of HSK level 6 and the types of essay abbreviations used in the new version of HSK level 6 on the accuracy and syntactic complexity of Chinese second language learners’ compositions,and analyzes the reasons for the impact.Based on the results of this study,suggestions are put forward for the proposition and development of Chinese teachers’ teaching,Chinese learners’ choice of writing exercises,and HSK level 6,hoping to play a role of HSK in backwash of teaching.Based on the theory of task-based teaching and the theory of three-sex analysis,this paper takes 78 middle and senior Chinese language students in the first class,grade 3,majoring in Chinese at the school of overseas education of Nanjing university as the research objects,and conducts a comprehensive research using the method of research integration,text analysis and questionnaire survey.By reading literature,the measurement indexes of Chinese accuracy and syntactic complexity were sorted out and integrated,and the data of the measurement indexes of accuracy and syntactic complexity from various dimensions were collected through text analysis.The subjective feelings of the subjects on the two types of tasks were explored through questionnaire survey.SPSS statistical software is used to process the collected data,and qualitative research and quantitative research are combined to complete the exploration of the research problem.The results show that the accuracy and syntactic complexity of Chinese second language learners’ compositions are significantly affected by the two types of writing tasks: propositional composition and contractions,and the overall accuracy and syntactic complexity of the corpus of propositional composition are higher than that of the contractions.In terms of accuracy,the accuracy of Chinese characters and words in the abbreviations task was higher than that in the propositional composition task.The syntactic accuracy of the propositional composition task was higher than that of the contractions.There was no significant difference in punctuation accuracy between the propositional composition and the essay contractions,but the accuracy of punctuation in both tasks was relatively low.From the perspective of syntactic complexity,the length of T unit in propositional composition is longer,and the number of clauses in T unit is higher.The number of topic chains of the propositional composition task was less than that of the abbr task,but the number of topic chain clauses and zero forming points was more than that of the abbr task.There was no significant difference in the number of verbs per hundred words between the two tasks.The results of the questionnaire show that the subjects think the task of abbreviating is more difficult than the task of writing a thesis,and the pressure they feel when completing the task of abbreviating is greater than the pressure they feel when completing the task of writing a thesis.This is also an important reason why the overall accuracy and syntactic complexity of the corpus of propositional composition are higher than that of the abbreviation corpus.Based on their self-assessment,the subjects expected to perform better on their assigned compositions than on their abbreviations.The subjects were more interested in the essay shortening task than in the proposition composition task,and were more willing to practice the essay shortening task.Based on the above research results,this paper proposes the following Suggestions for teachers’ writing teaching,learners’ writing exercises and HSK propositions:If the purpose of the design of the advanced Chinese writing course is to promote the use of specific new words and neologisms or to train the expression of learners to be more concise,the teacher may consider to choose the writing type of article abbreviation;If the teacher’s writing course is designed to train the subject’s ability to use Chinese creatively and to elaborate on a topic,the task of choosing a topic composition may be considered.In addition,teachers should pay more attention to the teaching of punctuation marks.Learners should strictly observe the principle of limited reading time when using the task of article abbreviation for writing practice.Learners in using proposition composition this task types of writing exercises can advance to the vocabulary and syntax rules must be used to learners in writing task to pay attention to the reasonable allocation of attention resources,combine accuracy and complexity as much as possible as a feasible goal of writing output,pay attention to the balanced development of language output,not to attend.As the type of writing task currently being used in HSK level 6,article abbreviation has two shortcomings,that is,over-dependence on the reading ability and memory of the subjects.For the first question,the writing proposition of HSK level 6 can provide a topic or topic as a prompt for the writing of the subjects,so that the subjects can more easily grasp the key points in the reading process and avoid writing bias.For the second question,the proposition can give a picture or a short sentence on the answer sheet as a clue to the plot information,which will not interfere with the language expression of the subjects,but also reduce the writing performance caused by memory gap.