An Empirical Study On The Influence Of Native Language Thinking On Chinese Writing

Scholars in the field of second language acquisition research believe that native language thinking exists objectively in second language writing.Initially,influenced by behaviorist learning theory,scholars believed that the native language would only have an interfering effect on foreign language learning.With the deepening of research,the use of native language resources and native language thinking in the process of second language acquisition has been recognized from the perspectives of language commonality.Based on the above,this study aims to explore whether the participation of native language in second language writing should be encouraged in Chinese writing classes for foreigners and to what extent native language thinking affects second language writing.This study divides the writing into two modes: writing independently in Chinese directly and writing with the help of native language before completing Chinese,and analyzes the writing results,focusing on the following three questions:(1)to compare whether there is any difference between the two writing modes;(2)to investigate The relationship between the Chinese text produced by the two writing modes and the author’s native Korean text;(3)on the basis of experiment and comparison,it analyzes the requirements of introducing native language and second language Chinese writing into teaching.Referring to the research framework of English as a second language acquisition field on native language thinking and combining with the existing research results on language output in the field of Chinese as a second language acquisition,this study described and analyzed 21 written texts collected from seven writers in two writing experiments from both quantitative and qualitative perspectives.In the quantitative aspect,this research objectively presents the changes of written text in three dimensions:fluency,accuracy and complexity.Qualitatively,the author examines language changes at the component level,the sentence level and the intersection of the two parts mentioned above.The results of this study show that the length,fluency,accuracy and complexity of the written text have increased in quantitative analysis,but the change and development have not reached the degree of statistical significance.Therefore,the results of quantitative analysis show that in the teaching of second language writing,students’ second language writing level cannot be achieved by simply relying on their native language,but needs to be improved on the basic of the improvement of their native language thinking.Although the data does not show obvious significance,it cannot deny the changes and progress in various aspects of the writing mode of the writer in the first native language and then Chinese.So in terms of qualitative analysis,this paper compares the textual differences between the two writing modes from the sentence component level,sentence level and the intersection level of the two levels and by comparing the Chinese text and Korean text in the author’s model of first native language and then Chinese,this study believes that there is a high degree of consistency in content between the two,and native language thinking can promote the writer’s second language writing to a large extent.Based on the above results,this research puts forward the following suggestions for the progress and problems of the writer’s two-time writing mode.First,to correctly view and promote the positive transfer of native language;Secondly,teachers should pay special attention to the progressive and urgently needed parts of students’ written language output,and adopt targeted teaching forms for each part,so as to help writers improve their ability to complete more accurate and higher-level writing.