Analyzing The Writing Performance In Chinese As A First Language And Non Chinese As A Second Language In Primary SchoolMalaysia

Malaysia’s ethnic Chinese and non-Chinese students have different backgrounds and locales, they not the same in the various skills of the Chinese? This study measures the fluency, accuracy, complexity and diversity of language performance in the task of writing a Chinese composition on the same topic by lower and upper-level Chinese and Non-Chinese students in primary school in Malaysia.The statistical results showed that the group of Chinese students fluency and accuracy of the indicators are higher than the group of non-Chinese students, both fluent in the vocabulary or syntax between the two groups, the significant differences in the statistical sense.The volume of output of the words and phrases of Chinese students are non-Chinese students 1.7 times and 1.6 times. This shows that Chinese students have the advantage of native speakers rather than Non-Chinese students are second language learners, differences between the two.Accuracy between the two groups, there are significant gaps in the statistical sense, the accuracy of Chinese students is significantly higher than the non-Chinese students. Non-Chinese students for every 100 words in Chinese characters and words in the number of errors are 2.7 times that of Chinese students. Strokes of Chinese characters is more difficult to remember and homophones and multi-tone multi-meaning words, the non-Chinese students have to spend a longer period of time to remember the Chinese characters used in the writing of Chinese characters collocations.In terms of complexity, the two sets of measurement data of the test, the average sentence length and single sentence average sentence length difference is not obvious, but the complex sentences average sentence length showed a significant difference, the Chinese students was significantly higher than the group of non-Chinese students. Chinese students longer using the associated words to express; non-Chinese students more accustomed to using simple sentences without associated words to express. Sentence elements into Noun syntax as attributive and predicative structure syntax such as adverbial, object and complement to test the complexity of the written expression of the students. Showing statistically significant differences on the frequency of use of the noun structure syntax and predicate Sentence Structure, Chinese students is higher than the non-Chinese students. Chinese and non-Chinese ethnic group in the use of the frequency of the next part of speech Sentence Structure predicate Sentence Structure, Chinese and non-Chinese mastery of the predicate Sentence Structure Ming part of speech Sentence Structure.In terms of diversity, the Chinese students and Chinese students in the number of glyphs in the total number of words and word forms to the total number of words in the T-test showed a significant difference, the indicators of the Chinese student group were higher than the group of non-Chinese students.Diversity in a foreign country and not from the complexity of segmentation, I agreed to split diversity has increased the accuracy of the statistical analysis of data. In addition to the glyph and word form, from the Ming part of speech Sentence Structure and predicate Sentence Structure careful analysis of the students are tested using the parts of speech and phrases can be measured test students on the use of parts of speech and phrases.The statistics showed that the syntax of an attribute type, Chinese and non-Chinese students in pronouns did not show a significant difference between the two groups were in the nouns, verbs and adjectives have shown significant differences were higher than non-Chinese students, Chinese students in the three parts of speech. Prejudiced, showed a significant difference in terms of slightly positive and the number of adjectives, Chinese students are higher than the non-Chinese students.Verb coordinate phrase also showed significant differences in non-Chinese students than Chinese students, which is similar syntax in the mother tongue.Choose to use the adverbial and object to measure the expression of the written language of the students is the diversity in the predicate structure. Chinese students are higher than the non-Chinese students showed a significant difference between preposition and adverb adverbial belongs type syntax. Adjective phrase, verb phrases and adjectives and nouns are showing significant differences, the Chinese students were higher than non-Chinese students.Have shown significant differences in the syntax of object type nouns, pronouns, quantifiers, Chinese students were higher than non-Chinese students. Adjective phrase, prepositional phrases, and the number of adjectives subordinate phrases showed a significant difference. Chinese students outperform non-Chinese students.In four specific sentence, the non-Chinese students in the use of "yes" the words frequency higher than the Chinese students, which is the mother tongue of the non-Chinese students have similar syntax. Other special sentence such as "Ba" Ba "and" bei "Chinese students outperformed non-Chinese students."Low frequency of words non-Chinese students and Chinese students differ greatly. "Bei" non-Chinese students did not use, this is because "bei" non-Chinese students who are unfamiliar syntax.These findings reveal a written expression of different Chinese native speakers and second language learners.Then conducted a survey of Chinese students group and family background of the group of non-Chinese students. From family background survey found that Chinese students often see Chinese newspapers, Chinese TV and listen to Chinese radio programs; non-Chinese students rarely watch Chinese TV programs or broadcast. In schools and residential community, the Chinese students students to use more Chinese conversation;non-Chinese students to talk to the Chinese and the students in the school, in the community generally converse with native speakers. The ratio of non-Chinese students to participate in a week cram more than 3 times higher than the Chinese students.Non-Chinese students find their own listening, speaking, reading and writing are not as Chinese students.In another questionnaire collected the views of the Chinese and non-Chinese students in class with students and teachers.The survey results show that most of the ethnic Chinese and non-Chinese students do not agree with in terms of the outstanding class or non-outstanding class separate class. There are a small part of Chinese and non-Chinese support separate study, non-Chinese students to support separate study is higher than the Chinese students. Chinese teacher questionnaire, they agreed to separate non-outstanding class Chinese and non-Chinese school, but in excellent classes with class. Chinese teacher to teach non excellent classes that must be modified materials. Chinese and non-Chinese students should not be separated learning should not depend on the population should depend on the level of Chinese students.Finally, the Malaysian Chinese and non-Chinese students written skills comparative analysis of measurement and discussion, in-depth discussion and written performance for Chinese and non-Chinese students, Chinese and non-Chinese family background and learning proposed teaching suggestions for the collection and comparison of the difference of the student’s native language corpus to classroom teaching.