Case Studies On The Development Of Written Language Accuracy Of Intermediate Foreign Chinese-Learners

Writing is one of the important skills that learners should master in the process of second language acquisition.By analyzing the output and development of learners'written language,it can help teachers comprehensively understand the effects and pattern of learners' language use,thus find out the existing problems of learners,better guide teaching and help learners improve their writing ability in written language.At present,most of the academic researches on Chinese as a second language focus on horizontal comparison.This paper is intended to explore the overall development situation and individual development differences of learners' written expression by focusing on vertical comparison.This paper focuses on the development of writing accuracy and selects six American Chinese learners from the intermediate level class of CET as research objects.Three of whom have a high level of Chinese in the beginning belong to high starting point group.The remaining three people' Chinese levels are relatively low at beginning and are marked to the low starting group.The author collected 36 written language output corpus of these six learners since they participated in immersion learning for two months.Then,the author annotated and counted the errors at all levels of the learners' writing corpus,and objectively presented the development and change of the accuracy of the output of six learners' written language according to the whole levels,different levels and individuals' levels.The results of this paper show that,on the whole,the six learners show a certain improvement in the accuracy of written language.The difference in Chinese proficiency leads to the difference in the development path of learners' written language accuracy.We found that the error rate of learners from the low starting point group in vocabulary,grammar and discourse all showed a significant downward trend in the fluctuation.At the same time,the error rate of vocabulary and grammar of the three learners from the high starting point group showed a very weak upward trend in the fluctuation,while the error rate of discourse showed a relatively weak downward trend in the fluctuation.The development path of individual learners' written language accuracy has similarities and differences with that of the whole and different groups.The development of written language accuracy of individual learners is a dynamic process with full of variation.Based on our finding,this paper puts forward some suggestions for the teaching Chinese as a second language writing course and comprehensive course.First,teachers should reasonably design targeted classroom activities so that learners can pay more attention to the accuracy of written language.Second,teachers should adjust their teaching focus according to learners' language competence in different phrase.Thirdly,teachers should pay more attention to the stubborn error in learners' written language output,enhance the frequency and intensity of the feedback of students'stubborn error,and help learners improve the accuracy of their written language.