An Empirical Study On The Effects Of Different Written Outout Methods On Acquisition Of The Grammatical Form Of “?” Sentence

Based on Swain's output hypothesis,an empirical study was conducted in the past two months,this essay aims to probe into the learning result of the sentential form of“?”in Chinese by foreign students through different kinds of written output method.Specific problems to be analyzed are as the following.First,will the conduct of outputing language promote foreign students in China to acquire the sentential form of“?”?Second,after completing the repetition type of written output and the extended type of written output task,whether the effect of foreign students' acquisition of the sentential form of“?”is different?If so,what's the difference?And last but not the least,Comparing the two kinds of written output activities,which is the better way to promote the acquisition of the sentential form of“?”for learners?Which approach has a more lasting impact?32 foreign students from Thailand,Cambodia,Burma,Vietnam,Laos and Indonesia these six countries in Guangxi University are taken as objects of the research.The experiment divides all the subjects into two groups:the extended written output group and the retelling written output group.The tasks of the two groups are different.The expanded written output group needs to complete the task of reading pictures,continuing stories and expanding the content of the text;the retelling written output group needs to complete the task of retelling the content of the text by looking at pictures.After the experiment both groups still need to have a text consists of 25 subjective sentences of the sentential form of“?”in Chinese.There are two formal processes in this experiment:immediate post-test and post-test.Both processes have the same operation process:the sentential form of“?”teaching,group completion of tasks,group post-test.One student from each group is selected as the test interviewee for post-test following up interview,which is designed to acquire their learning condition and improvements.Three widely acknowledged textbooks of grammar points,text contents and test questions have been chosen to guarantee the objectivity and accuracy of experimental content,which are HSK Standard Course 3,HSK Standard Course 4 and their exercise manuals,the exercise manual of Great Wall Chinese,Survival Communication Chapter and Party A of the Volume One of Chinese Reading Course(Revised).The test data were analyzed and processed by SPSS25.0 statistical software and percentage statistical method.By means of comparison and analysis of the experimental data,results show that both written output modes are conducive to foreign students'acquisition of the sentential form of“?”in Chinese,and can improve their abilities in five aspects:practical use of Chinese grammar,sentence transformation,perception,structural understanding and mastery,and logical ability.However,in terms of acquisition effect and ability improvement,the retelling written output method is superior to the extension method.Therefore,we suggest foreign students to adjust a positive attitude and build up confidence when learning Chinese.The repetition written output method could be used as often as possible for practice and consolidation to improve the self-correction ability of grammatical points and internalize grammatical knowledge.We advise Chinese teachers to integrate,process and classify Chinese grammar knowledge for students at different levels,design more comprehensive practices of multi-level written outputs for all students,lie emphasis on guiding students to consolidate knowledge,improve the reproduction of knowledge points by means of retelling written output and pay attention to guide learner to focus on the form of Chinese grammar.