A Study On The Productive Vocabulary Development Of Southeast Asian Senior Foreign Students

Vocabulary acquisition is the central task of second language acquisition,which restricts the improvement of learners' overall language level.The study of productive vocabulary plays an important role in the research of vocabulary acquisition.The development of productive vocabulary knowledge reflects the situation of learners' vocabulary knowledge in vocabulary acquisition and whether learners' vocabulary knowledge can be integrated and reasonably used.It is necessary and urgent to make clear the development of learners' productive vocabulary knowledge.In order to describe the development of productive vocabulary of Chinese as a second language learner,this thesis mainly discusses the following two questions:1.What are the development and changes of various indicators reflecting the breadth of the learner's productive vocabulary? 2.What are the development and changes of various indicators that reflect the depth of the learner's productive vocabulary? After a clear study of the problem,this essay is a study of the eight-month narrative compositions in a business administration major in Guizhou,which has passed the HSK5 level but has not passed the HSK6 level.The learner's diachronic compositions is used to understand the characteristics of the development of written vocabulary of Chinese advanced students in Southeast Asia and to describe and explain the status and trends of the development of productive vocabulary.Based on this,this thesis provides some teaching suggestions for the field of Chinese vocabulary teaching for foreign students.Through data analysis,the thesis draws the following conclusions:1.In terms of the breadth of productive vocabulary,learner's productive vocabulary breadth has significant difference in both the length of the text and the number of words,that is,the text length and the number of words of the learner's narratives are the most obvious;on the indicator of the number of words Except for the non-significant difference in the narrative of scenery,the other two types of narratives show significant difference,which means that learners are better at using different vocabulary in the narrative narratives and the person's narratives;in average sentence length and longest sentence,the three types of narratives on these two indicators show no significant difference,which reflects that learners generally fail to break sentences and fail tot use Chinese punctuation correctly.In the proportion of HSK vocabulary,the narrative narratives are not significant difference;the proportion of the narratives in HSK3 is significantly changed;the person's narratives show significant difference in the proportions of HSK1,HSK2,HSK5,HSK6,and super-class words.There is a certain degree of relevance to content familiarity.The more familiar learners are about the content to be written,the better the performance of productive vocabulary in terms of complexity.2.In terms of the depth of productive vocabulary,learners' narrative narratives and narrative of scenery have significant difference in collocation errors and syntactic functional errors;There are significant difference in the three indicators of collocation errors,syntactic function errors and meaning errors in the person's narrative.However,in the error of writing Chinese characters,the three types of narratives have non-significant difference;the reasons for this difference of main reason for the difference is that Chinese characters are difficult to write for learners,and the ability to write Chinese characters cannot be significantly improved in a short period of time;part of the reasons are that learners send electronic document composition.The instant messaging tool is sent in such a way that it cannot reflect the actual level of the learner's writing in Chinese characters relative to the handwritten paper document method,which leads to some deviations in the research results.