Empirical Study On Impact Of Speaking And Writing Order On Oral Fluency Of Initial Chinese Learners In South Korea

In most cases,the transmission of language information and the exchange of emotion depend on oral expression.Oral fluency is very important for second language learners,and it is also an important indicator to measure the acquisition of second language skills.However,in our teaching,the teaching effect of oral fluency is not ideal.How to effectively improve the oral fluency of Chinese learners is an important issue in the field of second language teaching.At present,many scholars find that oral English and writing affect each other.Based on the relationship between oral English and writing,some scholars try to adopt the approach of "write before you speak" in oral class: let learners write first before oral activities,make written language planning for activity tasks,and then learners produce oral English on the basis of written language,so as to reduce learners' oral anxiety.Also based on the relevance between spoken and written language,if the teacher adopts the approach of "speaking first,then writing",that is,first let the learners express their spoken language,and then write down the content of oral output,will this also promote the improvement of learners' oral fluency? How will different arrangements of "speaking" and "writing" affect learners' oral fluency? Which order is more conducive to learners' oral fluency?In the process of practice,junior students often dare not say,can not say,say bad phenomenon in daily learning.The author of this paper has learned from the contact with students that "speaking fluently is the expectation of most of them to learn Chinese" and "improving the level of speaking Chinese" is the goal of most of their students.Therefore,this paper takes "speaking and writing order" as the starting point,selects six Korean Junior Chinese learners in the practice school as the research object,and makes a preliminary study on the influence of "speaking and writing order" on the oral fluency of Chinese learners through empirical research.In this paper,the six Korean primary Chinese learners were randomly divided into "speak write" group and "write speak" group.Through recording and voice editing,the experimental data of six samples in two groups were collected,analyzed and depicted the development track of six learners' oral Chinese fluency,and compared the development changes of the two groupsin the measurement indicators of oral Chinese fluency.Based on the different effects of output theory on speaking and writing,and the different effects of memory coding on speaking and writing,this paper discusses the influence of different arrangements of speaking and writing order on students' oral fluency.Based on the results of experimental analysis and corpus discussion,this paper draws the following conclusions:(1)In the "speaking writing" and "writing speaking" groups,each learner's oral fluency improved;(2)In the speaking writing group and the writing speaking group,the influence of speaking writing on the average pause length is greater than that of speaking writing.On the whole,the influence of "say write" group is greater than that of "write write" group.(3)"Speaking before writing" has a more positive impact on the development of oral fluency of Korean Junior Chinese learners than "writing before writing".Among the three functions of output theory,the effect of "trigger / attention" on "saying" is greater than that of "writing";in the effect of memory coding,the effect of "saying writing" is better than that of "writing saying".