A Study On The Use Of Spoken Chunks By Advanced Chinese Learners

In this paper,we collect 20 episodes of informal talks on different topics,and use our own spoken language corpus to conduct an applied study on the spoken language chunks of advanced Chinese learners.We first transcribe the video corpus of 20 episodes into text corpus,and then use tools to identify chunks,and then use artificial assistance to collect effective chunks.On the basis of previous studies,oral chunk can be divided into four categories: fixed language structure,frame structure,habitual collocation structure and program structure.Through the comparison with the use of oral chunks of native Chinese speakers and the use of individual oral chunks of Chinese learners,this paper makes a comparative statistical analysis of oral chunks of Chinese learners from both horizontal and vertical aspects.In the horizontal aspect,this paper focuses on the quantitative change and the complexity of chunks,and draws the following four conclusions: 1.In terms of the quantitative change,learners have the phenomenon of using chunks widely and can use chunks more accurately;2.In terms of complexity,learners have a higher chunk richness,but the chunk coverage is slightly lower than that of native speakers,and some chunks are highly repeated In terms of different types of chunks,the order of chunks output by learners from high to low is: habitual collocation typestructure > program structure > fixed language structure > frame structure,shape symbol: habitual collocation type structure > program structure >frame structure > fixed language structure;4.The number and types of chunks used by learners,quantitative changes and complexity,each individual has different degrees of difference.In the longitudinal aspect,it mainly investigates the use of various types of chunks and the high-frequency repetition of chunks,and draws nine major characteristics of the use of spoken chunks by senior Chinese Learners: 1.Chunks with similar pragmatic semantic functions show a certain tendency of use;2.The semantic expression of chunks has the characteristics of general fuzziness;3.Chunks with specific semantics are used more,while those with abstract semantics are less Chunks;4.Chunks reflect the phenomenon of semantic expansion and functional "generalization";5.Some chunks are different from native speakers in semantics and functions;6.The phenomenon of self-questioning and self-answer in discourse is more frequent;7.Some words repeat;8.Ignore the pragmatic color meaning of chunks;9.The use of spoken chunks has individual subjectivity and individual dynamic difference.In terms of the accuracy of Chinese learners' use of spoken chunks,it is found that the number of errors is small and the error rate is very low.It also classifies the errors and discusses the causes from the perspective of cognitive psychology.On the basis of these studies,this paper putsforward some teaching thoughts in three aspects: chunk input,chunk internalization and chunk output,in order to provide some new ideas and inspiration for the oral chunk teaching of advanced Chinese learners.