A Longitudinal Study On The Dynamic Development Of The Acquisition Of L2 Chinese By L1 Japanese Learners

For second language learners,the acquisition of the target language is to a large extent an ability to achieve communication in daily life using the target language.In recent years,as the process of world globalization continues to advance,people around the world have become increasingly close contacts.Currently,oral Chinese proficiency has become the focus and difficulty of international Chinese education research.However,from the perspective of language research on Chinese as a second language,research on the development of oral Chinese proficiency is relatively scarce,and mainly focuses on horizontal synchronic research.However,longitudinal diachronic research is more persuasive in oral proficiency acquisition research.To judge whether oral proficiency has been acquired,we mainly observe the complexity,fluency,and accuracy of the three dimensions(CAF)in learners’ oral realization.Dynamic system theory holds that language acquisition does not exhibit a linear development trend in the development of the language system,but exhibits a dynamic development and change under the influence of multiple factors.Based on the dynamic system theory,this paper dynamically tracks the development of a Japanese Chinese language learner’s spoken Chinese ability working in China for a period of 4 months.It collects oral output corpus and analyzes the three dimensions of their spoken CAF.By mapping the development trend of various measurement indicators,moving extreme values,writing questionnaires,and conducting semi structured interviews with learners.The purpose is to understand the factors that affect learners’ oral language acquisition process,including learners’ S1 cross-cultural identification with Chinese,their motivation for learning Chinese,and their language attitudes towards Chinese.It aims to help us understand learners’ learning situation in a timely manner and provide teaching interventions in the international Chinese language teaching process,helping to promote learners’ oral Chinese ability.The research results show that there is a significant improvement in the average sentence length,clause density,vocabulary accuracy,speaking speed,number of changes per hundred syllables,and substitution change ratio within the S1 Chinese speaking ability of learners based on the AS units produced by learners.Moreover,the three dimensions of S1 oral proficiency are closely related,and there is a cooperative and competitive relationship throughout the entire oral development process.Finally,international Chinese language teachers should pay attention to learners’ repeated errors and intervene in teaching in a timely manner.They should also teach students according to their learning characteristics in order to stimulate their enthusiasm for Chinese language learning.