An Investigation On The Development Of Vocabulary And Syntax In Korean Students’ Chinese Writing

South Korea,as a country across the ocean from China,has maintained a close relationship with us since ancient times.The origin of Chinese education in South Korea is early and it has developed unprecedentedly.Among them,writing,as one of the four basic skills of listening,speaking,reading and writing,has always been a major difficulty in the teaching process,and also a major "weakness" of learners in Chinese learning.Although,the research on Chinese writing has made preliminary achievements in last few years,the discussion of Chinese writing is still inadequate.The research methods and contents are relatively simple,especially the lack of research on the dynamics of Chinese writing.We selected Korean students majoring in Chinese composition in Ulsan University as the research objects,and used statistical methods to investigate the development of vocabulary and syntax in Korean students’ Chinese writing proficiency.The author input the collected corpus into the text,with the purpose of building small interlanguage corpus.Word segmentation,word frequency statistics and T unit division were carried out for the corpus,the word frequency,TTR and T units of Korean learners at different levels were compared,aiming to analyze the development in Korean Chinese learners’ writing complexity,diversity of vocabulary,syntactic complexity,and accuracy of development.According to the statistical results,the development of vocabulary and syntax shows an asynchronous and unbalanced phenomenon,and intermediate learners are prone to plateau phenomenon.We find that different language levels have a significant impact on the amount of vocabulary produced by learners’ writing.Different language levels have significant influence on the number of word classes in learners’ writing vocabulary.The development of syntactic complexity in learners’ writing is on the rise as a whole,and the development of syntactic complexity and syntactic accuracy presents a non-linear dynamic development pattern that includes progress and regression.In a word,both vocabulary and syntax are in non-linear and complex dynamic development with peaks and troughs.On the basis of the above results,we propose the following suggestions for teaching CSL writing course: first,the writing development of learners of different levels in different learning stages is not synchronous and non-linear,and teachers should adjust the teaching focus according to the specific situation.Second,teachers should pay attention to the "plateau phenomenon" that is easy to occur in the writing learning of intermediate and advanced learners,and pay attention to stimulate learners’ creative interest and motivation.Thirdly,teachers should pay attention to the development of learners’ vocabulary and syntax in teaching timely,showing the phenomenon of non-synchronization and imbalance,and balancing the proportion of vocabulary and syntax teaching.