A Case Study Of The Oral Proficiency Development Of Intermediate Chinese Learners In China Based On The Dynamic System Theory

The development of language proficiency has always been a focus of research in the field of Teaching Chinese as a foreign Language.It is also the difficulty of Chinese learners,but the current study of the development of language proficiency is still relatively scarce,and it is difficult to see more convincing longitudinal case tracking research.Complexity,Accuracy and Fluency are considered to together form a more comprehensive measurement learner’s language proficiency.Under the sight of the Dynamic System Theory,based on long time follow-up tracing F,an intermediate international student in China,the paper used the CAF measurement tools and adopted 20 indicators of complexity(C),accuracy(A)and fluency(F)to study and analyse the learner’s oral Chinese proficiency development in 1 semester.On one hand,it explores the interaction between the various dimensions of oral Chinese proficiency,on the other hand,through classroom observations,interviews and other qualitative materials,it discusses how the influencing factors have an effect on the development of oral Chinese proficiency,including individual factors from learner(learning concepts,learning strategies,foreign language anxiety and personality traits)and environmental factors,in order to explore ways of external intervention to promote the improvement of learners’ oral proficiency.Research has shown that the complexity of learner F’s oral Chinese has increased during the phase,and accuracy and fluency have decreased.There are certain interactions within and between the three dimensions.The development of learner’s oral proficency is affected by multiple factors,and there is also a certain interactive relationship between different factors.The development of oral Chinese proficiency is systematic,complex,dynamic,non-linear and contextual,and there is the possibility of external intervention.Based on the research results,in order to promote the development of learners’ oral skills,teachers of Chinese as a foreign language can refer to the following suggestions:pay attention to the teaching of intermediate and advanced vocabulary;pay attention to the learners’ recurring errors,strengthen review and practice;provide students with more experienced opportunities for social life in China;timely feedback when learners use compensation strategies;minimize students’ foreign language anxiety;be sensitive to changes in the social environment.