Research On The Dynamic Development Of Writing Vocabulary Among Japanese Intermediate And Advanced Chinese Learners

Writing is an essential skill that second language learners need to master in second language acquisition.Analyzing the development of written language produced by learners in writing can help teachers comprehensively grasp learners’ language use.In order to better and more targeted teaching activities.At present,in English as a second language acquisition field,the research on writing has developed more maturely.However,in the field of Chinese as a second language teaching,the research content is relatively simple.There are more synchronic studies and less diachronic studies,and there is also the problem of simply applying relevant methods in the field of English second language acquisition.We aims to investigate the development of written lexical richness.The research objects of this research are 4 Japanese learners of Chinese who are at the intermediate and advanced stage of Chinese proficiency.A total of 23,000 words of composition corpus were collected from the 4 subjects in the past 10 weeks.Then,we formulated the research framework of this paper based on the relevant research results in the field of Chinese as a second language acquisition（Wu Jifeng 2017,Zhou Lin 2020,etc.）,referring to the framework of Read（2000）.Under this framework,we carried out a detailed description and analysis of the corpus we collected.In terms of quantitative research,we used data analysis tools to analyze the measured data,and objectively analyzed the development of the diversity and complexity of the vocabulary output by learners when writing from two perspectives,both overall and individual.Changes.At the level of qualitative analysis,we examine the similarities and differences of learners in terms of learning methods,word-use strategies,and perceptions of the curriculum to supplement the conclusions of quantitative analysis.Our study shows that after 10 weeks of study,the diversity and complexity of the vocabulary produced by the four learners in writing didn’tchange obviously,and the proportion of words at all levels used in writing remained relatively stable.The level of high-level words and the ratio of low-level words have not changed significantly,and the development of high-level words is at a plateau,and petrification has occurred.The development process of the individual is similar to the overall situation.The development path of the individual learner in these two dimensions isn’t a simple linear rise or fall,but a dynamic and nonlinear complex process with alternating rise and fall.In view of our research results,we put forward 3 suggestions:First,attach importance to the explanation of word meanings,and properly use the sememe method to disassemble and combine word meanings;second,pay attention to the learner’s mother tongue,especially for Japanese There are homographs and homographs that have the same shape as Chinese words in Chinese.Pay attention to strengthening the comparison between Japanese and Chinese,and choose the correct teaching method to avoid the negative influence of their mother tongue.Secondary school teachers should create a natural and authentic communicative environment for learners,and pay more attention to the vocabulary of the target language that learners acquire outside of class,correct the use of these new words in a timely manner,and reduce errors.