The Influence Of Task Complexity And Language Level On Chinese Second Language Writing Language

Task-based writing teaching has always attracted the attention of Chinese second language researchers.When designing tasks,teachers need to consider both the complexity of tasks and the language level of learners.However,when task complexity and language level are different,the complexity,accuracy and fluency of writing language presented by learners are also different.It can be said that language complexity,accuracy and fluency can reflect learners’ writing situation to a certain extent.To explore the effects of task complexity and language level on writing language complexity,accuracy and fluency is helpful to discover the language rules of learners’ output in different situations,so as to improve The teaching of Chinese teachers.Therefore,this paper will investigate the effects of task complexity and language level on Chinese argumentative writing language,and find out the writing rules,so as to provide some enlightenment for Chinese teachers.Using Robinson’s "cognitive hypothesis" as the theoretical framework,this study selects 53 essays written by advanced and intermediate Chinese learners as the research corpus,and examines the effects of task complexity and language level on Chinese second language writing language.This paper is mainly divided into the following aspects.First of all,according to the learning situation of learners,they are divided into advanced level learners and intermediate level learners as subjects,let them write for different tasks,and collect their compositions as corpus.Then to participle corpus and artificial processing,according to the complexity,accuracy and fluency of the indicators of statistical data,the data entry in the SPSS,for independent samples T test,variance test,and Pearson correlation analysis,it is concluded that under different circumstances,the Chinese second language learners’ writing language performance and the data interpretation.Then,based on the corpus,the specific reasons for the above data results are analyzed to find the problems of second language learners in writing.Finally,according to the data obtained and the analysis of the causes of the data,some suggestions are put forward for teachers to carry out writing teaching.First,the results partly support Robinson’s cognitive hypothesis.According to the resource guidance dimension of the "cognitive hypothesis",with the increase of task complexity,learners’ language complexity and accuracy will improve,but their fluency will decline.In this paper,sentence complexity and vocabulary difficulty increase significantly with the increase of task complexity;Verbal accuracy and fluency decreased,but the results were not significant.Second,the language complexity,accuracy and fluency of high-level Chinese learners are higher than those of intermediate level learners,and the sentence complexity,language accuracy and fluency are significantly improved.In addition,there are differences and similarities in the interactions of complexity,accuracy,and fluency between intermediate and advanced writing languages.Third,task complexity and Chinese proficiency have no interactive effect on the complexity,accuracy and fluency of Chinese l2 writing language.According to the findings of the above research,corresponding teaching suggestions are put forward for the writing teaching of Chinese teachers according to the different task complexity and language level of learners.