The Application Of Postreading Continuation In The Teaching Of Intermediate Chinese Writing

With the development of theoretical achievements in Chinese language teaching and the enrichment of practical experience,relevant research on different countries,Chinese language levels,and learning needs of Chinese second language learners is constantly enriched.This also puts forward new requirements for us to find suitable teaching methods based on the actual situation of learners.For a long time,compared to the three basic language skills of listening,speaking,and reading,the cultivation of Chinese second language writing skills has been more difficult and the effect is relatively not significant.Based on the writing level and learning ability of the teaching object,finding an effective teaching method to improve writing ability is an urgent task for Chinese second language writing teaching and related topics.The application of post reading continuation in the field of second language writing teaching is a relatively new attempt and has achieved rich practical results.Continuing writing after reading provides learners with a more sufficient and authentic writing context by rewriting the original text of the textbook based on their actual Chinese proficiency and learning needs,and with the support of interactive synergy and filling theory,which has an immediate effect on improving their Chinese writing ability.This article comprehensively uses methods such as comparative analysis to objectively describe the application of post reading continuation in the teaching of Chinese writing for intermediate level Chinese learners at the Zhonghua School in Dongli Prefecture,Thailand.From both macro and micro perspectives,it examines the grading and vocabulary usage of the tested language materials.On this basis,the scope of application and improvement methods for post reading continuation were explored.In terms of the number of participants,the number of participants was expanded,and the teaching methods of continuous writing after reading and conventional writing were applied to two teaching activities with a class size of 15,attempting to observe their application in writing classrooms with relatively large class sizes.In terms of defining the level of Chinese writing,an imbalance was found between the overall Chinese proficiency and writing ability of the participants.On this basis,adjustments have been made to the practical application plan and writing task requirements for post reading continuation,in order to more realistically reflect the actual effect of post reading continuation.In terms of teaching design,a comprehensive examination was conducted on the application of post reading continuation in English second language writing teaching and Chinese second language writing teaching,and based on this,the design of the classroom teaching process was completed.In two classes with the same level of Chinese writing,methods of continuous writing after reading and conventional writing teaching were adopted,and classroom teaching cases were analyzed.In terms of assessing writing proficiency,by comparing the scoring standards of different second language writing exams at home and abroad,a combination of overall impression scoring and sub item scoring methods is adopted to grade the corpus,and the scoring situation is summarized and analyzed.On this basis,considering the real Chinese writing level of the subjects,natural language processing technology is used to further analyze the lexical complexity of each corpus.Based on the sample size,two indicators were mainly analyzed: lexical diversity and lexical difficulty.Finally,the application of post reading continuation in classroom teaching was summarized,and its scope of application,influencing factors,and application shortcomings were analyzed.And in the form of a survey questionnaire,the participants’ suggestions on the difficulty of writing teaching,teaching content,and writing task allocation were collected,in order to provide assistance for the improvement of my classroom teaching.