Research On Writing Strategies For Intermediate And Advanced Chinese Learners In Indonesia

Writing strategy is an important part of learning strategy,the use of effective writing strategy,can enable learners to use the monitoring system,knowledge system,expression system,emotional system,etc.in the brain to process materials in a reasonable and orderly manner,purposefully and consciously carry out writing activities,and complete the output of written language with high quality.Based on the process writing theory and using SPSS22.0 statistical software,this paper studies the use of writing strategies in the three stages of writing by intermediate and advanced level Chinese learners(hereinafter referred to as "intermediate learners" and "advanced learners")at Indonesia World University,and analyzes the relationship between writing strategies and discourse output effects.The results show that in the pre-writing stage,the difference between the writing strategies of intermediate and advanced learners is small,the high-frequency strategy of intermediate learners is the examination strategy(3.80),the high-frequency strategy of advanced learners is the examination strategy(4.19),the ideation strategy(4.05)and the outline strategy(3.75),and the questionnaire survey results are different from the discourse output effect.In the middle stage of writing,the differences in the use of writing strategies between intermediate and advanced learners were obvious,the high-frequency strategies of intermediate learners were help-seeking strategies(3.60)and native language strategies(3.52),while the high-frequency strategies of advanced learners were help-seeking strategies(3.79),discourse articulation strategies(3.98),accumulation strategies(3.69)and imitation strategies(4.31).Among them,the discourse articulation strategy is quite different from the text output effect,and the other strategies are basically consistent with the discourse output effect.In the post-writing stage,the difference in the use of writing strategies between intermediate learners and advanced learners was obvious,intermediate learners did not have high frequency strategy,advanced learners high frequency strategy was a check strategy(3.69),the results of the questionnaire were very different from the discourse output effect,and students did not put the check and modification strategy into practice.Based on questionnaire results,interview results and classroom observations,this paper analyzes the factors affecting the use of writing strategies for intermediate and advanced Chinese learners in Indonesia from both individual and environmental aspects.Studies have shown that the use of writing strategies is quite different between instrumental and integrated motivational learners,Chinese and non-Chinese learners.There was little difference in the use of writing strategies between field-independent and field-dependent learners and learners of different genders.The teaching environment and learning tasks also influence the use of learners’ writing strategies.In order to improve the application of Chinese learning strategies at World University Indonesia,this paper puts forward targeted suggestions from three aspects: students,teachers and teaching materials,in order to stimulate students’ interest and potential in writing,promote the acquisition of Chinese as a second language writing knowledge and skills,and comprehensively improve writing ability.