The Application And Enlightenment Of Children’s Language Development Theory In The Compilation Of Chinese Second Language Graded Readings

Reading is essential as a tool for developing children’s reading skills,while the development of graded readings determines,on a large part,decide whether children can read good graded readings and the development of cognitive ability of Chinese characters.Graded reading is a special way of reading in the stage of children’s reading ability,which can cater to children’s reading psychology and reading style,and develop strong reading skills with the help of high-quality graded reading books..Graded reading has been developed overseas for decades and has a long history.However,as a development of Chinese second-language graded readings,we are still in a very slow development process.Although Chinese is in a higher position in the world,our graded readings are still at a preliminary stage of development.Most of the existing graded readings are difficult to cater to the overseas children.Therefore,based on the theory of children’s language,this paper analyzes and compares the relevant linguistic theories used in the current graded readings,and compares them through the existing second-language English reading books and Chinese graded readings,such as the number of new words,the vocabulary recurrence rate,and the average sentence length.Carry out specific statistical analysis of the data,combined with the specific content and theme of the English-Chinese graded readings observed by the author when establishing the corpus,to analyze the application of children’s language theory and the advantages and disadvantages of English-Chinese books.And hope that through comparative analysis,it will have certain enlightenment for the preparation of Chinese second-language graded reading materials in China.Make a contribution to China’s graded reading books for Chinese as a foreign language.