An Investigation Of Graded Readers In Chinese As A Foreign Language From The Perspective Of International Communication Of Chines

In recent years,graded readers of Chinese as a foreign language have gradually entered the field of vision of researchers,and have become the object of attention of more and more researchers.The research on graded readers of Chinese as a foreign language is of great significance to the reading ability of international Chinese learners,teachers’ conversion of Chinese reading teaching methods,and the spread of Chinese culture.However,if the editor wants to compile a set of excellent graded books on Chinese as a foreign language,he cannot only rely on the editor’s experience or randomly select excellent articles for arrangement and combination,but should support the text content of the books based on theoretical research and research results.Based on the data of three sets of graded books of Chinese as a foreign language that have been published,this paper analyzes the advantages and disadvantages of the selection of reading materials,Chinese characters,vocabulary and phrases in grading,supplemented by the examples of graded reading on the level of international students in China,and summarizes the graded books.The feasibility of grading and the effectiveness of graded reading for learners.This article is divided into eight parts.The first part is the preface,which mainly introduces the research background,including the relationship between graded reading and graded readers,and the significance of compiling graded readers in Chinese as a foreign language in the later period."Graded Reader","Good Friends Graded Chinese Reader（Adult Edition）" graded reader and "Graded Chinese Reader";the research content is the selection of three sets of graded readers for Chinese as a foreign language,Chinese characters,vocabulary,phrase and graded reading for international students.Research on the influence of ability;research methods are literature research,quantitative analysis,comparative analysis,experimental research and interview.The second part is the research on the selection of graded readers for Chinese as a foreign language,which quantifies,analyzes and compares the themes and genres of the three sets of graded readers for Chinese as a foreign language.The third part is the analysis of Chinese characters in graded books of foreign Chinese,which analyzes the characteristics of Chinese characters in the books from the perspectives of word examples,character types,character type ratios and their variants;To analyze the lexical characteristics of the readings in terms of gender,vocabulary density,word length and word frequency,and then compare the vocabulary of each level of the reading with the vocabulary of the "HSK Standard Course" and "Chinese Proficiency Standards for International Chinese Education",and observe whether the vocabulary of each level is consistent with Match the official standards first;the fifth part is the analysis of phrases in graded reading materials in Chinese as a foreign language,observing the performance of key phrases in the reading materials,and summarizing the sequence of phrases;the sixth part is the research on the impact of graded reading on the Chinese reading proficiency of international students in China,confirming that the graded reading materials The feasibility of this paper and the key factors that affect the graded readers;the seventh part is the suggestion for the compilation of graded readers of Chinese as a foreign language,and some suggestions for the later compilation of graded readers of Chinese as a foreign language are put forward;the eighth part is the conclusion,summarizing the existing research results and research deficiencies of this paper.The research found that there are problems of single subject matter and genre in graded readers of Chinese as a foreign language.The three sets of readings all reflect a small number of themes and genres,with only one or two combinations.The difference between the number of Chinese characters and the number of Chinese characters between the grades of graded Chinese as a foreign language is too large,and some readings are still reduced;Diversity focuses on word cases,word types,word type ratios,and excellent Uber index,while vocabulary density focuses on content word density and function word density,but there are many factors that affect content word density,such as noun density,verb density,and adjective density.In the long word frequency,most of the one-character words and two-character words account for the main part of the text.In addition,after the comparison between the reading material and the "Standard" was completed,it was found that the vocabulary level of the reading material did not correspond to the standard level,that is,the vocabulary of the same level was not based on the "Standard" vocabulary.Verb phrases and noun phrases are the majority of phrases in graded readers of Chinese as a foreign language,but the two main phrases are distributed in a disorderly level.In the empirical research,the international students who participated in the graded reading learning expressed their affirmation of the graded reading learning and teaching.They all believed that graded readers would help improve their own Chinese proficiency,and also said that Chinese characters were the biggest difficulty in their reading process.Finally,this paper puts forward some opinions on the later writing of graded readers of Chinese as a foreign language,including uniform distribution of subject matter and genre categories in each level,adding word examples with the growth of reading materials,and corresponding vocabulary levels to levels,etc.