A Study On The Selection Of Cultural Factors In International Graded Chinese Readings

Listening,speaking,reading and writing are all important aspects of the international Chinese teaching process.To learn a language well requires a lot of reading.In order to ensure students’reading quantity and further improve Chinese learners’ reading skills,reading teaching in the classroom is not enough,and reading outside the classroom plays an irreplaceable role.The ecological environment of international Chinese teaching has changed,extending from classroom learning mode to independent reading outside the classroom.Graded readers can not only meet learners’ needs for extracurricular reading,but also complement the intensive reading classes in the classroom to a certain extent,which can enhance learners’ understanding of Chinese culture and improve their intercultural communication skills,etc.Using the graded readers of Chinese Everyday Reading as a research sample,the cultural factors in them are counted and analyzed,and the characteristics and shortcomings of the selection of cultural factors are summarized to provide suggestions for the preparation of international Chinese graded readers.Firstly,the core concepts are explained by sorting out and studying the relevant literature at home and abroad.International Chinese graded readers are a series of reading materials written or rewritten with limited vocabulary for second-language learners to read independently outside the classroom,with the characteristics of strong systematicity,highlighting Chinese culture,student-centered and focusing on reading experience,taking vocabulary as the grading standard and promoting Chinese language acquisition as the purpose.Taking learners’ Chinese language levels as the starting point,this paper classifies graded readers into primary,secondary and advanced readers to meet the reading needs of learners at different learning stages.The cultural factors of international Chinese graded readers are implied in the structure system and expression system of the target language,reflecting the specific cultural connotation of the nation’s values,customs and habits,and way of thinking,with the characteristics of implicitness,dependence,practical application and representativeness.The value of cultural factors is mainly reflected in the benefits of understanding and grasping Chinese culture,eliminating barriers and misuses in communication,and enhancing intercultural communication skills.With reference to previous studies,the cultural factors are divided into three primary cultural factors and 32 secondary cultural factors,namely,social life,traditional culture and contemporary China.Using Chinese Daily Reader,a typical graded reader,as a research sample,the cultural factors in it are counted and analyzed in three main aspects.First,the hierarchical composition of cultural factors was analyzed.The cultural factors appearing in its primary,secondary and tertiary readers were counted.Combining the second language acquisition theory and cross-cultural communication theory,we concluded that the hierarchical composition of cultural factors in this set of readers is reasonable and meets the reading needs of learners at all stages.Second,we analyzed the type composition of cultural factors.The three primary cultural factors and 32 secondary cultural factors in the set of readers are analyzed in detail.Third,we analyzed the presentation of cultural factors,and summarized the characteristics and shortcomings of the four main presentation methods:text,"trivia",pictures,and cover design.According to the results of the preceding analysis,the characteristics of international Chinese graded readers in the selection of cultural factors are analyzed in the light of the theories of second language acquisition and cross-cultural communication,mainly including modern life as the main factor and traditional culture as a supplement;close to life,focusing on practicality;rich categories,focusing on the whole;step by step,combining with students’ language level;interesting,adapting to students’ ability,etc.,which can provide some reference for the preparation of graded readers.The analysis concluded that the cultural and cultural aspects of the books were not only useful,but also important.After that,the problems in the selection of cultural factors are summarized according to the analysis,such as some cultural factors are not very current,the proportion of middle and high level contemporary cultural factors is small,and the selection of cultural factors ignores regional and national characteristics.To improve the selection of cultural factors in the Chinese International Reader,suggestions for revision and improvement are offered.First,the weighting of cultural factors should be harmonized and the proportion of cultural factors of modem life should be increased in middle and high schools.Second,the pluralism and ethnicity of cultural factors should be taken into account and the cultures of different regions and ethnic groups should be incorporated.Third,it should increase the contemporary connotations of cultural elements,updating the outdated ones and incorporating new cultural elements.Fourth,the proportion of communicative cultural elements should be increased.Fifth,new media technology should be used to present cultural factors in a variety of ways,combining exercises and multimedia tools.In summary,a more comprehensive and in-depth study is made on the selection of cultural factors in the international Chinese graded readers "Chinese Daily Reading",in order to provide reference for the selection of cultural factors in international Chinese graded readers.