Study On The Influencing Factors And Training Of Chinese Reading For Intermediate And Senior Thailand Students

Reading comprehension is an indispensable ability to master a language.It plays an important role in the teaching of Chinese as a second language and has always been the focus and difficulty of learners' learning.Since 80 time,the second language reading research results quite abundant.Second language reading is a multi-factor interaction process,examine the learners' reading ability need to consider many factors.The research object of this study is the third and fourth grade Chinese students in a university in Thailand,and they are intermediate and high level learners.To explore the effect of vocabulary knowledge,syntactic knowledge and morphological awareness on reading comprehension.It is found that vocabulary knowledge and morphological awareness contribute significantly to reading comprehension,and this effect persists in two grades,and vocabulary knowledge has always been the greatest contributor to reading.Morphological awareness contributes less than vocabularies,but still works independently in reading comprehension.Syntactic knowledge has no contribution to reading,and it is true in both grades.Based on this result,this study chooses morphological awareness to carry out morpheme training for the third grade students,which includes compound morphological awareness and homomorphic morphological awareness.The results of pre-test reading comprehension showed no significant difference in reading comprehension between the two groups.The results of post-test reading comprehension showed that the reading comprehension scores of the students in the training group were higher than those in the control group,and the difference of the reading scores was significant.This shows that morpheme training can promote reading comprehension.Combined with practice,from vocabulary teaching,syntax teaching and morpheme teaching three aspects of the relevant recommendations.The purpose of this study is to investigate the relationship between reading comprehension factors and to improve the L2 reading ability of Chinese learners and enhance the development of Chinese as a second language teaching.