A Comparative Study Of The Effects Of Oral Reading And Silent Reading On Chinese Learners In Thailand

During the process of second language acquisition,reading is an important input of language learning as one of the four language learning skills,it's also an important channels to achieve the communication and understanding of information.The results of the existing research show that different reading methods(sound reading and silent reading)can systematically affect the reading effect.But because of some differences among experimental objects and test methods,leading scholars made different experimental results.Domestic research on this subject is on the rise,however,there is hardly any research on the acquisition of Chinese as a second language learning.Therefore,based on the above research status,this topic digs out the differences of reading effects among learners in different Chinese proficiency in Thailand from the perspective of reading methods,and tries to explore the suitable way of reading teaching for Chinese learners.Based on the relevant research of scholars at home and abroad,this study explores the differences in the effects of oral and silent reading,and at the same time,the reading effects of inference and non-inference questions are examined.This paper makes a full test and investigation on the Chinese learners of primary and middle level in Thailand by means of empirical research,questionnaires,interviews,comparative analysis and other research methods,and carries out horizontal analysis and longitudinal comparison of the experimental results.The aim of the study is to find the difference effect of reading mode on Thailand primary and intermediate Chinese learners,so as to provide relevant teaching reference for Chinese reading teaching.According to the results of the experiment,the following conclusions can be drawn:(1)The effect of sound reading on the primary Chinese learners is significantly better than that of the silent reading,which shows that the sound input and pinyin assistance in classroom teaching can effectively enhance learners' language perception and comprehension.(2)There is no significant difference in the reading effect between the intermediate Chinese learners,which shows that the application effect of the silent reading has been improved with the improvement of learners'Chinese language reserves and Chinese ability.(3)The reading performance of inferential questions of junior and middle-level Chinese learners is significantly lower than that of non-inferential questions,which shows that the learners' ability of integrating and inferring information needs to be improved and teachers and learners should pay attention to it.According to the above findings,the following teaching suggestions can be put forward:(1)In the teaching process,teachers should apply different reading methods to reading teaching according to the learning characteristics,learning rules and learning needs of learners with different Chinese levels.For primary Chinese level learners,we should pay attention to a large number of repeated audio input reading,while encouraging reading output;The middle-level Chinese learners should not only pay attention to the audio reading,but also focus on guiding to the silent way of reading.(2)We need to pay attention to training the ability of learners to infer and integrate information on reading materials,so as to improve the reading level of learners.