The Analysis Of The Readability Of Chinese Graded Reading

At the beginning of this century,the concept of graded reading was introduced into China,and with the development of Chinese as a foreign language,Chinese graded reading emerged.It has been proved that graded reading is a good extensive reading material for second language learners and an effective extension and assistance to classroom teaching.However,due to the late start time,scientific and unified grading standards have not yet been established,there are some problems such as the lack of reading materials,the lack of a wide range of topics and the need to improve the repetition rate of vocabulary.At present,the research on Chinese second language graded reading focuses on the overall study of the reading materials and the detailed analysis of the structure,vocabulary and exercises of the published reading materials,the investigation angle and the research paradigm are limited,and take the quantitative statistics data analysis primarily,the qualitative interview research and so on is few.Compared with subjective evaluation,answering questions according to the text,and cloze,using “Readability formula”to evaluate the difficulty of reading the text has the characteristics of objectivity,simplicity and economical.In this study,we introduce the readability formula of Chinese text developed by Guo Wanghao(2010),which is suitable for foreign students,this paper makes a comparative analysis of the results of vocabulary,Chinese characters,sentences and readability formulas of four books of 500 word levels in Chinese Tiantiandu(edited by Zhu Yong,Foreign Language Teaching and Research Press)and practical Chinese graded reading series(edited by Cui Yonghua,Beijing Language and Culture University Press).The goodness-of-fit of this formula is the highest among the current Chinese L2 readability formulas,and its application scope is relatively wide.The purpose of this study is to explore the differences in vocabulary,Chinese characters,sentences and overall readability between two sets of reading materials at the same word level,and to explore the reasons behind the differences,finally,some suggestions are put forward to promote the scientific writing of Chinese second language graded readings.Combined with the previous data analysis,the following recommendations are finally made:(1)control the difficulty of reading materials reasonably;(2)adjust the difficulty gradient of the reading material;(3)enrich the content of the texts;(4)develop more ways to read.