The Designing And Writing Of Synchronous Reading Materials Of Feiyue Chinese(Ⅲ)

As an important part of language learning,reading also occupies an important position in the teaching of Chinese as a second language.Synchronous reading is a extracurricular reading materials for students,which is written by the content of the textbook.It plays a bridging role in language learning that connects the learning of the textbook and the reading after class.Based on the textbook Feiyue Chinese(III),and used by the Confucius Institute of the Catholic University of Santa Maria in Peru,the author has compiled synchronous reading for it,providing learners with extracurricular reading supplements,allowing learners to reproduce the vocabulary and language knowledge of the textbook in reading interesting reading texts,and strengthening the learning effect of the class.Before compiling,the author combined with relevant theories to sort out and analyze the research of the predecessors on extracurricular reading books and synchronous reading books to absorb the writing opinions of the predecessors to form a general framework of ideas.At the same time,the author integrate all the language knowledge in the Feiyue Chinese(III)textbook,fully understand the content of the textbook before compiling text of each lesson,and sort out the new words,grammar and exercises of the textbook to avoid unfamiliarity.In the process of compiling,under the guidance of “schema theory”,“affective structure theory” “context theory” and “the principle of learning and using together”,the author integrates the new words of each lesson in the textbook into the text of synchronous reading.In order to increase the interest of the text,the author sets novel points in the writing of the reading text,so that learners can "learn in interest" and use language knowledge correctly in the context provided by synchronous reading.In addition to writing interesting textual texts,there are practice questions,cultural knowledge extensions,and singing and tongue twisters for relaxation.In order to ensure the legibility of simultaneous reading,the author converts difficult words into easy-to-understand expressions by replacing,deleting,interpreting,adding pictures and translating them in Spanish.After the compilation,the author uses two software “Guidelines for Chinese Graded Reading” and “Guidelines for International Chinese Learning and Teaching”to detects synchronous reading from three aspects: length,vocabulary level,and overall difficulty to grasp the overall writing situation.At the same time,this synchronous reading is used for learners who are learning Feiyue Chinese(III)to read after class.The author collect feedback from teachers and students,learning about the writing situation from different opinions to test the scientific nature of synchronous reading and find deficiencies.According to the problems generated during the compilation and the different feedback after the writing,the advantages and disadvantages of this synchronous reading are objectively analyzed.The author concludes that synchronous reading can supplement learners’ after-school reading and enhance the teaching effect.On the other hand,it also draws inspiration from feedback and puts forward suggestions for writing: vocabulary levels nedd to be strictly controlled,text interest needs to be strengthened,exercises need to be varied,and cultural knowledge needs to be in-depth and specific.The research is expected to contribute to the research on the compilation of synchronous reading books for Chinese as a second language,and at the same time provide help for learners’ Chinese learning.