Teaching Chinese as a foreign language cultivates students' listening, speaking, reading, writing and translating abilities. In these five aspects, "reading" includes reading aloud and reading aloud. In teaching Chinese as a foreign language, reading aloud has not received due attention compared with reading aloud. Some researchers wrote that reading aloud is a missing link in teaching Chinese as a foreign language and a blind spot in teaching Chinese as a foreign language. This phenomenon deserves our attention and study.

Reading aloud plays a special role in teaching Chinese as a foreign language. Reading aloud is to turn written language into spoken language and silent reading into spoken language. This change is of great significance. As we all know, learning any language, including Chinese, can't just learn spoken language, but must master written language. Mr. Luo Changpei and Mr. Lv Shuxiang pointed out long ago that in the Report of the Academic Conference on Standardization of Modern Chinese 1955, "the language of' language standardization' refers to the national common language, and the concentrated expression of the national common language is literary language, and the main form of literary language is written language, so the main object of standardization is written language." "Literary language has a spoken side, but by no means all spoken languages are literary languages; Literary language is not a copy of everyday language, but a form of everyday spoken language processed by literature. Literary language is different from conversation, and the content is generally more complex and abstract, so it needs to be more precise, detailed and logical. In fact, written language plays an extremely extensive role in the development of culture through printed matter, leading the whole language, including daily spoken language, to develop in a more perfect direction. Therefore, the standardization of language must take written language as the main object. ..... There are all kinds of works, some of which are discarded after reading, and some of which have been talked for a long time. Undoubtedly, the latter plays a decisive role in the consolidation and development of norms. " What I am talking about here is the standardization of Chinese, but it also applies to teaching Chinese as a foreign language, because teaching Chinese as a foreign language naturally requires teaching standardized Chinese.

At the same time, reading aloud can make students appreciate the beauty of Chinese. Chinese has a tone, which is a language with a special sound beauty, but this sound beauty of Chinese can't be realized in silent reading. You must read aloud. Only by reading aloud can you truly appreciate the beauty of Chinese tones. "The two altitudes of' Poplar' are short before and long after, low before and high after, and light before and heavy after, which shows the characteristics of poplars. "weeping willow" has the characteristics of willow. Open-minded is open-minded, open-minded is open-minded. Isn't that tone more and more effective? " This feature of Chinese will be gradually realized by international students.

The process of learning to read aloud is also the process of learning standard modern Chinese and Putonghua. Reading aloud is a very effective way to learn Mandarin. This is because, "if readers want to read a written work, every word, every sentence of this work must first solve the problems of initial consonant, vowel, tone, light and heavy format, Hua Er, sound change and so on. This is indeed a problem that needs careful consideration and cannot be careless. Beginners learning Mandarin, reading aloud is easier to find problems and correct mistakes. For example, read' South' as' Lan Fan'; Read the tone value of the word "village" in "rural" as 33 or 22 instead of 55; Read' warrior' in medium format, not heavy format; Reading good (wow) as good ... this is not standard, nor can it be said to be standard, standard Mandarin. When speaking, there is no written basis, the language flows quickly, the tongue is soft and weak, and it is not susceptible to existing problems. The times have changed and it is really difficult to correct them. " When foreign students learn Chinese, their pronunciation and intonation are often not very accurate. There is a phenomenon called "foreign accent and foreign accent". It is not enough to overcome and correct "foreign accent and foreign tune" only by relying on general pronunciation teaching.

As far as the efficiency of Chinese teaching is concerned, reading aloud teaching is by no means a waste of time, but often an improvement of efficiency. This is because reading aloud is an activity with eyes, mouth and ears. Multiple senses working at the same time will leave a deeper impression on people. "Written works are visual and can be read repeatedly and often, which is undoubtedly an advantage. However, reading still has certain limitations. In addition to speed reading, it is intensive reading, which is introduced into the brain through only one channel, leaving a far less impressive impression than many channels. It's like watching a stage play is more profitable than watching a script, and the reason is the same. Read aloud, not only to watch, watch repeatedly, but also to become audio language, thus increasing the stimulation channels introduced into the cerebral cortex; At the same time, it is more necessary to carefully understand and accurately express the word meaning and spiritual essence of written works. In this way, higher requirements are put forward for the works of body odor, and more benefits are obtained from in-depth body odor. By reading aloud, you will find the problems of "right taste" or "wrong taste", "appropriate" or "inappropriate", so you will look again, appreciate again and read again. This repetition of Excellence means a deeper understanding and feeling of written works. It should not be ignored that after resorting to sound, the thoughts and feelings loaded by sound output are more emotional than those contained in the text and behind the text. Therefore, due to the reader's re-creation, the listener can appreciate the written works more deeply than himself, and his judgment and evaluation will be more practical. "

Reading aloud teaching is very valuable. However, according to the current teaching practice, most foreign students' Chinese reading ability is very poor. Some researchers have noticed that some foreign students can't even read the text at all. "The read Chinese is word-for-word, stuttering, lack of coherence, no sentence breaks, no rhythm, no tone sandhi in the language flow, or blunt tone sandhi. Coupled with irregular pronunciation and modal particles unique to the mother tongue, it is hard and obscure, full of foreign accents. If you don't read the text, you won't know what language the students are reading, what content they are reading, and even less how to deal with rhythm and light and heavy sounds, and grasp and express the fluency of feelings. " It is pointed out that "poor reading ability and neglect of reading not only have negative effects, but also in listening, speaking, reading and writing, and even affect the whole process of Chinese learning."

The teaching of reading aloud needs improvement. First of all, we should change our concept, that is, we should fully understand the value of reading aloud in teaching Chinese as a foreign language. Secondly, teachers should also improve their reading ability. Teachers of Chinese as a foreign language should have the necessary reading knowledge and basic reading training. This is essential for teachers to demonstrate reading. At the same time, it is also essential to guide students. "If the teacher's reading level is not high, or there is no appreciation ability, he can't come up with a wonderful model essay reading and can't guide students. In class, the teacher reads aloud with vivid expressions. This kind of on-site teaching effect is the best. " Third, we should also consider the issue of teaching materials. At present, many texts selected in teaching Chinese as a foreign language are not suitable for reading aloud.

The problem of reading aloud in teaching Chinese as a foreign language is not isolated. For many years, the modern and contemporary Chinese education in China has focused on explanation, but not enough attention has been paid to reading teaching. In fact, it abandoned the valuable experience of traditional Chinese teaching in China. In recent years, people of insight in the field of Chinese teaching attach importance to the characteristics of Chinese itself and the inheritance of traditional Chinese teaching experience, including reading aloud, which will inspire the teaching of Chinese as a foreign language.