A Two-way Interactive Research of New HSK Reading Test Level 5 and Teaching Strategies for Chinese Learners Based on Micro Reading Skills： A Case Study of Intermediate-Chinese-level Korean Learners

This research explores a teaching strategy design of Chinese reading comprehension by using new HSK Reading Test level 5 in a two-way interactive model based on micro reading skills. Through generalizing the classifications of micro reading skills approached by different scholars into 3 categories——words comprehension micro skills, sentences comprehension micro skills and discourse comprehension micro skills, we thoroughly investigated and analyzed the distribution of micro reading skills involved in the new HSK Reading Test level 5, and the usage statu of Chinese reading micro-skills by 43 Korean Chinese learners. We found out the 3 main weak items of their micro-skills were guessing meaning from context, extracting the trunk, and catching word mark. Targeting to ameliorate these weak items of Korean Chinese learners, we designed the specific training plan for them. By using a teaching strategy of 4 phases——micro skills awareness training phase, micro skills exercise phase, reflection phase and effect verification phase, we conducted a teaching experiment with a control group and achieved the goal of improving the teaching effect of Chinese reading classes in an empirical way， which can provide positive reference for the research on improving Chinese learners’ reading ability and Chinese reading teaching methods in the field of international Chinese education.