1、 Introduction

The international dissemination of Chinese language has promoted the development of teaching Chinese as a foreign language, but the effectiveness of phonetic teaching is still not ideal. Scholars such as Lin Tao, Cheng Tang, and Liu Xun pointed out that although oral fluency has improved, the standardization of pronunciation has decreased. The reasons include students' relaxed requirements for pronunciation, insufficient teaching methods, arrangements, and teacher willingness. Bowen and Marks believe that teachers are often unwilling to implement phonetic teaching. Traditional teaching focuses on initial consonants, finals, and tones, neglecting dynamic phonetic techniques in reading aloud and speech flow. Reading aloud teaching, as an imitation activity and oral and ear training, helps to improve pronunciation level, imitate the intonation pattern of a whole sentence, adapt to Chinese pronunciation, and correct pronunciation errors. Schmidt pointed out that reading aloud helps to pay attention to and solve pronunciation problems.

2、 Literature Review

This article summarizes the importance and application of reading aloud in teaching Chinese phonetics as a foreign language. Ye Shengtao regards reading aloud as an art form, while Zhang Song defines reading aloud as the activity of transforming written language into spoken language. Although reading instruction has not received sufficient attention in teaching Chinese as a foreign language, research has shown that it plays an important role in cultivating language sense, phonetics, grammar, and vocabulary acquisition. Scholars such as Wei Wanchuan, Hou Yaguang, Zhang Luchang, Guan Yingwei, Zheng Jun, and Dong Linli have proposed strategies and methods for reading aloud, emphasizing their positive impact on improving students' interest in reading aloud, cultivating language sense, and listening, speaking, and reading abilities. Zou Yanmei affirmed the necessity and importance of reading aloud teaching through empirical research, and put forward teaching suggestions. However, existing research mostly focuses on normative analysis and lacks empirical basis, failing to explore the actual effects of reading instruction in depth. In addition, there is a scarcity of literature specifically studying the role of reading aloud in teaching Chinese phonetics, and there is a gap in country specific research. Gibson explored the value of reading instruction, pointing out that teachers should make good teaching plans, reduce drawbacks, and consider learners' attitudes and learning experiences.

3、 Research Design and Research Methods

This chapter focuses on the current situation of Chinese language teaching in the Chinese Department of Roland University, pointing out that it has a long history and a large number of students, but due to limitations in curriculum design and teaching methods, the effectiveness of phonetic teaching is not satisfactory. The research subjects are second year students in the department, with a Chinese proficiency level of approximately HSK Level 3. The research method used a bilingual questionnaire survey with a total of 34 valid questionnaires, including single choice and multiple choice questions, aimed at evaluating the application effect of reading aloud in speech teaching.

4、 Results and Analysis

Students generally believe that classroom reading instruction is crucial for improving their Chinese proficiency, especially in areas such as phonetics, oral communication, vocabulary memory, and reading. Most students hope to have a reading session in class, and the time should not be less than 10 minutes. Students have a high evaluation of the teacher's reading proficiency. However, students' enthusiasm for participating in reading aloud is not high, mainly concerned about being ridiculed or criticized for reading incorrectly. In terms of reading methods, following and role-playing are more popular. When correcting errors, students prefer guidance from teachers rather than having other classmates demonstrate. In terms of evaluation methods, students tend to prefer teachers to give direct evaluations.

5、 Teaching Strategy

This chapter explores the application of reading aloud in teaching Chinese phonetics as a foreign language and proposes three teaching strategies. Firstly, combining multiple reading methods, such as teacher led reading, group reading, follow-up reading, and role-playing reading, can alleviate learners' psychological pressure and enhance their confidence. Secondly, arrange free reading time before class to help students quickly enter the learning state, improve their pronunciation standards and fluency. Finally, encourage students to read aloud outside of class and send recordings to teachers via WeChat to develop reading habits, enhance their pronunciation and confidence. These strategies aim to enhance students' pronunciation skills and language sense through reading aloud activities.

6、 Conclusion

Reading aloud teaching plays an important role in teaching Chinese phonetics as a foreign language, and learners hold a positive attitude towards reading aloud but consider it challenging. The paper analyzed learners' opinions on reading aloud through a questionnaire survey, and based on this, proposed strategies for optimizing reading aloud teaching to improve the effectiveness of phonetic teaching and reduce learners' stress.