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1、AStudyonCross-culturalBarriersinReadingofEnglishI.IntroductionDecodingandcomprehensionarethetwomaintasksforreading:InEnglishlearning,theelements,whichinfluencethereadingarelinguisticknowledge,culturalbackgroundknowledge,languageskills,andintelligentelements(theabilitiesofthoughtsuchasmotiva
2、tion,purpose,emotionandcontrol).Masteringlinguisticknowledgeofphonetics,vocabularyandgrammarishelpfultodecodethewordsymbols.However,intheprocessofreading,manyChinesestudentsalreadypossesstheaboveknowledge,buttheystillcannotcomprehendthetextscompletely,sounderstandingtheculturalcontentofwhat
3、onereadsisacrucialfactorinreadingcomprehension.Becauselanguageisthecarrierofculture,people'swordsanddeedsreflectcertainculturalconnotationconsciouslyorunconsciously.Everysocialcommunicationpossessesitsowncertainthoughtpattern,value,custom,andwayoflife.For“Theinfluenceofbackgroundtocomprehen
4、sionislargerthanlanguageknowledge.”(Ma,1995).Manystudiesindicatethatwithoutsufficientbackgroundknowledgeofsocialculture,thereaderscannotcomprehendthedeepmeaningoftexts.Thispaperwillexaminethecross-culturaldifficultiesintheprocessofEnglishreadinginthreeaspects:whatthemaindifficultiesareinrea
5、ding,whythesedifficultiesexistandhowtoreduceandeliminatethemtoachievetheexactcomprehension.Thepaper,fromtheperspectiveofcross-culturalcommunication,triestoanalyzetheroleofculturalknowledgeinreadingcomprehension,generalizesthecomprehensionbarriersChinesestudentsmeetinthecomprehensionprocesso
6、fEnglishreadingandexplainstherelationshipbetweenthebarriersandlanguage.Thepaperthenanalyzestheinternalcausesofthebarriers.Andlastly,itbringsforthapproachesandmethodsforeliminatingthebarriers.I.TheRoleofCulturalKnowledgeinReadingComprehensionAlongwiththedevelopmentofAppliedLinguisticsandPsyc
7、holinguistics,theAmericanscholar,Goodman(1982)negatedthetraditionalreadingtheoryandposeda“psycholinguisticreadingmodel”,whichconsidersthatreadingisnottheprocessofpassivedecodingandreadingliterallyanymore.Ratheritistheprocessofactive“guessing–confirming”a
