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1、AnAnalysisofTeachingEnglishReadinginMiddleSchools:fromthePerspectiveofInterculturalCommunicationI.IntroductionWiththeboomingglobaleconomy,Englishplaysamoreandmoreimportantroleininternationaltrade.Thenumberofstudentsandsocialgroupsthatareinterestedinlearn
2、ingEnglishhassharplyincreasedinrecentyears.Hao(2007)statedthatwiththeincreaseofcross-culturalcommunicationandtogowiththepresentsociety,thefinalpurposeofEnglishteachingshouldbedefinedasdevelopingthestudents’cross-culturalcommunicativeability.Thisisthecapa
3、bilityofperpetratingcommunicationwithpeoplefromdifferentplaceswithdifferentculturalbackgrounds.Therefore,Englishteachingalsoisatypeofactivityofcross-culturalcommunicationteaching.IntheEnglishteachingsystemofmiddleschools,readingteachingplaysasignificantr
4、ole.Furthermore,EnglishreadinginputalsoisthemajorsourceforaChineseESLstudent.AsNuttall(2002)contends,languageimprovementisanaturalby-productofreading(P.30).Theroleofreading,therefore,exertsgreatinfluenceontheEnglishreadingteaching.However,foralongtime,wh
5、enteachingEnglishreadinginmiddleschools,teachersalwaysemphasizethelanguageteachingandoverlookitsculturalbackgroundknowledge.Asaresult,Englishreadingteachingcannotmeettherequirementsofthepresentcross-culturalcommunicationforculturalknowledgeisanimportante
6、lementofcross-culturalcommunication.Han(2007)statedinmanysituations,itisoftenfoundthatalthoughthestudentshavemasteredcertainEnglishvocabularyandgrammar,theystillcannotcomprehendtheauthenticmeaningoftextorencounterreadingobstacles.Thereasonforthiscaseisth
7、eabsenceofculturalknowledge.Hence,teachinglanguageistoteachculture(Kramsch,1993:177).AccordingtoWu(2003),Englishreadingabilitycanbecalledakindofcomprehensivecommunicationability.Ifpeoplewanttounderstandatext,graspthemainideaoftext,andusetheinformationfro
8、mtexttopredict,judgeandreason,culturalknowledgemustbepossessedapartfromcertainEnglishlanguageknowledge.Widdowson(citedinCheng,2007)statedthatreadingalsoisakindofinteractionbetweenthewritersandreaders.Tosomeextent,ifthereis
