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1、AStudyonCross-culturalBarriersinReadingofEnglishI.IntroductionDecodingandcomprehensionarethetwomaintasksforreading:InEnglishlearning,theelements,whichinfluencethereadingarelinguisticknowledge,culturalbackgroundknowledge,languageskills,andintelligentelements(theabilitiesofthou
2、ghtsuchasmotivation,purpose,emotionandcontrol).Masteringlinguisticknowledgeofphonetics,vocabularyandgrammarishelpfultodecodethewordsymbols.However,intheprocessofreading,manyChinesestudentsalreadypossesstheaboveknowledge,buttheystillcannotcomprehendthetextscompletely,sounderst
3、andingtheculturalcontentofwhatonereadsisacrucialfactorinreadingcomprehension.Becauselanguageisthecarrierofculture,people'swordsanddeedsreflectcertainculturalconnotationconsciouslyorunconsciously.Everysocialcommunicationpossessesitsowncertainthoughtpattern,value,custom,andwayo
4、flife.For“Theinfluenceofbackgroundtocomprehensionislargerthanlanguageknowledge.”(Ma,1995).Manystudiesindicatethatwithoutsufficientbackgroundknowledgeofsocialculture,thereaderscannotcomprehendthedeepmeaningoftexts.Thispaperwillexaminethecross-culturaldifficultiesintheprocessof
5、Englishreadinginthreeaspects:whatthemaindifficultiesareinreading,whythesedifficultiesexistandhowtoreduceandeliminatethemtoachievetheexactcomprehension.Thepaper,fromtheperspectiveofcross-culturalcommunication,triestoanalyzetheroleofculturalknowledgeinreadingcomprehension,gener
6、alizesthecomprehensionbarriersChinesestudentsmeetinthecomprehensionprocessofEnglishreadingandexplainstherelationshipbetweenthebarriersandlanguage.Thepaperthenanalyzestheinternalcausesofthebarriers.Andlastly,itbringsforthapproachesandmethodsforeliminatingthebarriers.I.TheRoleo
7、fCulturalKnowledgeinReadingComprehensionAlongwiththedevelopmentofAppliedLinguisticsandPsycholinguistics,theAmericanscholar,Goodman(1982)negatedthetraditionalreadingtheoryandposeda“psycholinguisticreadingmodel”,whichconsidersthatreadingisnottheprocessofpassivedecodingandreadin
8、gliterallyanymore.Ratheritistheprocessofactive“guessing–confirming”a
