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1、AStudyonCross-culturalBarriersinReadingofEnglishI.Introduction Decodingandcomprehensionarethetwomaintasksforreading:InEnglishlearning,theelements,whichinfluencethereadingarelinguisticknowledge,culturalbackgroundknowledge,languageskills,andintelligentelements(theabilitiesofthought
2、suchasmotivation,purpose,emotionandcontrol).Masteringlinguisticknowledgeofphonetics,vocabularyandgrammarishelpfultodecodethewordsymbols.However,intheprocessofreading,manyChinesestudents alreadypossesstheaboveknowledge,buttheystillcannotcomprehendthetextscompletely,sounderstanding
3、theculturalcontentofwhatonereadsisacrucialfactorinreadingcomprehension.Becauselanguageisthecarrierofculture,people'swordsanddeedsreflectcertainculturalconnotationconsciouslyorunconsciously.Everysocialcommunicationpossessesitsowncertainthoughtpattern,value,custom,andwayoflife.For“
4、Theinfluenceofbackgroundtocomprehensionislargerthanlanguageknowledge.”(Ma,1995).Manystudiesindicatethatwithoutsufficientbackgroundknowledgeofsocialculture,thereaderscannotcomprehendthedeepmeaningoftexts.Thispaperwillexaminethecross-culturaldifficultiesintheprocessofEnglishreading
5、inthreeaspects:whatthemaindifficultiesareinreading,whythesedifficultiesexistandhowtoreduceandeliminatethemtoachievetheexactcomprehension.Thepaper,fromtheperspectiveofcross-culturalcommunication,triestoanalyzetheroleofculturalknowledgeinreadingcomprehension,generalizesthecomprehen
6、sionbarriersChinesestudentsmeetinthecomprehensionprocessofEnglishreadingandexplainstherelationshipbetweenthebarriersandlanguage.Thepaperthenanalyzestheinternalcausesofthebarriers.Andlastly,itbringsforthapproachesandmethodsforeliminatingthebarriers.I.TheRoleofCulturalKnowledgeinRe
7、adingComprehension AlongwiththedevelopmentofAppliedLinguisticsandPsycholinguistics, theAmericanscholar,Goodman(1982)negatedthetraditionalreadingtheoryandposeda“psycholinguisticreadingmodel”,whichconsidersthatreadingisnottheprocessofpassivedecodingandreadingliterallyanymore.Rather
8、itistheprocessofactive“guessing–confirmi
