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1、AnAnalysisofTeachingEnglishReadinginMiddleSchools:fromthePerspectiveofInterculturalCommunicationI.IntroductionWiththeboomingglobaleconomy,Englishplaysamoreandmoreimportantroleininternationaltrade.ThenumberofstudentsandsocialgroupsthatareinterestedinlearningEnglishhassharplyincreasedinrecenty
2、ears.Hao(2007)statedthatwiththeincreaseofcross-culturalcommunicationandtogowiththepresentsociety,thefinalpurposeofEnglishteachingshouldbedefinedasdevelopingthestudents’cross-culturalcommunicativeability.Thisisthecapabilityofperpetratingcommunicationwithpeoplefromdifferentplaceswithdifferentc
3、ulturalbackgrounds.Therefore,Englishteachingalsoisatypeofactivityofcross-culturalcommunicationteaching.IntheEnglishteachingsystemofmiddleschools,readingteachingplaysasignificantrole.Furthermore,EnglishreadinginputalsoisthemajorsourceforaChineseESLstudent.AsNuttall(2002)contends,languageimpro
4、vementisanaturalby-productofreading(P.30).Theroleofreading,therefore,exertsgreatinfluenceontheEnglishreadingteaching.However,foralongtime,whenteachingEnglishreadinginmiddleschools,teachersalwaysemphasizethelanguageteachingandoverlookitsculturalbackgroundknowledge.Asaresult,Englishreadingteac
5、hingcannotmeettherequirementsofthepresentcross-culturalcommunicationforculturalknowledgeisanimportantelementofcross-culturalcommunication.Han(2007)statedinmanysituations,itisoftenfoundthatalthoughthestudentshavemasteredcertainEnglishvocabularyandgrammar,theystillcannotcomprehendtheauthenticm
6、eaningoftextorencounterreadingobstacles.Thereasonforthiscaseistheabsenceofculturalknowledge.Hence,teachinglanguageistoteachculture(Kramsch,1993:177).AccordingtoWu(2003),Englishreadingabilitycanbecalledakindofcomprehensivecommunicationability.Ifpeoplewanttounderstandatext,graspthemainideaofte
7、xt,andusetheinformationfromtexttopredict,judgeandreason,culturalknowledgemustbepossessedapartfromcertainEnglishlanguageknowledge.1Widdowson(citedinCheng,2007)statedthatreadingalsoisakindofinteractionbetweenthewritersandreaders.Tosomeextent,iftherei