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1、AStudyonCross-culturalBarriersinReadingofEnglishI.IntroductionDecodingandcomprehensionarethetwomaintasksforreading:InEnglishlearning,theelements,whichinfluencethereadingarelinguisticknowledge,culturalbackgroundknowledge,languageskills,andintelligentelements(theabiliti
2、esofthoughtsuchasmotivation,purpose,emotionandcontrol).Masteringlinguisticknowledgeofphonetics,vocabularyandgrammarishelpfultodecodethewordsymbols.However,intheprocessofreading,manyChinesestudentsalreadypossesstheaboveknowledge,buttheystillcannotcomprehendthetextscomp
3、letely,sounderstandingtheculturalcontentofwhatonereadsisacrucialfactorinreadingcomprehension.Becauselanguageisthecarrierofculture,people'swordsanddeedsreflectcertainculturalconnotationconsciouslyorunconsciously.Everysocialcommunicationpossessesitsowncertainthoughtpatt
4、ern,value,custom,andwayoflife.For“Theinfluenceofbackgroundtocomprehensionislargerthanlanguageknowledge.”(Ma,1995).Manystudiesindicatethatwithoutsufficientbackgroundknowledgeofsocialculture,thereaderscannotcomprehendthedeepmeaningoftexts.Thispaperwillexaminethecross-cu
5、lturaldifficultiesintheprocessofEnglishreadinginthreeaspects:whatthemaindifficultiesareinreading,whythesedifficultiesexistandhowtoreduceandeliminatethemtoachievetheexactcomprehension.Thepaper,fromtheperspectiveofcross-culturalcommunication,triestoanalyzetheroleofcultu
6、ralknowledgeinreadingcomprehension,generalizesthecomprehensionbarriersChinesestudentsmeetinthecomprehensionprocessofEnglishreadingandexplainstherelationshipbetweenthebarriersandlanguage.Thepaperthenanalyzestheinternalcausesofthebarriers.Andlastly,itbringsforthapproach
7、esandmethodsforeliminatingthebarriers.13I.TheRoleofCulturalKnowledgeinReadingComprehensionAlongwiththedevelopmentofAppliedLinguisticsandPsycholinguistics,theAmericanscholar,Goodman(1982)negatedthetraditionalreadingtheoryandposeda“psycholinguisticreadingmodel”,whichcon
8、sidersthatreadingisnottheprocessofpassivedecodingandreadingliterallyanymore.Ratheritistheprocessofactive“guessing–confirming
