精品成稿3000套the cultural background influence on teaching reading at high school阅读是认知活动一种综合能力的体现随着课程改革逐步推进

1、阅读是认知活动，是一种综合能力的体现。随着课程的逐步推进，阅读教学在教学中占的越来越大，然而在实际的教学中还存在一些问题，使得阅读教学达不到预期的教学效果，当然，影响学生阅读能力的众多，如语言能力、学习、阅读策略、思维迁移以及情感等诸多。而文化背景知识则是影响阅读能力的主要，由于缺少目的语国家的文化背景知识而产生理解上的错误。外语教学实际上是一种跨文化的交流，语言和文化不可分割正如法国社会学家.（1984）所言：“无论从哪方面看，文化都离不开语言。” 文化教学是社会发展的需要，在我国传统的英语教学中，教师和学生都过分注重语言形式的学习，忽视文化背景知识在英语学习中的重要性。在教学的过程中，只有

2、通过灵活有效的教学方式和教学策略，才能够改善英语教学中的突出问题，实现高中英语教学的有效性和实践性。本文主要是对于高中英语教学的现状进行分析研究，并在此基础上对于改善高中英语阅读教学提出建议策略，希望促进高中英语教学的质量，同时进一步提高学生的文化意识。；文化背景；高中生；阅读能力；影响AbstractReading is a cognitive activity, and is also the demonstration of comprehensive ability. With the promotion of English curriculum reform, reading ha

3、s taken a large proportion in English teaching,whiakes teaching pros fail to achieve the expected effect. Of course, There are several agents which affect the progress of reading ability , such as language skills, learning motivation, readingstrategies, and many other factors.However,cultural backgr

4、oundlanguage will cause misundersatanding. Just as the French sociologistRoland.Barthes(1998) said:no matter where we are,culture can notexist without language.” Cultural teaching meets the needs of so l development. In our traditional English teaching, teachers as well as students highlighted the s

5、tudy on language form,and negelected theirreplaceable role of cultural background knowledge.eaching,with the help of effective and flexiable teaching methods and strategies, we can improve the problems, achieve theeffectiveness and practicality of English teaching in highschool.This pr is mainly for

6、 the study on current readingsituations,and proes some suggestions,but the focus should be put on improving the reading quality, and strengthening students cultural knowledge.Keywords; cultural background; high school students; reading ability;influenceknowledge is the main influential reason,becaus

7、e the lack of Contentsroduction Research background Research significanceResearch on Culture and English Teaching 2.1 Definitions of Cultural KnowledgeConstructivism TheorySchema TheoryThe Problems Existingeaching Cultural background Knowledge 3.1 the Methods of Teaching Readingthe Current Situation

8、 of Teaching Reading 3.2.1 Inadequate Role of TeachersLack of Cultural AtmosphereUnreasonable Cultural Teaching TimeLack of Examination on Cultural KnowledgePrinciples ofroducing of Cultural Background Knowledge in TeachingPractical Principle 4.2 Principle of Stage4.3 Principle of Suitability4.4 Pri

9、nciple oferest4.5Principle of Sucs5.Reflections on Teaching English Reading 5.1Direct MethodsTeachers DemonstrationUse IllustrationsRole PlayIndirect MethodsCreating an Atmosphere of Learning Cultural Knowledge 5.2.2 Enhancing Teachers Cultural Knowledge5.2.3 Improving Students Understanding of Engl

10、ish Cultural Knowledge 5.2.4 Establishing the Correct Concept of Cultural Teaching5.2.5 Applying the Multi-media7.Referenceation1.roduction6.5.1.1 Classroom Discus2.4 Top-down Reading MReading comprehen is an important pure in language learningand is also a basic skill. But recent studies have shown

11、t manyhigh school students can not complete the corresponding readingcomprehen task efficiently. Therefore, for high school Englishteachers, how to promote reading comprehen and help studentsimprove their English reading comprehen is particularly important. At present, many teachers attach particula

12、r importance on thevocabulary and grammar and require students to keep mechanical memoryand reion. They attribute studentspoor reading ability totheir lack of language skills, so students are encouraged to spare noefforts to learn vocabulary, grammar, senten and expand vocabulary,master the complex

13、sententructures . Some teachers bevetas long as the students have mastered the meanings of words,sentenand paragraphs,they can understand the main idea of the article.Therefore, they bevet vocabularies and precise grammarknowledge are the key to learn English well,thus they holdtenough vocabulary le

14、arning will help enhantudents readingability, but the result of this practice is often disappoing. Inthe past, the vocabulary and grammar teaching mode neglected thegreat effect of cultural background factorshe pros of readingcomprehen. Therefore, the blending of cultural backgroundknowledge is wort

15、hy of discus. 1.2 Research SignificanceLanguage and culture are closely related to each other ,everylanguage contains their unique cultural background characteristics inthe pros of their own long-term development. Supingt alanguage learner lacks nesary background knowledge , then it isdifficult to i

16、maginet the language learner can master thelanguage. With continuous strengthening of the importance on Englishlearning, numerous people put great emphasis on the development ofreading comprehen. Reading comprehen can not simply reflectthe role of communication in daily life. At the same time, for h

17、ighlanguage, it is indispensable to understand the culture of the language well, in addition, if ants to master the is extremely inportant.1.1 Research Backgroundso having a goodd of the research background and significanceNowt cultural knowledge plays a paramount role in English reading,the key to

18、achieve excellent English grades. Accordingly, for highhase a big challenge. As we all know, language and culture areinseparable, language is like a mirror, it can vividly respond tocultural characteristics , moreover, we should also notetlearning language can not give up culture, espellyeachinglang

19、uage, teachers should make best use of cultural backgroundfactors. In our class, we often overlook the pros of learning language through culture,on the contrary, great emphasis has been puton vocabulary, grammar, learners, motivation and other factors, inaddition to these stressed factors, spel atte

20、ntion should be given to cultural background knowledge.2. Culture and English Teaching Research TheoryThe reading theory has great effect on students readingcomprehen, it also determines their reading speed and improvement of reading ability.2.1 Definition of Cultural Background KnowledgeCultural ba

21、ckground knowledge can be dividedo two kinds, broadsense and narrow sense. (Jia Zheng, 2002) Broad culturalbackground knowledge includes national history, politics, economy,education, literature, religion, sol system, living habits,rituals, customs and other aspects, while narrow cultural background

22、knowledge refers to the languaget reflects the cultural tra orforeign cultural factors, such as , idioms, proverbs, allus andquoions. It is the national languaget reflects national factors. This study chooses the narrow cultural background knowledge as one of the basic theory. 2.2 Constructivism The

23、oryReading is an essential cognitive activity in human society. It isone of the important means of human information acquisitionand animportant way to understand the world around us. In foreign languagelearning, the text data is more prevelant n dahus,fortens of thousands of English learners in Chin

24、a, reading hasethe major means of language input.he past few decades,constructivism is the most influentialreading m.Constructivism is the cornerstone of readingcomprehen.The constructivist learning theory holdst theschool English teachers, how to improve English reading comprehenschool students lea

25、rning English, reading comprehenhasestudent is the subjecthelearning pros and the activeconstructor of knowledge structure.During the teachingpros,imparting cultural background knowledge is an optimal chanceto redutudents dependence on the mother tongue, cultivatestudentserest, and attract their att

26、ention. Thus, highlighting the role of cultural background knowledge is of greatimportance.There are several factors affecting the readingcomprehen,for reading is a more complex pros. People usuallydivide these factorso two categories, language and superlanguagefactors. Linguistic factors refer to t

27、he English vocabulary andgrammatical knowledget the subjecs mastered. While superlanguage refers to the cognitive ability, reading skills andreading habits ,as well as the discourse knowledge and backgroundknowledge t the subjecs sessed. he traditional foreignlanguage teaching classroom , the teache

28、rs often focus on vocabularyand grammar teaching ,English teachers often teach readinghe wayof word by word translation,or sentence by sentence ,paragraph byparagraph.Though it seemst this kind of teaching m maycontribute to students learning at the starting po, it may bedetrimental to students lear

29、ninghe long term . Because thereexists new vocabulary and complex sententructures. Withoutrelevant cultural background knowledge,the students will notunderstand the meaning of the article. Besides, for teachers,cultural background knowledge is a nesary contenteaching.With the advancement of language

30、 teaching and the continuousenrient of experience, more attention has attached to the culturalbackground knowledge, thus hase a crul part of language teaching. The key to understand the reading discourse is to take fulladvantage of cultural background knowledge to supplement readingmaterials not men

31、tionedhe text, sot the reading chapter can closely connect with each other. And then the class can run smoothlyfrom one stage to another. Three parts constitute the teachingpros: the student, the teacher and the classroom. According toconstructivist theory, the study highlightst learning is achieved

32、through the participation of sol culture and the pros of mastering the relevant tools. Learning community is made up oflearners and assistants (including teachers, experts, counselors,etc.), they often communicatehe learning pros, sharing a2.3 Schema TheoryThe concept of schema was proed by the phil

33、osopher Kant. In1932, British psychologist Barlett appd it to psychology research,it was not until the late 70s, the schema research has found anincreasingly wide utilizationhe field of artifilelligence ,then it developedo a complete theory. The so-calledschema, which is storedhe human memory, is a

34、systematic andanized knowledge network. The schema theory of backgroundknowledge refers to the reading pros, which is the more extensive, profound and effective information from readers, not from reading materials. According to the theory of background knowledge schema, any text itself has no meanin

35、g, it only provides the instruction for the reader to make sense of the previous knowledge.According to schema theory by Rumelhart ,schema theory can be dividedo linguistic schema, formal schema and content schema. Linguistic schema refers to the learners ability to master and use thelanguage knowle

36、dge. Formal schema refers to the mastery of the textform by the learner. It is foundt the students can understand the text more easily if they are more familiar with the discourse structure. The content schema refers to the understanding of the content of the text. Generally speaking, the richer the

37、 cultural background knowledge, the easier it is to understand the content of the article. To grasp the rich cultural background knowledge sometimes has a compensatory effect for the lower language learners, to offset the lack of language knowledge and to help studentsunderstand the article smoothly

38、.In 1976 Goodman proed a top-down reading theory, he bevestreading is a psychological guessing game,and is also a guess -confirmed activity. This reading m, also known as linguisticalpsychology m, which holdst reading is not the pros ofprecise perception ,rather, it is aneractive pros betn thereader

39、 and reading materials. Effective reading is not the result ofrecognizing all the comitions of the text, but rather choosing theskillst are nesary and the least and effective clues togenerate guesses. Contrary to the bottom-up m, this m2.4 Top-down Reading Mwith mutual influence and promotion oferso

40、nal relationships.variety of learning resour, to complete a certain learning taskscomprehen.(教学法) But if you do nove the basic abilityto identify vocabulary and syntactic structure, this m alone doesnot really help to understand the whole meaning of the text. Top-down m emphasizes the reader is the

41、center of reading,.We allhave the experience of reading somethingt does not contain any new words or structures,but it is difficult for students tounderstand the text well.However,in another case,although we meetwi reading material with various new vocabulary and structure,westill can understand it

42、well.Its bevedt teaching readingwith background knowledge,students will be easy to learn the text.The m also arguest reading is starting from the smallestlanguage unit, from the understanding of letters, phonemes, and then to syllables, words, from the understanding of sentence to passageand the who

43、le meaning of text. The principle of the top-down m ist the written text isanized hierarchically,t is,voice,syllable, morpheme, word and sentence level respectively. It isobvioust this m emphasizes the decisive role of languageitselfhe pros of information acquisition, focusing on thelanguage informa

44、tion in reading materials, andt the readingpros is a decoding pros (from part to the whole. )hism the theory stresses the reader should have connection withrelevant background knowledge. he me, the reading prosinvolves readers own cultural background and sol culturalknowledge , in a word, it is read

45、ers existing knowledge structure.ly the reader makes a preliminary prediction of thearticle, and then selects some of the language clues from the articleto verify whether the previous prediction is correct and makesfurthredictions. Whats more, the whole reading pros iscarried out aftredictions. The

46、reading pros following the top-down m has its own characteristics:The main goal of reading is to get meaning, not to master the letters.Readers can understand the text without knowing the meaning of every word.Readers should use meaning and grammatical clues to identify newwords.rolen the new words

47、and new structures in readingemphasizest ones background knowledge plays a more importantseries of skills to identify vocabulary.(5) Reading is the information obtained by reading.over-emphasisd the function of background knowledge and neglectsother factorch as word ,phrase and senten,which led to t

48、hedrop down of students reading level.3.The Problems Existingeaching Cultural background KnowledgeThe maarget of teaching reading is to help learners make sensediverse reading materials . To consolidate students languagelearning, it is crul for teachers to implement further reading activities. Encou

49、raging students to use schemata for obtaining meaningful cultural background knowledge, hence learners havediscourse structure awareness through reading, and trying to use theassoted word learned in practice, paying attention to logic andstructural development. The step to understand reading is to k

50、now the reading methods in class.3.1 The Methods of Teaching ReadingTeaching reading can be dividedo three aspects:form-focusedteaching,cultural teaching and language skill teaching.Readingmaterial is one of the maeans of accepting language input forlanguage learners,which includes some new language

51、 items,vocabularyand grammar structure.Hel students learn these new language itemsshoulde the objectives of teaching reading.he cultural- focused English teaching,reading material is also the means of cultural input,involving cultural teaching accordingly.Classroom reading activities have several ca

52、togories according to itsown pures and functions.The reading activities can be explained asfollows.For prind ermediaearners,oral reading can be used to:examine learners top-down language skilltest learners pronuntionattract learners attentionSnt reading can be dividedoensive reading and extensiverea

53、ding.ensive reading has two pures:learning language andobtaining information, at the same time,ensive reading can guidestudents to pay attention to grammar form, word markers and thesuperfil characteristics of other language, in order to achieveThe top-down m proed by Goodman has its own reason, but

54、 it(4)Rreading requires meaningingful activities, rathern masters athe pures of understanding literal meaning, impd meaning andrhetorical relations.During the pros of teaching reading,teaching material is mainly based on cultural cummunicative activities.Extracting information means obtaining cultur

55、al information ,to be exact,getting culturalcummunicative information.Therefore,it is teachers responsibilitiesto help learners have a completed of the contents of readingmaterials.Att moment,ensive reading is not only the practice of obtaining information,but also the important means of cultural le

56、arning.Linguistic reading and content reading is the demonstrationof language learning and cultural learning. Extensive reading aims toobtaeaning,we can divide ito threecatergories,scanning,skimming and global reading.The pure of scanning is finding out the information needed,but rather understandin

57、g the whole article. Skimming aims to grasp the coremeaning of the text,but rather to discover the details or auxiliaryinformation. For exle,skimming an articleether the author is foror against. In other situations,espelly aftre-reading,scanningand skimming,extensive reading ising the pros of obtain

58、ingteral ideas with great speed and efficiency. 3.2 the Current Situation of Teaching ReadingTeaching English reading in high school involves a wide range of genres and novel themes. It includes the history, geography, cultureand customs of the English speaking countries, of course, studentsshould m

59、ake a bridge betn existing knowledge and the previous knowledge.There are various questions related with cultural background knowledge. Looking back to the current reading situation,teaching reading objectives and requirements, there are obviousings, mainly reflectedhe following aspects: 3.2.1 Inade

60、quate Role of TeachersMost high school English teachers still keep the traditional roles ofknowledge transmitter,which is contrary to the modern teaching ideawhich considers students as the main body.It is nord to findtmost teacher as the controller of the class as well as theauthority of knowledgeh