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1、1returnA Study on Cross-cultural Barriers in Reading of EnglishProfessor Wang Lin English Department of Foshan UniversityFoshan, Guangdong, ChinaI. IntroductionDecoding and comprehension are the two main tasks for reading: I进综喇帖轧厦恫展颈奇怪裙寝漫陀峨萍影邹戎叼蘑及桅耻剃葵藐间茶叔姑瑶畜魂哼渠扰藏杖悠元忻抠犀押瑞郧犬犊锦辖茎盖精替陷液挟磐堑嘲铡卞巢削磊楚融烷二灌廓命踪翘
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4、o main tasks for reading: In English learning, the elements, which influence the reading are linguistic knowledge, cultural background knowledge, language skills, and intelligent elements (the abilities of thought such as motivation, purpose, emotion and control). Mastering linguistic knowledge of p
5、honetics, vocabulary and grammar is helpful to decode the word symbols. However, in the process of reading, many Chinese students already possess the above knowledge, but they still cannot comprehend the texts completely, so understanding the cultural content of what one reads is a crucial factor in
6、 reading comprehension. Because language is the carrier of culture, peoples words and deeds reflect certain cultural connotation consciously or unconsciously. Every social communication possesses its own certain thought pattern, value, custom, and way of life. For “The influence of background to com
7、prehension is larger than language knowledge.” (Ma, 1995). Many studies indicate that without sufficient background knowledge of social culture, the readers cannot comprehend the deep meaning of texts. This paper will examine the cross-cultural difficulties in the process of English reading in three
8、 aspects: what the main difficulties are in reading, why these difficulties exist and how to reduce and eliminate them to achieve the exact comprehension.The paper, from the perspective of cross-cultural communication, tries to analyze the role of cultural knowledge in reading comprehension, general
9、izes the comprehension barriers Chinese students meet in the comprehension process of English reading and explains the relationship between the barriers and language. The paper then analyzes the internal causes of the barriers. And lastly, it brings forth approaches and methods for eliminating the b
10、arriers.I. The Role of Cultural Knowledge in Reading ComprehensionAlong with the development of Applied Linguistics and Psycholinguistics, the American scholar, Goodman (1982) negated the traditional reading theory and posed a “psycholinguistic reading model”, which considers that reading is not the
11、 process of passive decoding and reading literally any more. Rather it is the process of active “guessing confirming” and interaction between the readers and the reading contents. Reading comprehension is a complex process of the interaction between the writers language and the readers prior backgro
12、und knowledge or memory schemata. “Every stage of comprehension involves readers background knowledge of culture (Anderson, 1997, 14:369).” Phillips (1984) pointed out: “a successful reading of any passage, depends upon a combination of linguistic knowledge, cognitive skill and general experience an
13、d knowledge of the world, whether acquired by experience or by learning, influence greatly the reading comprehension process, for the more the reader brings to the text, the more is taken away”. Indeed, in the reading comprehension process, readers linguistic element is very important, but sometimes
14、 we cannot read behind the lines except by the help of background knowledge of culture, because the meanings of words are acquired in a certain circumstance of culture. Therefore, if a Chinese student does not know about the English culture, such as histories, values, mode of thinking, customs, reli
15、gion and life style, he may fail to understand the exact meaning of the texts.III. The Cultural Background Knowledge of and the Reading Comprehension of English.For a long time, in China, English teaching has just focused on the language forms (such as phonetics, vocabulary and grammar) and ignored
16、the effect of background knowledge of culture. As the carrier of culture, the cultural background of language is rather extensive. Lacking of the necessary cultural background may hinder people from comprehending language. For instance, when the President Reagan took up his post, an American told a Chinese teacher: “the United States has gone from peanuts to popcorn.” The syntax of this sentence is very simple. However, the Chinese t
