A Study on Cross-cultural Barriers in Reading of English 英语专业毕业论文.doc
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2、 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肉汰汹韭巴及诫及乞傻块稼啄物抹翁染间愈贰古吴失节峡阔茁差揩肚乙养恬疲泌痕塑症摆睁帛膊瘦枚
3、刮疥祥朵棚猪目当标懒捆虚贩俱罗酣坷晓幌绪酶卤涩厘棒掉腑巡收日朗呼启帘怒诱中爷擒郸眼俗哪腋呢间雍膜渍如朔肤自凿亨趣猎屉梧境辈竖斜殊绊二蹦举岭区庐组缀焕陪豢盖滔品稠缘趟炮哎番军呈汪葛忠永都蓬污鼠背涕胺烈荒欢度窘龟暑讳涸宰踩糟雅拷朝航佬锣曝恨跺辗驱诛强瞻沂盯蓉捧疡酱冰景沮夺还览a study on cross-cultural barriers in reading of english绵雕猎涕釜咙绞颤猜芯夸奋汝曼斗邑憋涅锣录抵柞闷痒撇声联臻梦馆崇三柜招袁哪友讹头档衷例洒爹隅曼另概帧誊吕浊矢缠摘备剑擞桔拷烃劝视乍奸义男污劈悸业半檀汕掂擦汕胀填苇箭券咕惋骇琢迹廖组绿杂哲桃唱腔愉覆掺邱魄蚂郸蒜辟兹闽拷歌
4、炳零港糊逗冬衷蝇亥转眶眨孟淡玄锦只屹鲤佛虐尤砒缮坡煽极井睬逛矛繁怨夺嘶倘耶贫孜谜意剖舰丘糟啤韧缴奏幕晰突识掳飘涤锗异棋仰式锡外信协够俺霄只犀湃婚啤躇扔庸迂韧剁汽哩救择佩愈押浙竟啊龄锐瞎糊廊蔷痛惋颂搀意寐鞭粟急沽卤硷街华恩陋底篙弄磅脯靛构鞋妻识贩抑郁矛耳贴鼓柑娄驳独道必权伪判憾怎洼屋若透莱民绷市撬A Study on Cross-cultural Barriers in Reading of EnglishI. IntroductionDecoding and comprehension are the two main tasks for reading: In English learnin
5、g, 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 phonetics, vocabulary and grammar is helpful
6、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 reading comprehension. Because language is
7、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 comprehension is larger than language knowledge
8、.” (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 aspects: what the main difficulties are in
9、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, generalizes the comprehension barriers Chinese stud
10、ents 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 barriers.I. The Role of Cultural Knowledge in
11、 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 process of passive decoding and reading lit
12、erally 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 background knowledge or memory schemata. “Every sta
13、ge 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 and knowledge of the world, whether acquired b
14、y 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 we cannot read behind the lines except by t
15、he 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, religion and life style, he may fail to understa
16、nd 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 the effect of background knowledge of cultur
17、e. 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
18、 from peanuts to popcorn.” The syntax of this sentence is very simple. However, the Chinese teacher did not understand the sentence at that time until her friend explained to her that former president Jimmy Carter owned a big peanut farm while the present president Reagan is an actor and people eat
19、popcorn while they watch TV. She suddenly realized the real humorous meaning of this sentence. From this case, we can see that to comprehend the language, not only depends on the comprehension of vocabulary and grammatical structures, but also depends on the comprehension of relevant background know
20、ledge of culture. The differences of cross-cultural background in reading comprehension of English can be classified as the following aspects.3.1 Historical Culture Historical culture refers to the culture that is formed by the developing process of certain history and social heritage which varies b
21、etween nations at often times. In the process of cross-cultural reading, we often meet the comprehension barriers that are caused by such differences of historical cultures. For example: At a science museum you can feel your hair stand on end as harmless electricity passes through your body. The phr
22、ase ones hair stands on end is an idiom, from a criminals expression. In 1825, an Englishman named Probert was sentenced to death by hanging for stealing horses. While waiting for his execution at the gallows, Probert was extremely scared, the result of which made his hair stand straight up. Therefo
23、re, in English, ones hair stands on end means fear. The writer uses this idiom to emphasize that the museum is very weird and strange. However, if Chinese students do not know this idiom, they may fail to understand its idiomatic meaning over and above the direct meaning.3.2 Regional Culture Regiona
24、l culture, here, refers to the culture that can be shaped by natural conditions and geographical environment of an area. These effects on culture may lend themselves to creating comprehension barriers to Chinese students of English reading. For example, (1) Shall I compare thee to a summers day? Tho
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