文化背景知识对英语阅读理解的影响及教学对策毕业设计.docx

1、文化背景知识对英语阅读理解的影响及教学对策毕业设计分类号 密 级 编 号 本科生毕业论文题 目 文化背景知识对英语阅读 理解的影响及教学对策 学 院 外国语学院 专 业 英 语 作者姓名 高 春 艳 班 级 05级六班 指导教师 毛 红 梅 提交日期 2009 . 5 . 20 The Influence of Cultural Background Knowledge on English Reading Comprehension and the Relevant Teaching StrategiesGao ChunyanA thesissubmitted to the School o

2、f Foreign Languages and Literature Tianshui Normal University in partial fulfillment of the requirement for the degree ofBACHELOR OF ARTSinENGLISH LANGUAGETianshui, GansuMay, 2009The Influence of Cultural Background Knowledge on English Reading Comprehension and the Relevant Teaching StrategiesGao C

3、hunyanAbstract: Lack of the background knowledge is frequently the major cause of many Chinese EFL students poor reading comprehension. Therefore, it is of great importance to learn some background knowledge before something is read. In reading class, it is very important to make students know the h

4、istory, culture conventions and customs of English countries, which can widen students knowledge and change the knowledge into the ability of communication. Teachers should introduce the background knowledge in reading class. This paper, based on recent research findings and examples, discusses the

5、close relationship between background knowledge and reading comprehension, illustrates the influencing factors of background, such as idiom, literature and social customs, on students comprehension, and proposes ways, such as class discussion, comparison between native and foreign background and vid

6、eo and slide show, to help students develop background knowledge. Key words: reading comprehension; background knowledge; influence; strategies文化背景知识对英语阅读理解的影响及教学对策高 春 艳【摘要】对文化背景知识的匮乏是造成中国英语学习者阅读困难的主要原因，因此，在阅读之前了解必要的文化背景知识是十分重要的，阅读教学中，使学生熟悉所学语言国家的历史、文化传统和风俗习惯等对拓宽教学内容，开阔学生眼界，使所学知识转化为交际能力，有着不可估量的作用。教师

7、应注重向学生介绍文化背景知识，探索如何在外语课堂上有效地融入文化教学。基于近年来前人的研究成果，本文将讨论背景知识和阅读理解之间的密切关系,阐述背景知识对学生阅读的影响，比如习语、文学知识、社会生活等方面的文化知识对阅读理解的影响旨在提出一些教学对策,比如,课堂讨论、对比中西文化、利用多媒体等帮助学生提高文化背景知识,以提高学生的英语阅读能力。【关键词】阅读理解；背景知识；影响；对策CONTENTSI. Introduction 1II. Influencing Factors of Cultural Background Knowledge on English Reading Compre

8、hension 22.1 Idiom 22.2 Literature 32.3 Social Customs 32.4 Social Lives 42.5 Allusions and History 52.5.1 Allusions 52.5.2 History 62.6 Geography Environment 6III. Suggested Teaching Strategies of Improving Reading Teaching through Background Knowledge 73.1 Teaching Strategies 83.1.1Class Discussio

9、n 83.1.2 Writing and Presenting Personal Experiences 83.1.3 Comparison between Native and Foreign Background 93.1.4 Video and Slide Show 9 3.1.5 Use of True-or-False or Multiple-Choice Exercises 93.1.6 Guessing and Inferring 9 3.1.7 Widely Reading 103.2 Models of Classroom Practices 10IV. Conclusion

10、 11References 12Acknowledgements 13. IntroductionAs the international communication and cooperation increasing, English is becoming more and more important in modern society. It becomes a main way to acquire advanced culture and scientific technology. Learning English has never been of more importan

11、ce in our society than today. However, reading is often considered the most difficult in terms of literacy, accuracy, and efficiency. Generally speaking, improving reading skills requires more time of training than improving listening or speaking. What factors affect the reading comprehension of EFL

12、 learners? The ability to read is acknowledged by the most stable and durable of the second language modalities (Bernhardt, 1991). In other words, reading plays a vital role in second language acquisition. For a long time, reading was traditionally viewed as a bottom-up process in a word -sentence-p

13、assage sequence, in which readers decode the text and rebuilt what the writer wants to convey. Accordingly, reading teaching becomes teaching of points known as grammar and vocabulary. When students have problems in comprehending the text, they are told that they fail because of their poor grammar o

14、r limited vocabulary. Consequently, people are misled to believe that the only approach of an effective reading is enlarging vocabulary and mastering grammatical rules. Actually it is not so.During the latest forty years, researchers of foreign language reading show their doubt towards traditional v

15、iew on reading and reading teaching. Goady (1997) thinks that the process between language and thinking referred to three elements: Conceptual ability, background knowledge and process strategies. Some other researchers such as Adams (1982), Hudson (1982) and Wilson (1986) also did researches on the

16、 importance of background knowledge in reading process. In China, Tan (1997) thinks that reading comprehension is a complicated psycholinguistic process. A nations language is infiltrating its native culture. The shortage of understanding of the native English culture is the key difficulty in Englis

17、h reading comprehension. Qiu (2004) points out that the more the learners know the background knowledge of foreign language countries, the easier they communicate with foreigners. Yang (1995), Lai (1998), Hu (1999) have undergone the same exploration and study to aid their L2 teaching practice. Base

18、d on these studies, this paper discusses the relationship between reading comprehension and background knowledge and then discusses how background knowledge affects reading comprehension. Finally it provides some effective methods to introduce background knowledge in reading teaching, with its aim a

19、t improving reading in an anti-traditional way. Influencing Factors of Cultural Background Knowledge on English Reading ComprehensionTransformational Generative Theory (Chomsky) asserts that reading comprehension begins at the smallest and simplest language units and each single word, sentence and p

20、assage carries its own meaning independently which has no direct link with the reader. As have been noted in the introduction of this thesis, reading is simply decoding. When decoding ends, reading comprehension is realized. In that case, if comprehension does not go on successfully, it is the readi

21、ng material that causes the problem grammatically or lexically. This theory highlights the influence caused by language structure more than the readers own influence. The recent researches indicate that reading comprehension is neither simply a unidirectional information-receiving activity nor a com

22、prehension of words, sentences, and texts. Readers construct a certain mode in the reading process, a comprehension-aimed and interactive process that requires consistent inferring and guessing. An interactive process means that a text affects readers through its words, content, and structure wherea

23、s readers apply their background knowledge to act on the text. Background contains many aspects (Zhang, 2005).2.1 Idiom Idiom is an important part of the language and culture of a society. It is often hard to understand and hard to use idioms correctly. It is almost impossible to understand idioms f

24、rom the meanings of the individual words. And with English idioms, even the same words may have different meanings. For example:“So, first of all, a student should learn not to look down on such idioms just because theyre made up of such simple and easy words. He should look out for identical phrase

25、s with different meanings and look them up in a dictionary if hes not sure. Hes bound to run into a lot of trouble when he first uses them, but he shouldnt give in, much less give up. If he keeps trying and keeps at it long enough hell make out and things will turn out well in the end” (Zhang and Cu

26、i, 2001). Though the passage is short, it includes ten idioms: look down, made up of, look out for, look up, run into, give in, give up, keep at it, make out and turn out (well). 2.2 Literature Many writers usually quoted literature such as famous experts and their writings, folk literature and alle

27、gory etc.Example: In Jane Eyre, when Jane Eyre helped firstly Mr. Rochester put out the fire of his house, he revealed his love to her unintentionally. He said to Jane Eyre:“I thought sometimes I saw beyond its wild waters a shore, sweet as the hills of Bealah; and now and then a freshening gale, wa

28、kened by hope, bore my spirit triumphantly towards the bourne ”(Charlotte, 2002).Bealah is a place, in which pilgrim will go before getting into paradise. In John Bunyans The Pilgrims Progress, Bealah is a very peaceful, happy and quiet heaven. When Jane Eyre felt his love, she thought happiness was

29、 near by her. “Bealah” was quoted, which drew vividly her emotion of perusing happiness and longing for love.2.3 Social CustomsDifferent country has different social customs. Therefore, readers should avoid using their own customs to explain the meaning of the passage. Example1: There are such sever

30、al speeches in a material: “Why dont you go to church?” asked the minister. The non church goers said, “Well, Ill tell you. The first time I went to church they threw water in my face, and the second time they tied me to a woman Ive had to keep ever since.” “Yes,” said the minister, “and the next ti

31、me you go theyll throw dirt on you” (Qi, 2006).For understanding of this reading material, the student must know: 1) “The first time I went to church they threw water in my face” means when parents hug the newborn baby to the church for baptism, pastor threw water in the childs face; 2) “the second

32、time they tied me to a woman Ive had to keep ever since.” means they held the wedding ceremony in the church. This article refers to the situation when a westerner dies; pastor finally prays and pulls up the earth to the coffin to carry on burying again. If the reader is not familiar with the religion cultural knowledge in the British and American country, he or she can cause the understanding of being blocked, let alone appreciates humor.Example2: “As soon as the wedding ceremony was ove