A Study On The Introduction Of Cross-cultural Awareness To English Reading Teaching In Senior High School

Reading plays a significant role in English teaching of senior high school and it is one of main ways of learning language.The essence of language determines that English reading teaching must combine with cultural background knowledge.Cultivating learners' cross-cultural awareness guarantees their correct understanding of passage.However,the traditional teaching method may lead to the fact that students know almost words and understand grammatical structures of article,but they still have little knowledge about the passage.The reason why students are not able to understand passage is that they do not understand cultural background knowledge and have limited background knowledge input.Therefore,the lack of cultural background knowledge may cause students' poor understanding about the article.Kramsh summarizes the relationship between language and culture as follow:language expresses cultural reality,and language reflects cultural reality and language symbolizes cultural reality,which determines to combine teaching language knowledge with teaching culture knowledge.Culture teaching emphasizes the importance of cultural background knowledge in reader's minds.The knowledge can help students predict and infer content and topic of the article and the author's attitude.Introducing the cross-cultural awareness on purpose helps cultivate students' English reading interest and improve their English reading level.The improvement of comprehensive ability of using language can be further guaranteed.This research includes two questions:1.To what extent does the introduction of cross-cultural awareness stimulate students' reading interest in senior high school?2.To what extent does the introduction of cross-cultural awareness develop students' reading achievement in senior high school?In order to solve two problems,the author selected 71 students from Class 3 and Class8 in the Second Grade in Jinzhou No.2 Senior Middle School as samples.Questionnaires were used before and after experiment to investigate whether students' reading interest has been aroused.Besides,in order to find out whether cross-cultural awareness can improve reading performance,the study used pre-test and post-test to compare students' reading proficiency.At the same time,in order to make the experiment more convincing,the author also did an interview in the experimental class.Finally,the SPSS software was usedto analyze the data from questionnaires and tests,and then the experimental results were obtained.Through data analysis,it can be concluded that firstly the introduction of cross-cultural awareness contributes to improving reading interest.Secondly,the introduction of cross-cultural awareness improves reading proficiency.At last,related teaching suggestions are provided to help English reading teaching in senior high schools.