The Influence Of Cultural Background Knowledge In English Reading Teaching On High School Students Reading Comprehension Competence

The accumulation of background knowledge plays a crucial role in the reading comprehension learning of high school students.Studies have shown that if background knowledge understanding is integrated into the English reading teaching,students ’reading level and reading comprehension competence will be greatly improved,which means students’ lack of language skills can be made up by the introduction of background knowledge.At present,the traditional high school English reading teaching method is still time-consuming but has very little effect,so how to maximize the use of background knowledge in students’ reading and learning to improve the above situation?How to give students of different learning levels appropriate teaching methods?Based on the phenomenon,this study focuses on the following two questions:How does the reading teaching mode of imported background knowledge affect the reading comprehension competence of students with different learning level?The research methods of this study includes the questionnaire,experimental,and interview methods.Two classes was chosen as the research class from a school in Dali as the research participants,the two classes are divided into experimental class and control class,the experimental class was given the background information Knowledge in the English reading strategy of teaching,and the control class adopt the traditional reading teaching mode,before the start,according to the their average score of the last three exams,30 students were selected from each class as high learning competence group,medium learning competence and low learning competence 10 students for each group.After the experiment,according to the collected data,the following conclusions can be drawn :(1)Students in the high-competence group and the low-competence group have the most obvious improvement in learning effect,among which the high-competence group has the most significant improvement in discourse analysis competence and theme induction competence,and the low-competence group has the most significant improvement in reading reasoning competence.(2)Based on the data obtained from the study,this study proposes specific measures to improve the teaching of background knowledge reading for students with different level groups who is lack of reading comprehension competence.For example,the interview results show that students in the low-competence learning group have largely eliminated their resistance to reading learning,so the teaching improvement measures for students in the low-competence group should focus on improving their learning confidence.To sum up,the reading teaching mode of this study helps students improve their reading effect by increasing their pictorial accumulation of background knowledge.According to the research results,the author puts forward some suggestions on the teaching mode of background knowledge introduction,aiming to help students produce better reading effect in the future.