文化背景知识对高中生英语阅读理解的影

TheImpactofCulturalBackgroundKnowledgeonEnglishReadingComprehensionforHighSchoolStudents文化背景知识对高中生英语阅读理解的影响TheImpactofCulturalBackgroundKnowledgeonEnglishReadingComprehensionforHighSchoolStudentsAbstract：BasedontheEnglishCurriculumStandardsforSeniorHighSchoolsin2017,thecorecompetenciesofEnglishincludelanguagecompetence,culturalawareness,thinkingqualityandlearningability.Culturalawareness,asanimportantpartofit,isindispensableinEnglishlearning.Itisalsoconducivetotheall-rounddevelopmentofstudentstoacquirescientificandculturalknowledge,broadeninternationalvisionandcomprehendthediversityofworldcultureinreallifesituationandcross-culturalcommunication.Readingcomprehensionisanimportantskillinlanguagelearning,anditalsooccupiesaconsiderableproportionintoday’sEnglishproficiencyassessment.Inordertofullyunderstandanarticle,peopleshouldnotonlymasteralargenumberofvocabularyandbasicgrammar,butalsoneedtounderstandtheculturalbackgroundknowledgecontainedinit.Unfamiliarcustoms,religiousbeliefs,historicalbackgroundsandotherfactorswillalsohaveanimpactonstudents’readingcomprehension. ThisstudymainlyfocusesonEnglishreadinginhighschool,andexploresthesignificanceandfunctionofculturalbackgroundknowledgeinEnglishreadingcomprehension.Byconsultingrelevantliterature,theresearchhasthetheoreticalbasisasasupport.Throughquestionnaires,experiments,interviewsandothersurveymethods,wecanunderstandthereadinginterestsandhabitsoftoday’sstudentsinEnglishlearning,aswellastheirunderstandingoftheculturalbackground.Incombinationwiththeteacher’spointofview,wecanfindouthowmuchEnglishteachersattachtoculturalbackgroundknowledgeinpracticalteachingandtheproblemsencounteredinteaching.Basedonexperimentaldata,theresearchanalyzestheimpactofculturalbackgroundknowledgeonEnglishreadingcomprehension,andprovidesteachingenlightenmentforEnglishteachers.Furthermore,ithelpsoptimizeclassroomquality,increasetheinterestofEnglishreading,enhancestudents’readinginterest,anddevelopgoodreadinghabits.Keywords：Englishreadingcomprehension;culturalbackgroundknowledge;impact;seniorhighschool文化背景知识对高中生英语阅读理解的影响摘要： 根据2017版普通高中英语课程标准，英语学科的核心素质是语言能力、文化意识、思维能力和学习能力。文化意识是其中重要的一部分，它在高中英语学习中不可或缺。它对学生的全面发展也是十分有利的，使学生在现实生活和跨文化交流中学习科学文化知识，拓宽国际视野，领悟世界文化的多样性。阅读理解在语言学习中是一项重要的技能，在现如今的英语能力考核测试中，阅读也占据着相当大的比重。充分理解一篇文章，人们不仅要掌握大量词汇和基本的语法知识，还需要了解其中所蕴含的文化背景知识。陌生的风俗习惯，宗教信仰，历史背景等因素，对于学生的阅读理解同样会产生影响。 本研究主要针对高中阶段的英语阅读，并探讨文化背景在英语阅读理解中的意义和作用。通过查阅相关文献资料，研究具有理论基础作为支撑。通过采取发放问卷、实验、访谈等调查方法，我们可以了解现如今学生在英语学习中的阅读兴趣与习惯，以及他们对文化背景的认识程度与看法。结合教师的观点，我们能发现英语老师在实际教学中对文化背景知识的重视程度，在传授中遇到的问题等。基于实验数据，本研究分析文化背景知识对英语阅读理解的影响，并为高中英语教师提供教学方面的启示。此外，它有助于优化课堂质量，增加英语阅读的趣味性，从而培养学生们的阅读兴趣，养成良好阅读习惯。关键词：英语阅读理解；文化背景知识；影响；高中ContentsTOC\o"1-1"\h\u8501Abstract viiIntroductionCulturalbackgroundknowledgecoversawiderangeofmanifestations,includinghistory,politics,religionandsoon.Atthesametime,itcanalsoreflectacountry'ssocialbackground,lifestyle,traditionsandotheraspects.It’swidelyacknowledgedthatlanguageisacarrierofculture.Therefore,inlanguagelearning,learnersneedtounderstandavarietyofculturalbackgrounds.ThespecificgoaloftheEnglishcourseistocultivatestudents’languageskills,culturalconsciousness,learningabilitiesandothers.ThismeansthatstudentscanlearnaboutforeignculturesbystudyingEnglish.Onthisbasis,studentscanalsograduallydevelopcross-culturalcommunicativecompetence.Inaddition,studentswilldevelopindependentjudgmentduringthisperiod,whichhelpsthemdistinguishspecificphenomenaincultureandanalyzerelevantculturalinformation.Thepurposeofthisstudyistolearnabouttheattitudesandthoughtsofhighschoolstudentsonculturalbackgroundknowledgethroughquestionnairesandexperiments,andwhetherteachingculturalbackgroundknowledgehasanpositiveeffectonthecorrectrateofhighschoolstudents’Englishreadingtest.Byanalyzingtheexperimentalresults,wetrytoexploreabetterwaytoteachEnglishreading.IntermsofEnglishteaching,traditionalreadinglessonsfocusonthevocabulary,grammar,translation,orreadingskillsinthetext.Thismodelisrelativelycompleteandmature,becauseitismainlytoadapttothecollegeentranceexamination,andreflectsthebottom-upmodel.However,thisteachingstrategyisfarfromperfect.Ifstudentswanttounderstandthetextbetter,itisnotenoughtounderstanditsliteralmeaning.Theyshouldalsolearntheculturalconnotationsofthetext.Inthelongterm,thetraditionalmodelisnotgoodforthedevelopmentofstudents.TheintroductionofculturalbackgroundintohighschoolEnglishreadingclasscanhelpstudentsunderstandthecontentofteachingmaterials,broadentheirscopeofknowledge,andstimulatestudents’desireforreading.Isearchtherelevantmaterialsandconductanexperimenttoenhancethescientificandcrediblenatureoftheresearch.Accordingtotheexperimentalresults,weunderstandtheactualsituationofEnglishreadingteachingandputforwardsomesuggestions.Thestudycanhelpteachersinnovateteachingmethodsandmakereadinglessonslivelyandinteresting.ArelaxingatmosphereattractsstudentstoreadEnglishandtodeveloptheirreadinghabits.Therefore,culturalbackgroundisasignificantpartofEnglishreadingthatshouldn’tbeignored.1.RelevanttheoreticalconceptsTheimportanceofculturalbackgroundHumanbeingsarenotbornwithculture,becauseitiscultivatedthroughsociallife,especiallythroughparticipationinculturallifeandacceptanceofeducation.BritishanthropologistMalinowski,BronislawKaspardividescultureintomaterialequipment,spiritualculture,languageandsocialorganization.Inlanguagelearning,theabstractconceptofculturalbackgroundcanbefurthersubdividedintospecificmanifestations,suchasallusions,customs,religiousbeliefs,etc.Thesearetheembodimentoftheculturalbackgroundwithdistinctcharacteristics.Withthedisseminationofculture,thesecontentshavealsobeenpreservedbypeople.Forexample,“AllRoadsLeadtoRome”,thisproverbmeansthatthereismorethanonewaytodoonething.ItalsoembodiestheinfluenceofancientRomancultureonlanguage.Indifferentcountriesanddifferenteras,avarietyofculturespromotetheprosperityofworldculture.Becauseofthis,peoplehavedifferentculturalbackgrounds.TakingChineseandWesternculturalbackgroundsasanexample,individualismisamanifestationofWesternvalues.Indailycommunication,peopleoftenexpresstheirpersonalthoughtswithconfidence,andthelanguageisalsoverystraightforwardandclear.InthetraditionalChineseconcept,humilityisavirtue.Therefore,peopledonotwanttohighlightthemselvestoomuch.Understatementandimplicitnessarethecharacteristicsofourlanguageexpression.Fundamentally,thisphenomenonisduetodifferencesinculturalbackgrounds.Fromthiswecanalsofindthattherelationshipbetweenlanguageandculturalbackgroundiscloselyrelated,anditisembodiedinthatlanguageisanimportantcarrierofculture.Throughinterpersonalcommunication,peopleareabletobuildbridgesofsocialconnectionsandspreadculture.Therefore,inordertolearnalanguage,studentsoughttotaketheinitiativetolearntherelevantculturalbackground.Forlanguagelearners,theprocessoflanguagelearningcanalsoberegardedastheprocessoflearningculture.Ifpeoplelackenoughknowledgeoftheculturebackground,thelackispronetomisunderstanding.Inaddition,differencesbetweenculturalbackgroundsareoftenevidentincustomsandreligiousbeliefs.Forexample,intheChineseandWesterndietaryculture,therearedifferenttablewareandtablemanners.Ifpeopledonotcomplywiththerules,theymaycausediscourtesy.Theimportantpositionofculturalbackgroundcannotbeignored,becauseitcanaffectalearner’sunderstandingofdiscourse,anddifferentculturalbackgroundscancreateobstaclestolanguagelearning.Sometimeslearnerscanusevocabularyandgrammarknowledgetopiecetogethertheliteralmeaningofapassage,butwhentheculturalbackgroundcontainedinitisunfamiliar,learnersareunabletogetfurtherinformation,resultinginconfusion.Ifthelearnercansupplementtherelevantculturalbackgroundandreducemisunderstandings,itishelpfulforunderstandingalanguage.Inaddition,learningculturalbackgroundknowledgecanhelpstudentsincreasetheinterestinlanguagelearning.Culturalbackgroundincludesliterature,art,religion,customsandotheraspects.Indifferentcountriesandregions,thesecontentsalsohavetheirowncharacteristics.Theintroductionofculturalbackgroundcanmaketheprocessoflanguagelearningmorevividandinteresting,sothatlearnerscanenjoythecharmofdifferentculturesandlanguages,andthencultivateinterestinlearning.1.2TherelationshipsbetweenculturalbackgroundknowledgeandreadingcomprehensionCulturalbackgroundknowledgeiscloselyrelatedtoreading.Itcanberegardedasacommonsense,theaccumulationofknowledgeorexperiencethatthereaderalreadyhas.Itincludeshistory,customs,politics,religionandotheraspects.Firstofall,readingmaterialsoftencontainthiskindofknowledge,soitplaysakeyroleintheunderstandingofthearticle.Itismainlyreflectedintwoaspects.Ontheonehand,thewritingbackgroundhasanimpactonthearticleitself.TakeF.ScottFitzgeraldasanexample,hisfictionsaretheembodimentofthespiritoftheJazzAge,inwhichheshowsthelifeoftheupperclass.IntheGreatGatsby,itvividlyreflectsthementalstateandsociallifeofyoungAmericansthroughtheexperienceoftheprotagonist.Attheendofthestory,itshowsthattheAmericandreamisalsodisillusioned.Ontheotherhand,thewayofthinking,religionorregionalcultureembodiedinthearticlearetheimportantinformationandcharacteristics.JohnMilton’s“ParadiseLost”istingedwithelementsofreligion,andthethemeofthispoemcomesfromthefamousBibleintheWest.Secondly,theproperuseofbackgroundknowledgecanpromotereadingcomprehension,becausethecombinationofculturalbackgroundknowledgeandlinguisticknowledgecandeepentheunderstandingofitsmeaning.Toacertainextent,itcanhelpreaderstoinfertheinformationinanarticle.ReadersnotonlyneedalargeamountofvocabularyaccumulationinEnglishreading,butalsoneedtounderstandadeepermeaningofanarticleonthebasisofitsliteralmeaning.Withthefoundationofculturalbackground,readerscanmoresmoothlygeneralizeandanalyzetheauthor'spointofview,writingintentionandsoon.Numerousstudieshaveshownthatifthereaderdoesnothavetherelevantculturalbackgroundknowledge,theentirearticlecannotbebetterunderstood.Inaddition,learningtheseculturescanalsoreducetheambiguitythatarisesinreading.Forexample,idiomsappearinginEnglisharticleshavedistinctlanguagecharacteristics.Ifreadersonlyunderstanditliterally,itoftenleadstomisunderstanding.Finally,thesupplementofculturalbackgroundknowledgecanalsoenablereaderstobuildself-confidencewhilereading.Whenthereaderisfamiliarwiththebackgroundknowledgecorrespondingtothearticle,evenifheencountersnewwords,hecanalsoinferthemeaningofthearticlebasedonthebackgroundknowledge.Inshort,readingcomprehensionisnotjustanunderstandingofwords,sentences,andtext.Itisnotenoughtoimprovereadingabilitybyexpandingvocabularyandmasteringgrammar,becauseculturalbackgroundknowledgeisthekeytoimprovereadingability.2.RelevantstudiesathomeandabroadConcerningtheimpactofculturalbackgroundknowledgeonreadingcomprehension,scholarsathomeandabroadhavecarriedoutdifferentstudiesandconstantlyputforwardmanynewviewpoints.RelevantstudiesabroadForeignresearchershaveconductedlotsofresearchesontheinfluenceofculturalbackgroundknowledgeonEnglishreading.AbuRabia,Salimstudiedeighth-gradestudentsinthreedifferentsocialcontexts,andfoundtherelationshipofattitudesandculturalbackgroundknowledgetoreadingcomprehensioninthesecondlanguage.Itprovesthatregardlessofthelanguageofthearticle,studentscanbettercomprehendtheirownculture’sstories.Thisshowsthatitiseasierforreaderstounderstandtheknownculturalbackgroundinreading.RobertPritchardstudiedtheimpactofculturalschemataonstudents’readingcomprehensionandfoundthatstudents’choiceofreadingstrategiesisrelatedtothedegreeoffamiliaritywithculturalbackground.Whenreadingculturallyfamiliarmaterials,studentsaremorelikelytoestablishintersententialtiesandusetheirbackgroundknowledge.Rumelhart(1977)publishedTowardsanInteractiveModelofReadingandputforwardaninteractionmodel.Thetheoryrequiresthereaderoftheaverageabilitytohaveacertaindegreeofsocialandculturalbackgroundknowledge,andalsorequiresthereadertojudge,reasonandsummarizethereadingmaterial.Theinteractivemodelbelievesthatintheprocessofreading,theknowledgeinteractionatdifferentlevelscanbeabidirectionalprocess.Peoplefirstacceptthevisualstimulationofwords,andconstantlyextractthemeaningofwordsorphrases,whichrequiresreaders’abilitytorecognizenewwordsandanalyzedifficultsentences.Atthesametime,theycanmakeuseofcommonsense,experienceandculturalknowledgetoanalyzethemeaningofthearticle.Thistheoryfurtherillustratesthatthereadingprocessiscomplexandhasmultiple

levels.PatriciaJohnson(1981)didastudytoinvestigatetheeffectsofthecomplexityoftheEnglishlanguageandtheculturaloriginofproseonthereadingcomprehension.ThestudyindicatedthattheculturaloriginofthestoryhadmoreeffectonthecomprehensionoftheESLstudentsthanthelevelofsyntacticandsemanticcomplexity.Researchwithnativelanguagereadershasshownthattheamountoflanguagecomplexityhaslesseffectonreadingcomprehensionthantheorganizationoftheideasinthepassage.Theculturallydeterminedbackgroundofthetext,whetheritisforeignornativetoreaders,hasaneffectonreadingcomprehension.2.2.RelevantstudiesinChinaWithregardtotheinfluenceofculturalbackgroundonreadingcomprehension,domesticresearchershavedonethefollowingresearches.LiuJinfangproposedthatthemorebackgroundknowledgeEnglishlearnershave,thefastertheunderstandingofanarticlewillbe,andtheaccuracywillbeimprovedaswell.Therefore,Englishlearnersshouldlearnasmuchaspossibleaboutallaspectsofknowledgeandexpandtheirculturalbackgroundknowledge.ZhangYaninvestigatedstudentsofahighschoolinYichunandfoundthatafterbeingsupplementedbyculturalbackgroundknowledge,studentsweremoreinterestedinlearningEnglishandwouldbemoreproactiveinlearning.Atthesametime,theirreadingabilityhadbeenimprovedsignificantly.AccordingtoXiaoJinmei’sresearchofagroupofhighschoolstudentsinTongliangNo.1MiddleSchool,theresultshowsthatthestudyofculturalbackgroundknowledgehelpsstudentsunderstandreadingmaterials,especiallyinthearticlesofeducationandtourism.Itcanalsoplayapositiveroleinunderstandingthesubject,theauthor’sintentionsandattitudes.XiongYaninvestigatedthecurrentreadingsituationofhighschoolstudents.Throughinterviews,theresearchfoundthatmanystudentssometimesreadEnglisharticleswithsimplesyntacticstructurebutcan’tunderstandthearticle’sintentions,andlosepointsintheexam.Thiskindofphenomenonismainlyrelatedtotheculturalbackgroundknowledgeofthearticle.3.AnexperimentontheimpactofculturalbackgroundinEnglishreadingThroughtheinvestigationofhighschoolstudents,thestudytriestoprovethatthesupplementofculturalbackgroundknowledgehasapositiveimpactonhighschoolstudents’Englishreadingcomprehension.Throughquestionnairesandexperiments,wecanunderstandtheirattitudestotheculturalbackgroundknowledgeinEnglishreading,knowmoreaboutthecurrentsituationofEnglishreadingclass,soastoanalyzetheproblemsexistinginreadingclass.Combingtheoryandpractice,wetrytoseeksolutionsandmakesuggestionstostudentsandteachers.Ontheonehand,itenablesstudentstoestablishcross-culturalawareness,accumulateculturalknowledge,cultivatereadinginterest,andimprovetheirreadingability.Ontheotherhand,itisinstructivetoteachers’teachingstrategies,helpingthemtooptimizeEnglishteachingmethod.Whenteacherspayattentiontovocabularyandgrammarknowledge,theyshouldalsolayemphasisonthesupplementofculturalbackgroundknowledge.3.1ResearchsubjectsThestudyisaimedatstudentsinNanchangNo.1MiddleSchool.Choosingthisgroupisbasedonthefollowingreasons:First,highschoolstudentshavepassedtheseniorhighschoolentranceexamination.Fromtheknowledgelevel,highschoolstudentshaveacceptedthenine-yearcompulsoryeducation.ItmeansthattheyhavebasicknowledgeinEnglish,reachacertainlevel,andhaveEnglishreadingability.Secondly，learningisstillamajorpartoftheirlife,andEnglishisanimportantcourseinseniorhighschool.Duringthisperiod,highschoolstudentsgraduallybecomeindependentinthoughtandaction.WithabasicunderstandingofChineseandforeigncultures,theyarefullofcuriosityaboutthem.Thus,it’seasiertocultivategoodhabitsofreading.Lastbutnotleast,inthefirstyearofhighschool,theyhavelesspressureoncollegeentranceexams,sotheyhaveenoughtimetocompletethesurvey.Thus,fromallthestudentsinthefirstgrade,twoparallelclasseswithsimilarEnglishproficiencyareselectedtoensurethescientificityandaccuracyoftheexperiment.Thereare55studentsinClass5,Grade1.56studentsareinClass6,Grade1.IselectClass5asthecontrolgroupoftheexperiment.Class6istheexperimentalgroup.3.2ResearchmethodsThisstudymainlyadoptsthequestionnairesurveymethodandthetestmethod.Thequestionnairehas15questions,whicharemultiple-choicequestions.ThequestionsinthequestionnairemainlyrefertoXiaoJinmei’squestionnairedesign,andhavebeenslightlychangedonthisbasis.Throughthequestionnaire,thepurposeistounderstandthefollowingaspects:Firstly,it’saboutstudents’perceptionsofEnglishlearningitself.Secondly,it’sstudents’understandingofculturalbackgroundknowledge.Thirdly,it’srelatedtostudents’attitudestowardhighschoolreadingcomprehensionandtheirculturalbackground.Finally,fromthestandpointofstudents,wewillevaluatethecurrentteachingmethod,analyzethedataandlaythegroundworkforthenextexperiment.Theexperimentmethodisdividedintotwotests.Eachtestcontains4passages.ThetestquestionsareselectedformVolumeIoftheNationalCollegeEntranceExaminationin2017,VolumeIIIoftheNationalCollegeEntranceExaminationin2018,andtheEnglishreadingtestpaperofPuningNo.1MiddleSchool.Studentsarerequiredtocompletetheiranswerswithin20minutesto25minutes.3.3TheproceduresoftheexperimentInthisexperiment,questionnairesaredistributedtotwoclasses.Inordertoensurethattheresultsofthissurveyarescientificandeffective,thesurveyisconductedinananonymousformandrequiresstudentstoanswerquestionsbasedontheiractualsituation.Thetestisdividedintotwostages.Thetwoclassesaregivenapretestandapost-test.Inorderto

ensure

the

reliability

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validity

of

the

results,a

pretest

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carriedout

intwo

groups.Inthefirsttest,bothclassesusethesametestpaper,including4passages,15questions.Besides,thetotalscoreis30points.Differenttopicsareselected,includingtourism,scientificstudy,socialphenomenon,andpsychology.Also,thetypesofquestionsarediverse,involvingdetailedunderstanding,generalidea,logicalinference,andotheraspects.Thedifficultyofthewholetestpaperismoderate.Basedonthestudents’Englishfoundation,thedifficultyofsomequestionsisappropriatelyimproved.Therefore,theresultscanshowanaccurateassessmentofstudents’Englishreadingability.Thesecondtestisbasedonthesameprinciple,thatis,scientificallyselectionoftestmaterials.Thetwogroupsareonlytestedindifferentways.Beforethetest,theexperimentalclasswilllearnabouttheculturalbackgroundinreading.Iintroducetheculturalbackgroundknowledgerelatedtothetesttopicthroughoralpresentation.Onthecontrary,thecontrolledclasshasnobackgroundintroductionbeforethetest.ThestudentsinthisgroupdotheEnglishreadingtestdirectly.Afterthetest,studentsarerequiredtowritedowntheirfeedbackonthereadingtestpaper,suchasthedegreeofdifficulty,predictor,andself-evaluation.Then,Irandomlyinterviewsomeofthestudentstoknowtheirfeelingsandthoughtsaboutthistest.TheEnglishteachersareaskedaboutsomesituationsinEnglishteaching.Inthisway,IwanttoknowwhetherteachersattachgreatimportancetothesupplementofculturalbackgroundinEnglishreading.Aftertheexperiment,thetestpapersarecollected,andtheSPSSsoftwareisusedtoanalyzethedataanddrawconclusions.4.Resultsanddiscussion4.1AnalysisoftheresultsTheanalysisoftheresultsismainlycarriedoutfromtwoaspects:questionnaireandtestpaper.4.1.1AnalysisoftheresultofthequestionnaireInthissurvey,atotalof110questionnairesaredistributed,and108questionnairesareactuallyvalid.Theresultsofthequestionnaireareasfollows:DoyouliketolearnEnglish?FrequencyPercentageLike4844.4%Soso4945.4%Dislike1110.2%Total108100.0%DoyouthinkreadingcomprehensionisimportantforlearningEnglish?FrequencyPercentageImportant9184.3%Soso1513.9%Unimportant21.9%Total108100.0%Table4-1-1ResultsofthequestionnaireAccordingtoTable4-1-1,whenaskedaboutstudents’perceptionsofEnglishlearningitself,44.4%ofthestudentslikelearningEnglish,andonly10.2%ofthestudentsshowadislikeforEnglish.Moreover,84.3%ofthestudentsholdtheviewthatreadingcomprehensionisimportantinEnglishlearning,whichreflectsthesignificantpositionofreading.Areyouinterestedinforeignculture?FrequencyPercentageVerymuch3734.3%Alittle6156.5%Notinterested98.3%Never10.9%Total108100.0%Howmuchdoyouknowaboutforeignculture?FrequencyPercentageVerymuch98.3%Average6257.4%Alittlelow3229.6%Verylow54.6%Total108100.0%Whatisthemainchannelforyoutolearnforeignculture?FrequencyPercentageTheInternet6963.9%Extracurricularbooks1816.7%Teacher’sexplanation109.3%Textbooks65.6%Others54.6%Total108100.0%DoyouthinktheculturaldifferencesbetweenChinaandforeigncountriesareobvious?FrequencyPercentageObvious7872.2%Average2825.9%Notobvious21.9%Total108100.0%Table4-1-2ResultsofthequestionnaireTable4-1-2reflectsstudents’understandingofculturalbackgroundknowledge.Moststudentsareinterestedinforeigncultures,andhaveabasicunderstandingofthem,however,theirunderstandingsofforeignculturesarestilllimited.Nowadays,theInternethasbecomethemainchannelforstudentstolearnforeigncultures,ratherthanteachersandtextbooks.72.2%ofthestudentsbelievethatobviousdifferencesbetweenChineseandforeignculturesstillexist.DoyouthinkculturalbackgroundknowledgehasanimpactonEnglishreading?FrequencyPercentageGreateffect2825.9%Some

effect7468.5%No

effect65.6%Total108100.0%Haveyouevermademistakesinreadingcomprehensionbecauseyoudon’tunderstandtheculturalbackground?FrequencyPercentageOften1413.0%Sometimes8275.9%Never1211.1%Total108100.0%WhetherfamiliarculturalbackgroundsinreadingarehelpfulforyourreadingFrequencyPercentageHelpful9386.1%Notclear1211.1%Nothelpful32.8%Total108100.0%Table4-1-3ResultsofthequestionnaireAtthesametime,68.5%ofthestudentsthinkthatculturalbackgroundknowledgehassomeimpactonEnglishreadingcomprehension.Inaddition,moststudentshaveencounteredasituationinwhichtheydonotunderstandtheculturalbackgroundandmakemistakesinreadingcomprehension.Whentheyencounterarelativelyfamiliarculturalbackground,86.1%ofthestudentsproposetheviewthatit’shelpfultotheirEnglishreading.ThesedataconfirmthatdifferentcultureswillmakeitdifficulttounderstandEnglishreadingmaterials.Consequently,itisquitenecessarytosupplementtheknowledgeofculturalbackground.DoyouwanttoknowthedeeperbackgroundormeaningofthearticleinEnglishreading?FrequencyPercentageVerymuch3128.7%Average5853.7%Never1917.6%Total108100.0%WhataspectsoftheEnglishreadingclassaremainlyfocusedon?FrequencyPercentageExplanationofvocabularyandgrammar5349.1%Articletranslation3229.6%Introducingculturalbackground65.6%Problemsolvingskills1715.7%Total108100.0%Inthereadingclass,doestheteacherdiscussthedeepbackgroundormeaningofthearticlewiththeclassmates?FrequencyPercentageAlways87.4%Often2523.1%Sometimes5954.6%Seldom1110.2%Never54.6%Total108100.0%DoyouthinkteachersshouldstrengthentheirintroductiontoculturalbackgroundknowledgeinEnglishclasses?FrequencyPercentageShould8275.9%Notclear2523.1%Shouldnot10.9%Total108100.0%Table4-1-4ResultsofthequestionnaireInEnglishreadingclass,theexplanationofvocabularyandthetranslationofarticlesarestillthemainstreameducation.Inaddition,theproblem-solvingskillsaccountfor15.7%,buttheproportionofculturalbackgroundisonly5.6%.53.7%ofthestudentshaveaneutralattitudetowardslearningadeeperbackgroundormeaningofanarticle,and28.7%ofthestudentsareverycuriousaboutit.AsforEnglishteachers,theyoccasionallyconductin-depthdiscussionsaboutthearticle,therefore,theyshouldstrengthenthisaspect.Intermsofculturalbackgroundknowledge,onlyasmallnumberofstudentshavegreatinterestinstudyingfurther.InEnglishreadingclass,teachersstilltraditionallyputvocabulary,grammarandtranslationinthefirstplace,anddonotattachgreatimportancetoculturalbackgroundknowledge.Accor