analysis of advanced english reading instruction should pay attention to cultural background knowledge into（分析高级英语阅读教学应注意文化背景知识）.docVIP

Analysis of Advanced English reading instruction should pay attention to cultural background knowledge into [Paper Keywords] Advanced English Reading and cultural background knowledge schemata theory [Abstract] In this paper, schema theory analysis of the current college English teaching of reading and cultural reasons for the lack of background knowledge on the effect of English language learners, and on this basis, proposed to improve the view that the article should be put to the interpretation of a particular cultural background, make full use of multimedia and other modern technological means to introduce the cultural background knowledge, and through fun classroom activities enrich students’ cultural background. I. Introduction In foreign language teaching, reading has occupied an important position, and English reading instruction for high school students expand their knowledge and further enhance the comprehensive capacity 听说读写译 plays a vital role. The need for advanced English reading article for a deeper understanding of meaning, in order to correctly understand the meaning, and to understand the article. a comprehensive understanding of the meaning should be understood on the basis of the alleged meaning, combined with social, cultural background and contextual influence on meaning, to analyze the cultural meaning of words and words derived from words meaning so that not only conducive to the proper understanding of meaning, but also to improve their overall language skills. How quickly the limited hours to improve their reading ability has always been the eyes of the beholder, the wise see wisdom. The author found that the long-term teaching practice, the impact of advanced English reading ability is an important factor in cultural background. High Yong Chen (2006 Suzhou University non-English major students in cross-cultural communicative competence survey found that ‘more than half (60% ‘do not read books, do not understand the (back