篇一：读书笔记格式

Wuhan Institute of Technology

读 书 笔 记

书 目 名 称Survey of Britain and America 起 止 页 码--

姓 名

班 级2015级英语学 号

指 导 教 师 所 在 学 院 外语学院

2015年 月

On Cross-cultural Communication

1. Background of the Study

As most of my contemporaries, I have been studying English for many years. During these years, I found that many of my classmates had difficulties in grasping the main meaning of texts. Although they have known the literal meanings of all the words and the relevant rules of grammar, most students still have some problems in understanding a text. Then, what has affected their reading ability? Why do most of them have such difficulties? How can we help them to solve these problems?

Some researches show that the key is cultural knowledge, that is to say, the cultural meaning of a word is vital. Cultural distinctions are more prominent at the level of lexicon, which is the foundation of vocabulary and plays an indispensable role in conveying information. Therefore, studying the cultural differences in languages, especially the cultural difference embedded in words, will help learners understand effectively the relationship between language and culture, thus eliciting cultural information from which language bears as far as possible (Guan, 2000:84).

In the present study , research in nonnative reading comprehension has shown that the ability to understand texts is based not only on the readers’ linguistic knowledge , but also on his knowledge of the cultural connotation of vocabulary .Studies have made it clear that people with high cultural knowledge comprehend a text better than those who lack that knowledge . Adams, Bell, and Perfetti (1995) investigated the relation between students’ cultural knowledge of words and reading skills in text comprehension among fourth to seventh graders. Their conclusion was that reading skills and cultural knowledge make complementary contribution to reading comprehension (Discourse process, 20,307-323).

However , for quite a long time , influenced by the grammar –translation method , some Chinese foreign language teachers ，especially the teacher in middle schools,

believe that the students would certainly understand a text in a foreign language if they have a great knowledge of vocabulary and grammar . And due to time limitation, teachers cannot pay much attention to the specific cultural connotation of vocabulary. As for students, when coming across a new word, they generally resort to teachers or dictionaries for the conceptual meaning, with little emphasis on the connotation of the word.

Meanwhile, the cultural information of the target language should be integrated into the vocabulary teaching. Unfortunately, some teachers have not yet realized the importance of culture in foreign language instruction. They insist that students’ attention should be only paid to grammatical rules and the usage of words, reluctant to draw students’ attention to cultural differences. Without acquaintance with the characteristics of the target culture, students cannot definitely understand the target language in an appropriate way. Especially in text reading , students will fail to comprehend some key words with culture –loaded meaning , thus fail to understand a text appropriately .In order to eich learners’ cultural association of words , much attention is demanded to the background knowledge of the word .

2. Structure and Aims of the Research

Therefore, the purpose of this article is to study high school students’ reading comprehension ability and to draw more attention from teachers and students to the importance of cultural knowledge of words in reading comprehension .As we have learned from above, cultural background knowledge of words plays an important role in reading comprehension, especially for the high school students. And from Barnett’s point of view (1989), the teacher must provide students with some pre-reading activities to help them better prepared and more motivated to read .But in what way can students improve their cultural background knowledge and how should our teachers do ?In this paper ,we mainly discuss:

篇二：读书笔记__格式表

日照街道第四小学读书心得体会

日照街道第四小学读书心得体会

日照街道第四小学读书心得体会

日照街道第四小学读书心得体会

日照街道第四小学读书心得体会

篇三：读书笔记书写格式

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