Empirical Study on Cross-cultural Communication and Context-based Teaching in High School English Reading

DOI

10.2991/978-2-38476-263-7_60How to use a DOI?

Keywords

intercultural communication; context; high school English; reading teaching

Abstract

This study explores the effects of integrating contextual and intercultural knowledge instruction in the English reading classroom on students’ interest level, reading strategies, and reading competence and their use of it by using a questionnaire, a learners’ reading level test, and a structured interview. The results show that under the guidance of teachers analyzing context, as well as providing instruction on cross-cultural knowledge, students’ interest in reading significantly increased. They also demonstrated a more flexible and varied use of reading strategies, highlighting the potential of this model of reading instruction to improve reading skills. The application of reading strategies showed a significant positive correlation with sub-dimensions of reading abilities. Specifically, the active analysis of cross-cultural factors and explanation of the cultural dimensions were significantly correlated with all sub-dimensions of reading abilities. The explanation of texts in context was significantly correlated with two sub-dimensions of reading strategies. Moreover, students’ independent thinking and comparative analysis of cross-cultural phenomena significantly correlated with two dimensions of teachers’ instruction.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Zihan Wang
PY  - 2024
DA  - 2024/07/03
TI  - Empirical Study on Cross-cultural Communication and Context-based Teaching in High School English Reading
BT  - Proceedings of the 2024 2nd International Conference on Language, Innovative Education and Cultural Communication (CLEC 2024)
PB  - Atlantis Press
SP  - 491
EP  - 497
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-263-7_60
DO  - 10.2991/978-2-38476-263-7_60
ID  - Wang2024
ER  -