SKKN Cross - Cultural factors affecting Do luong 3 High School student's English reading copprehension. Problems and solusions

lves from different courses. They should feel free to express their own ideas, to put questions to the teachers or to show their disagreement with their teachers. He should not only learn the knowledge of language, but also try his best to contact the social and cultural aspects of English speaking countries and learn the background knowledge of literature, history, geography, local condition and customs. He should use every means to enlarge his points of view. 
Only in these ways, can he get better understanding of the differences between English culture and Vietnamese culture so as to eliminate the comprehension barriers of cross-culture communication and improve overall abilities in English reading
5.2.2. To the teachers 
Since cultural factors in English classroom have become a heated topic, cultural teaching becomes an important part is second language teaching. Teachers should not only pass on knowledge of language but also enhance teaching of relative cultural background knowledge. Knowledge of cultural background is also important. Otherwise, misunderstanding and displeasure are inevitably aroused. It seems to be teachers’ role that they must own certain basic understandings about language and culture. When the awareness of culture is raised, teachers will be able to plan, create and adapt materials for effective reading class. Language knowledge is various, but the teachers’ task is to bring it to the students and help them master it. From the findings, the researcher suggests some possible ways for teachers to eliminate the difficulties as well as cross-cultural barriers in RC
- To establish and strengthen the cultural sense
Teachers should choose famous works and literary pieces of English culture as the reading materials as much as possible. Many such works and literary pieces can be of high quality in terms of spiritual culture. The more they learn from reading actual reading, they do in English, it is hoped that the more that Vietnamese students of English reading will improve their reading abilities. We should consciously combine the language teaching and cultural elements, such as to input the proper cultural knowledge while teaching. Moreover, teachers should encourage and lead students to read more about the history, geography, local affair and customs of English culture. In every stage and aspect of language learning, teachers should encourage students to discover cultural phenomenon and cultural connotation and often compare English and Chinese cultures and find out their differences to strengthen the sensitivity to the culture of the target language.
- To design specialized questions in plan for reading lessons containing cross-cultural factors
Questioning can be divided into three stages: (1) pre-reading. The questions of this stage are the leading questions to stimulate students’ cultural knowledge of their mother language and interest in different cultures. (2) while-reading. Put forward one or two important questions before their reading and let them read with questions. After their reading, teachers should put forward the analytical questions to stimulate students to analyze, synthesize and generalize the phenomenon of the different culture. (3) post-reading. Compare the cultures of mother language and English and put forward some subjective questions. Teachers should lead students to rethink and discuss some questions of culture in the process of discussion. Teachers should also encourage students to try their best to use the target language. In this way, students will get deeper understanding of English culture.
- To design supplementary activities for developing students’ cross-cultural awareness in Vietnam
As teaching culture is not the main purpose of teaching English in Vietnamese high schools, even when cross-cultural issues appeal a lot to teachers and students of English: there may be no timetable left for cultural classes. In such cases, supplementary activities may be included in pre-, while- or post-teaching of the reading skills or they may serve as extra-curricular activities. There is a great variety of activities for teaching culture in English classes, such as cultural aside, slice-of-life activity, culture assimilator, audio-motor unit, micrologue, drama, web quest, ... , the activities selected in this study are supposed to help integrate culture into language teaching. Based on the objectives of teaching English in high schools, supplementary activities for culture teaching in reading lessons may fall into the following three groups:
5.3. To the textbook compilers
It is highly recommended for the textbook compilers. who have high expectations from teachers of English, to provide teachers more opportunities to improve their students’ cross-cultural awareness. To meet this demand, teachers must be allowed to design a specialised plan for the reading lesson containing cross-cultural elements to help students to overcome cross-cultural barriers. They can adapt the textbooks in order to be suitable to their own students’ levels. Besides this, teacher’s books guide the teachers how to select the correct cultural context. 
 In conclusion, from the cultural perspective, I have identified the limited cultural background knowledge, learning attitudes and teaching style as the major factors which cause cross-cultural barriers in English RC classrooms within the Vietnam high school context. It is also pointed out that to improve the teaching and learning of reading English, English teachers should gain a deeper understanding of undercurrent cultural conflicts and be able to show the differences and similarities among cultures. 
CHAPTER 6. CONCLUSION
6.1 Summary of the study
This study has mentioned the relationship between language and culture, the cross-cultural factors in RC lessons, barriers caused by these factors and ways to solve these problems at DL3 high school. Based on the instrumentation as tests, survey questionnaire and follow-up interviews, some important findings have been discovered. From the data analysis, firstly, this study has argued that culture and language are inseparable part and therefore culture is relevant to the teaching and learning of a second language. Language and culture are intertwined to such an extent that one cannot survive without the other. It is impossible for one to teach language without teaching culture. Secondly, almost all the students and teachers are aware of the important role of cross-cultural factors in RC lessons. However, it also points out that the cultural difference gives rise to cultural problems. To solve these problems is to make the situation better. This study gives some suggestions for students, teacher as well as the textbook compilers 
In more detail to find solutions for these cross-cultural problems culture must be entirely integrated as a central component of reading learning. English teachers should identify key cultural items in every aspect of the reading lesson that they teach and then incorporate them usefully into a lesson or a syllabus while teaching reading by giving supplementary activities for developing students’ cross-cultural awareness
In fact, getting over cultural difficulties has been considered to be of great help to the teaching and learning of RC skills. With this study, the researcher hopes that it will make a small contribution to better the current situation of teaching and learning reading at DL3 high school.
6.2. Conclusion
In conclusion, the study has centered on cross-cultural elements in English reading teaching and learning with an effort to provide an understanding of cross-culture in English language education for students at DL3 high school. This thesis has shown a significant relationship between culrural background knowledge and English RC. After providing background on cross-culture in the classroom and the pedagogical literature, the cross-cultural barriers were found out based on the analysis of the cross-cultural factors. It was argued that the solutions for these problems are that the teaching of culture should become an integral part of foreign language instruction. Teachers as well as learners should raise their awareness of the importance of the target language culture. Cultural awareness should become an essential part of foreign language education. Using the activities which stimulates cultural awareness will keep learners motivated and generate positive learning attitudes. Only in this way, can we get better understanding of the differences among cultures so as to eliminate the comprehension barriers of cross-culture communication and improve our overall abilities in English reading. This leads to better language competence. 
REFERENCES
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SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN
TRƯỜNG THPT ĐÔ LƯƠNG 3
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TEACHING EXPERIENCE
TOPIC:
CROSS-CULTURAL FACTORS AFFECTING DO LUONG 3 
 HIGH SCHOOL STUDENTS’ ENGLISH READING
 COMPREHENSION: PROBLEMS AND SOLUTIONS
Môn: Anh văn
Nhóm tác giả: Vương Trần Lê 
Nguyễn Tất Long
Tổ: Ngữ Văn- Tiếng Anh
ĐT: 0916668548- 0915715111
Đô Lương, tháng 12 năm 2021
Trï S¬n, th¸ng 12 n¨m 2018
Ngµy 6 th¸ng 04 n¨m 2011
TEACHING EXPERIENCE
TOPIC:
CROSS-CULTURAL FACTORS AFFECTING DO LUONG 3
HIGH SCHOOL STUDENTS’ ENGLISH READING
COMPREHENSION: PROBLEMS AND SOLUTIONS
Môn: Anh văn
Đô Lương, tháng 12 năm 2021
TABLES OF CONTENTS
Contents
Pages
 CHAPTER 1. INTRODUCTION
1
1.1. Rationale of the study. 
1
1.2. Scope of the study
2
1.3. Aims of the study.
2
1.4. Research questions of the study
2
1.5. Research methods of the study
2
1.6. Significance the study
3
CHAPTER 2: THEORETICAL BACKGROUND
4
2.1. Reading comprehension skills and their position in English language teaching.
4
2.1.1. What is reading? 
4
2.1.2. What is reading comprehension? 
4
2.1.3. The position of reading comprehension skills in English language teaching and learning.
5
2.2. The relationship between culture and language.
5
2.2.1. Definitions of culture: 
5
2.2.2. Language and culture:
6
2.2.3. The role of culture in language teaching and learning.
6
2.3. the cross- cultrural background knowledge of and English reading comprehension
7
2.3.1.The role of cross-cultural background knowledge in English reading comprehension.
7
2.3.2 Cross-Cultural factors in English reading comprehension.
8
2.4. Cross-cultural factor teaching and learning in foreign language instruction.
9
2.4.2. The principles for culture teaching .
9
2.5. Culture-based activities
10
2.5.1. Cultural aside
11
2.5.2. Culture capsule
11
2.5.3.Quiz. 
11
2.5.4.Cultural assimilator.
12
2.5.5. Critical incidents.
13
2.5.6. Student research.
13
CHAPTER 3. THE STUDY
15
3.1. The setting of the study.
15
 The syllabus
15
3.2. The participants.
15
3.3. The research methods.
16
3.3.1. The rationale for the use of action research
16
3.4. The instruments of data collection.
18
3.4.1. The tests .
18
3.4.2. The questionnaire
19
3.4.3. The interviews .
19
3.5. The procedures .
19
CHAPTER 4: RESULTS AND DISCUSSION
21
4.1. The test results.
21
4.2. The questionnaire results.
25
4.3. The interview results	
30
CHAPTER 5: FINDINGS AND SOME SUGGESTIONS FOR SOLUTIONS
32
5.1. Findings
32
5.1.1. Linguistic barriers in relation to cross-culture in the English 
32
5.1.1.1. Vocabulary
32
5.1.1.2. Grammar
34
5.1.1.3. Pragmatics..
35
5.1.2.The causes of the cross-cultural barriers
36
5.1.2.1. The external causes
36
5.1.2.2. The internal causes 
36
5.1. Some implications for a better reading comprehension skill
37
5.2.1. To students
37
5.2.2. To the teachers
38
5.3. To the textbook compilers
40
CHAPTER 6. CONCLUSION
41
6.1. Summary of the study
41
6.2. Conclusion
41
REFERENCES 
42