The Influence of Native Cultural Schema on Second Language Reading
Abstract
In the process of second language reading learning, native cultural schema exerts a significant impact on learners' efficiency of text reading comprehension. There are inherent differences between Chinese and Western cultures in modes of thinking, values and living customs, which tend to cause cognitive biases among second language learners and further result in obstacles in reading comprehension. Adopting the method of literature review, this study systematically sorts out and integrates relevant domestic and foreign research findings, and conducts an in-depth exploration on the specific manifestations, influence paths and existing academic controversies of native cultural schema functioning in second language reading. The research reveals that native cultural schema bears an obvious dual function: the rational activation of original native cultural cognition can assist learners in quickly understanding texts and improving reading adaptability; when conflicts arise between Chinese and Western cultural schemata, native thinking stereotypes will trigger negative cultural transfer, lead to semantic distortion and cultural misinterpretation, and hinder the comprehension of textual connotation and in-depth logic. It can thus be seen that cultural schema serves as a crucial factor restricting the proficiency of second language reading. To reverse this situation, English reading teaching should attach importance to the integration of Chinese and Western cultures, scientifically infiltrate two-way cultural knowledge, incorporate the cultural schema theory into the regular teaching system, help learners optimize their cognitive structure, reduce the negative interference brought by cultural conflicts, and fundamentally enhance the comprehensive literacy and quality of second language reading.
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