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

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 subdimensions of reading strategies.Moreover, students' independent thinking and comparative analysis of cross-cultural phenomena significantly correlated with two dimensions of teachers' instruction.