Keywords
Abstract
This study addresses cognitive challenges in developing intercultural competence through English language reading and proposes systematic intervention strategies. The research identifies five primary cognitive barriers: cultural schema deficiency hindering text comprehension, linguistic-cultural disconnection prioritizing language skills over cultural content, limited teacher metacognitive awareness in intercultural pedagogy, insufficient access to culturally rich texts, and risks of stereotype reinforcement. Drawing on cognitive processing theory, the study presents a comprehensive framework integrating four strategic interventions: pre-activation of cultural knowledge to enhance learners’ cultural schema, integrated processing strategies balancing linguistic and cultural objectives, structured professional development programs improving teacher facilitation capabilities, and critical reflection strategies promoting nuanced cultural understanding. The framework’s practical application is demonstrated through a pedagogical case study using “Lin Yue’s Letter,” illustrating effective implementation of cognitive strategies. This research contributes to intercultural language education by providing theoretically grounded, systematic approaches for addressing cognitive barriers in intercultural competence development, offering valuable insights for educators seeking to enhance culturally responsive reading instruction.
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