The Role of Culture in English Language Reading Comprehension

Abstract

This article explores the pivotal role of culture in English language reading comprehension, emphasizing how cultural background knowledge influences the understanding of texts in a second or foreign language (L2). Drawing on schema theory, it highlights that readers’ prior cultural knowledge such as customs, idioms, and social norms facilitates meaning-making and interpretation. The paper summarizes research showing that when readers are familiar with the culture in a text, they understand it more easily. But when the culture feels distant or the references are unfamiliar, readers struggle more, feel more anxious, and need to use more mental effort to understand the text. It further examines how source, target, and international cultures appear in EFL/ESL reading materials, noting imbalances that may disadvantage learners. Practical implications are provided for teachers and curriculum designers, including the selection of culturally relevant texts, activation of background knowledge, and scaffolding to bridge cultural gaps. The findings underscore that integrating cultural awareness into English reading instruction fosters deeper comprehension, engagement, and fairness in assessment. Ultimately, the study concludes that culture is not a peripheral factor but a central component of effective reading pedagogy in English as a second or foreign language.