批评性跨文化阅读的主体间评价研究

前言PrefaceAcknowledgementsAbstractChapter 1 Introduction 1.1 Rationales for the present research 1.1.1 Educational rationale 1.1.2 Linguistic rationale 1.2 Aims of the present research 1.3 Methodology of the present research 1.4 Organization of the bookChapter 2 Literature Review 2.1 Introduction 2.2 The general historical context of globalization 2.3 Philosophical foundations

前言PrefaceAcknowledgementsAbstractChapter 1 Introduction 1.1 Rationales for the present research 1.1.1 Educational rationale 1.1.2 Linguistic rationale 1.2 Aims of the present research 1.3 Methodology of the present research 1.4 Organization of the bookChapter 2 Literature Review 2.1 Introduction 2.2 The general historical context of globalization 2.3 Philosophical foundations 2.3.1 Critical Theory 2.3.2 Postmodernism/Poststructuralism 2.3.3 Postcolonialism 2.3.4 Summary 2.4 Pedagogical application 1 : Critical Literacy 2.4.1 Evolving definitions of literacy 2.4.2 Clarification for Critical Thinking and Critical Literacy 2.4.3 Two key approaches to Critical Literacy 2.4.4 Summary 2.5 Pedagogical application 2. Intercultural Communication 2.5.1 Evolving definitions of culture 2.5.2 Mainstream pedagogy 2.5.3 Critical pedagogy 2.5.4 Summary 2.6 Critical appraisal of implications for Chinese TEFL reform 2.6.1 Particular local Chinese context 2.6.2 Limited literature of critical approaches to TEFL 2.6.3 Implications for Chinese TEFL reformChapter 3 A Proposed Model for the Present Study 3.1 Introduction 3.2 Theoretical foundations for the proposed model 3.2.1 Critical Discourse Analysis 3.2.2 Theories of intersubjectivity 3.2.3 Systemic Functional Linguistics and APPRAISAL theory 3.2.4 Summary 3.3 A proposed model for the present study 3.4 Research design 3.4.1 Research questions 3.4.2 A qualitative approach to discourse analysis 3.4.3 Data collection and selection 3.5 SummaryChapter 4 Naturalizing Readers 4.1 Introduction 4.2 Naturalization by ATTITUDE positioning 4.2.1 CATEGORY 4. 2.2 MODE 4.2.3 BIAS 4.2.4 Summary 4.3 Naturalization by ENGAGEMENT positioning 4.3.1 MONOGLOSSIA 4.3.2 DIALOGIC CONTRACTION 4.3.3 DIALOGIC EXPANSION 4.3.4 Summary 4.4 Sample analysis of two full texts 4.4.1 A sample of a comment 4.4.2 A sample of a news report 4.5 SummaryChapter 5 Actual Readings 5.1 Introduction 5.2 Introducing a methodological concept --"stimulus" 5.3 Letter dialogues to Text 4.4 5.3.1 Possible stimuli to be picked up by participants A--E 5.3.2 Data: Sample analysis 5.3.3 Statistical analysis 5.3.4 Discussion 5.3.5 Summary 5.4 Letter dialogues to Text 4.6 5.4.1 Possible stimuli taken up by participants @F--J 5.4.2 Data: Sample analysis 5.4.3 Statistical analysis 5.4.4 Discussion 5.4.5 Summary 5.5 Pedagogical implications 5.5.1 Critical intercultural awareness 5.5.2 APPRAISAL as critical analytical tools 5.5.3 EFL education as empowering practicesChapter 6 Conclusion 6.1 Major findings of the present study 6.2 Major contributions of the present study 6.3 Limitations and further studiesAppendices Appendix A: Media texts Appendix B: Letter dialogues to Text 4.4 Appendix C: Letter dialogues to Text 4.6Bibliography

本书是一部在中国英语教育、系统功能语言学及西方文论的视野交融中，深入系统地专论“批评性跨文化阅读”的著作，理论价值和现实意义均得到较好体现。本书在全球化的宏大背景之下，从中国英语教育和批评性话语分析两个领域中存在的理论及现实问题出发，通过构建“批评性跨文化阅读的主体间模型”，以评价理论为话语分析工具，以2004年《纽约时报》和《华盛顿邮报》上的六个媒体语篇和十个中国大学二年级英语专业学生的信件语篇为语料，来研究中国英语学习者身份的阅读主体与英语写作主体在跨文化阅读中如何相互定位彼此的立场。本书提出的主体间模型突出了阅读立场，把读者在解释过程中的主动性和差异性推到前台，将其应用到中国英语教学语境下的跨文化阅读活动，是对将批评性话语分析向后现代方向推进的积极响应，也为研究跨文化语境下的批评性教育提供了较为理想的模型；本书通过加强批评性话语分析、评价理论和后殖民主义文化研究之间的对话，使得各领域的研究都有所拓展和丰富；本书通过寻绎追问西方批评性教育理论的哲学思想地基，为将“批评性跨文化阅读”定位为教育目标提供哲学理论上的支撑，对英语教育改革具有前瞻性的指导意义；本书通过对语料做详细的话语分析和数据分析获得具体发现，为一线英语教师提供参考，对课堂教学实践具有启示意义。