二语/外语语境下的批判性阅读理论构建研究
发布时间：2022-10-11 19:33
随着全球化进程的不断深入,在社会、文化教育理论方面也引发一些亟待解决的问题。在以英语为主要交流工具的当今,对语篇作出批判性反应就成为必要和趋势,因为社会文化形态之间隐藏的权势和不平等关系更多是以书面语篇的形式传播,同时让受众拥有批判性资源和能力去甄别和破解隐藏于书面语篇和文化教育中的权势运作也成为必要。 20世纪80年代,批评性语篇分析（CDA）是对西方人文科学的修辞学转向的一次积极响应和对其他相关领域进行批判性研究的基础。首先,通过对由语篇所构成的社会结构的解构,批评性语篇分析（CDA）探索语篇和社会文化形态之间隐藏的意识形态和不平等,并基于系统功能语言学的基础上在教育领域中进行了一些批判性研究,但其研究基础也主要从批评语言学角度深入、广泛地研究社会与语篇的关系,即使涉及批判性教育实践研究,其研究基础也是英语作为母语的语境。目前国内对批判性阅读研究主要集中在探讨、研究培养批判性思维的意义和相关理论的概括性介绍,具体在二语或外语语境的批判性阅读的具体研究还十分稀少。再者,对于全球化的后现代语境给英语教育带来的机遇和挑战,亟待敏锐深刻的认识和付诸于实践的理论指导。 因...
【文章页数】：247 页
【学位级别】：博士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Acronyms
List of Figures and Tables
Chapter 1 Introduction
1.1 Origins of the Study
1.2 The Rationale of the Study
1.3 Aims and Objectives of the Study
1.4 The Organization of the Dissertation
Chapter 2 Literature Review
2.1 Introduction
2.2 Historical Context of Globalization
2.3 Philosophical Foundations
2.3.1 Critical Theory
2.3.2 Deconstructionism
2.3.3 Post Colonialism
2.3.3.1 Orientalism
2.3.3.2 Cultural Imperialism and Linguistic Imperialism
2.3.3.3 English Language Teaching and Discourse Colonialism
2.3.4 Summary
2.4 Brief Overview of ESL/EFL Reading Research
2.4.1 ESL/EFL Reading Research Prior to the 19705
2.4.2 ESL/EFL Reading Research after the 19705
2.4.2.1 Psycholinguistic Approach to ESL/EFL Reading
2.4.2.2 Schema Theory and ESL/EFL Reading
2.4.2.3 Interactive Approaches to ESL/EFL Reading
2.4.3 Summary
2.5 Brief Overview of Critical Reading Research Abroad and at Home
2.5.1 Critical Reading Research Abroad
2.5.2 Critical Reading Research at Home
2.5.2.1 Particular Local Chinese Context for Critical Reading
2.5.2.2 Critical Reading Research at Home
2.5.2.3 Significance of Critical Reading for Chinese EFL Reform
2.5.3 Summary
Chapter 3 Theoretical Preliminaries
3.1 Introduction
3.2 Theoretical Foundations for This Study
3.2.1 Critical Discourse Analysis
3.2.1.1 A Brief Review of CDA
3.2.1.2 van Dijk’s Approach to CDA
3.2.1.3 Criticisms of CDA
3.2.2 Theories of Dialogisms
3.2.2.1 Bakhtin and Dialogism
3.2.2.2 Habermas and Communicative Negotiated Rationality
3.2.3 Critical Pedagogy
3.2.4 Summary
3.3 Defining the Key Concepts
3.3.1 Critical Reading / Critical Literacy
3.3.1.1 Clarification for Critical Reading and Critical Literacy
3.3.1.2 Clarification for Critical Thinking and Critical Literacy
3.3.1.3 Two Approaches to Critical Literacy
3.3.1.4 Summary
3.3.2 Discourse or Text
3.3.2.1 Discourse from Critical Discourse Analysis Perspective
3.3.2.2 Discourse from Contrastive Text Linguistic Perspective
3.3.2.3 The Working Definition of Discourse
3.3.3 Ideology
3.3.3.1 Origin and Development of Ideology
3.3.3.2 Defining Ideology
3.3.4 Being Critical
3.3.4.1 The Rhetorical Origin of Being Critical
3.3.4.2 Critical Linguistic Development of Being Critical
3.3.5 Summary
Chapter 4 Contrastive Rhetoric and Ideology
4.1 Introduction
4.2 Literacy and Power
4.2.1 Defining Literacy
4.2.2 Social Construction of Meaning
4.2.3 Ideology as a Conceptual Link between Discourse and Power
4.2.4 Summary
4.3 Cognitive Vs. Social
4.3.1 The Motivation of Reading‘s Cognitive Perspective
4.3.2 Reading as a Social Process
4.3.2.1 Social Authorship
4.3.2.2 Social Discourse
4.3.3 Reading in Critical Context
4.3.3.1 Institution
4.3.3.2 Institutional Context
4.3.3.3 Social Institution and Ideologies
4.4 Contrastive Rhetoric and Cross-Cultural Nature of Reading in ESL/EFL Context
4.4.1 Traditional Contrastive Rhetoric
4.4.2 New Contrastive Rhetoric
4.4.3 Contrastive Rhetoric’s Role in Critical Reading
4.4.4 Summary
4.5 Reading in Native Context and Reading in ESL/EFL Context
4.5.1 Reading in Native Context
4.5.2 Reading in ESL/EFL Context
4.5.3 Differences of Reading in Native Context and in ESL/EFL Context
4.5.3.1 Linguistic and Processing Differences
4.5.3.2 Greater Metalinguistic and Metacognitve Awareness in ESL/EFL Context
4.5.4 The Specific Language Socialization for the Readers in ESL/EFL Context
4.5.5 Summary
Chapter 5 Building the Text Representation in ESL/EFL Context
5.1 Introduction
5.2 Synthetical Process of “Meaningfulness”
5.2.1 Proposition: Ideal Representation of the Text
5.2.2 Dynamic Levels of “Meaningfulness”
5.2.2.1 The Constructive Nature of “Meaningfulness”
5.2.2.2 Multi Levels of Txt “Meaningfulness”
5.3 Filling the Conceptual Gap through Inferences
5.3.1 Building Coherence through Explicit Node
5.3.2 Filling the Conceptual Gap by Inferences
5.3.2.1 Critical Reading Ability and Inferences
5.3.2.2 Realization of Bridging Inference in Critical Reading
5.3.2.3 Realization of Elaborative Inference in Critical Reading
5.4 Overreliance of Text Representation Building in ESL/EFL Context
5.4.1 Knowledge of Text Structure
5.4.2 Text Structure’s Function in Comprehension
5.4.3 Language Cultural Schemata in ESL/EFL Context
5.4.3.1 Languacultural Content Schemata Availability in ESL/EFL Context
5.4.3.2 Languacultural Formal Schemata Availability in ESL/EFL Context
5.4.3.3 Languacultural Schemata Activation in ESL/EFL Context
5.5 Building Text Representation in ESL/EFL Context
5.5.1 Situation-Model Building in ESL/EFL Context
5.5.1.1 Textbase Construction in ESL/EFL Context
5.5.1.2 Situation-Model Building in ESL/EFL Context
5.5.1.3 Transfer of Native Language Skill during Text Processing
5.5.2 Determinacy State and Language Familiarity
5.5.3 Summary
Chapter 6 The Process of De-Idealization by Reader
6.1 Introduction
6.2 Idealization by Attitudinal Parameter
6.2.1 Attitudinal Resources in Discourse
6.2.1.1 Affect
6.2.1.2 Judgment
6.2.1.3 Appreciation
6.2.2 Idealization through Inscribed Attitudinal Values
6.2.2.1 Idealization by Self-Affect vs. by Other-Affect
6.2.2.2 Idealization by Social Esteem vs. by Social Sanction
6.2.2.3 Idealization by Self-Aesthetic Value vs. Non-Aesthetic Value
6.2.3 Idealization by Evoked Values
6.2.4 Idealization by Topicalization
6.2.5 Idealization by Announcement
6.3 Summary
Chapter 7: Conclusion and Implications
7.1 Major Findings of This Study
7.2 Pedagogical Implications
7.3 Limitations and Further Studies
Bibliography
Appendix
【参考文献】：
期刊论文
[1]母语阅读能力向外语阅读迁移问题研究[J]. 鲍贵,林铃. 天津外国语学院学报. 2008(03)
[2]英语体裁多维性研究[J]. 陈亚萍. 同济大学学报(社会科学版). 2008(01)
[3]英语阅读研究十年回顾[J]. 方英. 宁波大学学报(人文科学版). 2008(01)
[4]体裁分析的传统与前沿[J]. 丁建新. 外语研究. 2007(06)
[5]外语教学理论的几点反思——来自教学实践中的内省[J]. 陈建生. 外语与外语教学. 2007(11)
[6]英语写作模式:哲学观、语言观与修辞观[J]. 邓志勇,董榆萍. 当代教育论坛(学科教育研究). 2007(10)
[7]图式理论与大学英语阅读教学[J]. 杜轶群. 江苏教育学院学报(社会科学版). 2007(05)
[8]对比修辞研究发展四十年综述[J]. 穆从军. 修辞学习. 2007(05)
[9]英汉语篇对比与中国的文章之学[J]. 潘文国. 外语教学. 2007(05)
[10]批判性阅读和批判性思维能力的培养[J]. 李梅兰. 莆田学院学报. 2007(04)
博士论文
[1]西方英语写作学的元学科研究[D]. 崔淑珍.上海外国语大学 2009
[2]基于知识解析体系的语篇综合分析模式[D]. 严轶伦.上海外国语大学 2007
[3]新闻话语意义生成的系统功能修辞研究[D]. 马景秀.上海外国语大学 2007
本文编号：3691162
【文章页数】：247 页
【学位级别】：博士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Acronyms
List of Figures and Tables
Chapter 1 Introduction
1.1 Origins of the Study
1.2 The Rationale of the Study
1.3 Aims and Objectives of the Study
1.4 The Organization of the Dissertation
Chapter 2 Literature Review
2.1 Introduction
2.2 Historical Context of Globalization
2.3 Philosophical Foundations
2.3.1 Critical Theory
2.3.2 Deconstructionism
2.3.3 Post Colonialism
2.3.3.1 Orientalism
2.3.3.2 Cultural Imperialism and Linguistic Imperialism
2.3.3.3 English Language Teaching and Discourse Colonialism
2.3.4 Summary
2.4 Brief Overview of ESL/EFL Reading Research
2.4.1 ESL/EFL Reading Research Prior to the 19705
2.4.2 ESL/EFL Reading Research after the 19705
2.4.2.1 Psycholinguistic Approach to ESL/EFL Reading
2.4.2.2 Schema Theory and ESL/EFL Reading
2.4.2.3 Interactive Approaches to ESL/EFL Reading
2.4.3 Summary
2.5 Brief Overview of Critical Reading Research Abroad and at Home
2.5.1 Critical Reading Research Abroad
2.5.2 Critical Reading Research at Home
2.5.2.1 Particular Local Chinese Context for Critical Reading
2.5.2.2 Critical Reading Research at Home
2.5.2.3 Significance of Critical Reading for Chinese EFL Reform
2.5.3 Summary
Chapter 3 Theoretical Preliminaries
3.1 Introduction
3.2 Theoretical Foundations for This Study
3.2.1 Critical Discourse Analysis
3.2.1.1 A Brief Review of CDA
3.2.1.2 van Dijk’s Approach to CDA
3.2.1.3 Criticisms of CDA
3.2.2 Theories of Dialogisms
3.2.2.1 Bakhtin and Dialogism
3.2.2.2 Habermas and Communicative Negotiated Rationality
3.2.3 Critical Pedagogy
3.2.4 Summary
3.3 Defining the Key Concepts
3.3.1 Critical Reading / Critical Literacy
3.3.1.1 Clarification for Critical Reading and Critical Literacy
3.3.1.2 Clarification for Critical Thinking and Critical Literacy
3.3.1.3 Two Approaches to Critical Literacy
3.3.1.4 Summary
3.3.2 Discourse or Text
3.3.2.1 Discourse from Critical Discourse Analysis Perspective
3.3.2.2 Discourse from Contrastive Text Linguistic Perspective
3.3.2.3 The Working Definition of Discourse
3.3.3 Ideology
3.3.3.1 Origin and Development of Ideology
3.3.3.2 Defining Ideology
3.3.4 Being Critical
3.3.4.1 The Rhetorical Origin of Being Critical
3.3.4.2 Critical Linguistic Development of Being Critical
3.3.5 Summary
Chapter 4 Contrastive Rhetoric and Ideology
4.1 Introduction
4.2 Literacy and Power
4.2.1 Defining Literacy
4.2.2 Social Construction of Meaning
4.2.3 Ideology as a Conceptual Link between Discourse and Power
4.2.4 Summary
4.3 Cognitive Vs. Social
4.3.1 The Motivation of Reading‘s Cognitive Perspective
4.3.2 Reading as a Social Process
4.3.2.1 Social Authorship
4.3.2.2 Social Discourse
4.3.3 Reading in Critical Context
4.3.3.1 Institution
4.3.3.2 Institutional Context
4.3.3.3 Social Institution and Ideologies
4.4 Contrastive Rhetoric and Cross-Cultural Nature of Reading in ESL/EFL Context
4.4.1 Traditional Contrastive Rhetoric
4.4.2 New Contrastive Rhetoric
4.4.3 Contrastive Rhetoric’s Role in Critical Reading
4.4.4 Summary
4.5 Reading in Native Context and Reading in ESL/EFL Context
4.5.1 Reading in Native Context
4.5.2 Reading in ESL/EFL Context
4.5.3 Differences of Reading in Native Context and in ESL/EFL Context
4.5.3.1 Linguistic and Processing Differences
4.5.3.2 Greater Metalinguistic and Metacognitve Awareness in ESL/EFL Context
4.5.4 The Specific Language Socialization for the Readers in ESL/EFL Context
4.5.5 Summary
Chapter 5 Building the Text Representation in ESL/EFL Context
5.1 Introduction
5.2 Synthetical Process of “Meaningfulness”
5.2.1 Proposition: Ideal Representation of the Text
5.2.2 Dynamic Levels of “Meaningfulness”
5.2.2.1 The Constructive Nature of “Meaningfulness”
5.2.2.2 Multi Levels of Txt “Meaningfulness”
5.3 Filling the Conceptual Gap through Inferences
5.3.1 Building Coherence through Explicit Node
5.3.2 Filling the Conceptual Gap by Inferences
5.3.2.1 Critical Reading Ability and Inferences
5.3.2.2 Realization of Bridging Inference in Critical Reading
5.3.2.3 Realization of Elaborative Inference in Critical Reading
5.4 Overreliance of Text Representation Building in ESL/EFL Context
5.4.1 Knowledge of Text Structure
5.4.2 Text Structure’s Function in Comprehension
5.4.3 Language Cultural Schemata in ESL/EFL Context
5.4.3.1 Languacultural Content Schemata Availability in ESL/EFL Context
5.4.3.2 Languacultural Formal Schemata Availability in ESL/EFL Context
5.4.3.3 Languacultural Schemata Activation in ESL/EFL Context
5.5 Building Text Representation in ESL/EFL Context
5.5.1 Situation-Model Building in ESL/EFL Context
5.5.1.1 Textbase Construction in ESL/EFL Context
5.5.1.2 Situation-Model Building in ESL/EFL Context
5.5.1.3 Transfer of Native Language Skill during Text Processing
5.5.2 Determinacy State and Language Familiarity
5.5.3 Summary
Chapter 6 The Process of De-Idealization by Reader
6.1 Introduction
6.2 Idealization by Attitudinal Parameter
6.2.1 Attitudinal Resources in Discourse
6.2.1.1 Affect
6.2.1.2 Judgment
6.2.1.3 Appreciation
6.2.2 Idealization through Inscribed Attitudinal Values
6.2.2.1 Idealization by Self-Affect vs. by Other-Affect
6.2.2.2 Idealization by Social Esteem vs. by Social Sanction
6.2.2.3 Idealization by Self-Aesthetic Value vs. Non-Aesthetic Value
6.2.3 Idealization by Evoked Values
6.2.4 Idealization by Topicalization
6.2.5 Idealization by Announcement
6.3 Summary
Chapter 7: Conclusion and Implications
7.1 Major Findings of This Study
7.2 Pedagogical Implications
7.3 Limitations and Further Studies
Bibliography
Appendix
【参考文献】：
期刊论文
[1]母语阅读能力向外语阅读迁移问题研究[J]. 鲍贵,林铃. 天津外国语学院学报. 2008(03)
[2]英语体裁多维性研究[J]. 陈亚萍. 同济大学学报(社会科学版). 2008(01)
[3]英语阅读研究十年回顾[J]. 方英. 宁波大学学报(人文科学版). 2008(01)
[4]体裁分析的传统与前沿[J]. 丁建新. 外语研究. 2007(06)
[5]外语教学理论的几点反思——来自教学实践中的内省[J]. 陈建生. 外语与外语教学. 2007(11)
[6]英语写作模式:哲学观、语言观与修辞观[J]. 邓志勇,董榆萍. 当代教育论坛(学科教育研究). 2007(10)
[7]图式理论与大学英语阅读教学[J]. 杜轶群. 江苏教育学院学报(社会科学版). 2007(05)
[8]对比修辞研究发展四十年综述[J]. 穆从军. 修辞学习. 2007(05)
[9]英汉语篇对比与中国的文章之学[J]. 潘文国. 外语教学. 2007(05)
[10]批判性阅读和批判性思维能力的培养[J]. 李梅兰. 莆田学院学报. 2007(04)
博士论文
[1]西方英语写作学的元学科研究[D]. 崔淑珍.上海外国语大学 2009
[2]基于知识解析体系的语篇综合分析模式[D]. 严轶伦.上海外国语大学 2007
[3]新闻话语意义生成的系统功能修辞研究[D]. 马景秀.上海外国语大学 2007
本文编号：3691162
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