二語(yǔ)/外語(yǔ)語(yǔ)境下的批判性閱讀理論構(gòu)建研究
發(fā)布時(shí)間：2022-10-11 19:33
隨著全球化進(jìn)程的不斷深入,在社會(huì)、文化教育理論方面也引發(fā)一些亟待解決的問(wèn)題。在以英語(yǔ)為主要交流工具的當(dāng)今,對(duì)語(yǔ)篇作出批判性反應(yīng)就成為必要和趨勢(shì),因?yàn)樯鐣?huì)文化形態(tài)之間隱藏的權(quán)勢(shì)和不平等關(guān)系更多是以書(shū)面語(yǔ)篇的形式傳播,同時(shí)讓受眾擁有批判性資源和能力去甄別和破解隱藏于書(shū)面語(yǔ)篇和文化教育中的權(quán)勢(shì)運(yùn)作也成為必要。 20世紀(jì)80年代,批評(píng)性語(yǔ)篇分析（CDA）是對(duì)西方人文科學(xué)的修辭學(xué)轉(zhuǎn)向的一次積極響應(yīng)和對(duì)其他相關(guān)領(lǐng)域進(jìn)行批判性研究的基礎(chǔ)。首先,通過(guò)對(duì)由語(yǔ)篇所構(gòu)成的社會(huì)結(jié)構(gòu)的解構(gòu),批評(píng)性語(yǔ)篇分析（CDA）探索語(yǔ)篇和社會(huì)文化形態(tài)之間隱藏的意識(shí)形態(tài)和不平等,并基于系統(tǒng)功能語(yǔ)言學(xué)的基礎(chǔ)上在教育領(lǐng)域中進(jìn)行了一些批判性研究,但其研究基礎(chǔ)也主要從批評(píng)語(yǔ)言學(xué)角度深入、廣泛地研究社會(huì)與語(yǔ)篇的關(guān)系,即使涉及批判性教育實(shí)踐研究,其研究基礎(chǔ)也是英語(yǔ)作為母語(yǔ)的語(yǔ)境。目前國(guó)內(nèi)對(duì)批判性閱讀研究主要集中在探討、研究培養(yǎng)批判性思維的意義和相關(guān)理論的概括性介紹,具體在二語(yǔ)或外語(yǔ)語(yǔ)境的批判性閱讀的具體研究還十分稀少。再者,對(duì)于全球化的后現(xiàn)代語(yǔ)境給英語(yǔ)教育帶來(lái)的機(jī)遇和挑戰(zhàn),亟待敏銳深刻的認(rèn)識(shí)和付諸于實(shí)踐的理論指導(dǎo)。 因...
【文章頁(yè)數(shù)】：247 頁(yè)
【學(xué)位級(jí)別】：博士
【文章目錄】：
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
【參考文獻(xiàn)】：
期刊論文
[1]母語(yǔ)閱讀能力向外語(yǔ)閱讀遷移問(wèn)題研究[J]. 鮑貴,林鈴. 天津外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2008(03)
[2]英語(yǔ)體裁多維性研究[J]. 陳亞萍. 同濟(jì)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版). 2008(01)
[3]英語(yǔ)閱讀研究十年回顧[J]. 方英. 寧波大學(xué)學(xué)報(bào)(人文科學(xué)版). 2008(01)
[4]體裁分析的傳統(tǒng)與前沿[J]. 丁建新. 外語(yǔ)研究. 2007(06)
[5]外語(yǔ)教學(xué)理論的幾點(diǎn)反思——來(lái)自教學(xué)實(shí)踐中的內(nèi)省[J]. 陳建生. 外語(yǔ)與外語(yǔ)教學(xué). 2007(11)
[6]英語(yǔ)寫(xiě)作模式:哲學(xué)觀、語(yǔ)言觀與修辭觀[J]. 鄧志勇,董榆萍. 當(dāng)代教育論壇(學(xué)科教育研究). 2007(10)
[7]圖式理論與大學(xué)英語(yǔ)閱讀教學(xué)[J]. 杜軼群. 江蘇教育學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版). 2007(05)
[8]對(duì)比修辭研究發(fā)展四十年綜述[J]. 穆從軍. 修辭學(xué)習(xí). 2007(05)
[9]英漢語(yǔ)篇對(duì)比與中國(guó)的文章之學(xué)[J]. 潘文國(guó). 外語(yǔ)教學(xué). 2007(05)
[10]批判性閱讀和批判性思維能力的培養(yǎng)[J]. 李梅蘭. 莆田學(xué)院學(xué)報(bào). 2007(04)
博士論文
[1]西方英語(yǔ)寫(xiě)作學(xué)的元學(xué)科研究[D]. 崔淑珍.上海外國(guó)語(yǔ)大學(xué) 2009
[2]基于知識(shí)解析體系的語(yǔ)篇綜合分析模式[D]. 嚴(yán)軼倫.上海外國(guó)語(yǔ)大學(xué) 2007
[3]新聞話語(yǔ)意義生成的系統(tǒng)功能修辭研究[D]. 馬景秀.上海外國(guó)語(yǔ)大學(xué) 2007
本文編號(hào)：3691162
【文章頁(yè)數(shù)】：247 頁(yè)
【學(xué)位級(jí)別】：博士
【文章目錄】：
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
【參考文獻(xiàn)】：
期刊論文
[1]母語(yǔ)閱讀能力向外語(yǔ)閱讀遷移問(wèn)題研究[J]. 鮑貴,林鈴. 天津外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2008(03)
[2]英語(yǔ)體裁多維性研究[J]. 陳亞萍. 同濟(jì)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版). 2008(01)
[3]英語(yǔ)閱讀研究十年回顧[J]. 方英. 寧波大學(xué)學(xué)報(bào)(人文科學(xué)版). 2008(01)
[4]體裁分析的傳統(tǒng)與前沿[J]. 丁建新. 外語(yǔ)研究. 2007(06)
[5]外語(yǔ)教學(xué)理論的幾點(diǎn)反思——來(lái)自教學(xué)實(shí)踐中的內(nèi)省[J]. 陳建生. 外語(yǔ)與外語(yǔ)教學(xué). 2007(11)
[6]英語(yǔ)寫(xiě)作模式:哲學(xué)觀、語(yǔ)言觀與修辭觀[J]. 鄧志勇,董榆萍. 當(dāng)代教育論壇(學(xué)科教育研究). 2007(10)
[7]圖式理論與大學(xué)英語(yǔ)閱讀教學(xué)[J]. 杜軼群. 江蘇教育學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版). 2007(05)
[8]對(duì)比修辭研究發(fā)展四十年綜述[J]. 穆從軍. 修辭學(xué)習(xí). 2007(05)
[9]英漢語(yǔ)篇對(duì)比與中國(guó)的文章之學(xué)[J]. 潘文國(guó). 外語(yǔ)教學(xué). 2007(05)
[10]批判性閱讀和批判性思維能力的培養(yǎng)[J]. 李梅蘭. 莆田學(xué)院學(xué)報(bào). 2007(04)
博士論文
[1]西方英語(yǔ)寫(xiě)作學(xué)的元學(xué)科研究[D]. 崔淑珍.上海外國(guó)語(yǔ)大學(xué) 2009
[2]基于知識(shí)解析體系的語(yǔ)篇綜合分析模式[D]. 嚴(yán)軼倫.上海外國(guó)語(yǔ)大學(xué) 2007
[3]新聞話語(yǔ)意義生成的系統(tǒng)功能修辭研究[D]. 馬景秀.上海外國(guó)語(yǔ)大學(xué) 2007
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