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Preface
Acknowledgements
Abstract
Chapter 1 Introduction
1.1 Rationales for the present research
1. I. 1 Educational rationale
1.1.2 Linguistic rationale
1.2 Aims of the present research
l. 3 Methodology of the present research
1.4 Organization of the book
Chapter 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 reform
Chapter 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 Summary
Chapter 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 Summary
Chapter 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 practices
Chapter 6 Conclusion
6.1 Major findings of the present study
6.2 Major contributions of the present study
6.3 Limitations and further studies
Appendices
Appendix A: Media texts
Appendix B: Letter dialogues to Text 4.4
Appendix C: Letter dialogues to Text 4.6
Bibliography