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二語/外語語境下的批判性閱讀理論構(gòu)建研究 版權(quán)信息
- ISBN：9787516135440
- 條形碼：9787516135440 ; 978-7-5161-3544-0
- 裝幀：一般膠版紙
- 冊數(shù)：暫無
- 重量：暫無
- 所屬分類：>
二語/外語語境下的批判性閱讀理論構(gòu)建研究 本書特色
《二語外語語境下的批判性閱讀理論構(gòu)建研究》以權(quán)力、語篇和意識形態(tài)的多維立體聯(lián)系為研究前提；二語或外語語境中作者和讀者主體之間相互定位關(guān)系為主體，將二語或外語語境中的批判性語篇解讀定位于跨文化和跨語言的交叉研究。 《二語外語語境下的批判性閱讀理論構(gòu)建研究》為將英語教育重新定位為解放權(quán)力的教育實踐提供理論支撐，在英語語篇解讀中，語篇中的態(tài)度資源應(yīng)該得到更充分的利用，作為識別作者使讀者解讀姿態(tài)中立化的分析工具在英語語篇實踐中得到充分利用，為在二語或外語語境下培養(yǎng)批判性語篇解讀能力進行有效的教育干涉找出具體有益的理論支撐和例證。本書由原雪著。
二語/外語語境下的批判性閱讀理論構(gòu)建研究 內(nèi)容簡介
《二語外語語境下的批判性閱讀理論構(gòu)建研究》以權(quán)力、語篇和意識形態(tài)的多維立體聯(lián)系為研究前提；二語或外語語境中作者和讀者主體之間相互定位關(guān)系為主體，將二語或外語語境中的批判性語篇解讀定位于跨文化和跨語言的交叉研究！抖Z外語語境下的批判性閱讀理論構(gòu)建研究》為將英語教育重新定位為解放權(quán)力的教育實踐提供理論支撐，在英語語篇解讀中，語篇中的態(tài)度資源應(yīng)該得到更充分的利用，作為識別作者使讀者解讀姿態(tài)中立化的分析工具在英語語篇實踐中得到充分利用，為在二語或外語語境下培養(yǎng)批判性語篇解讀能力進行有效的教育干涉找出具體有益的理論支撐和例證。本書由原雪著。
二語/外語語境下的批判性閱讀理論構(gòu)建研究 目錄
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
2.3.4 summary
2.4 brief overview of esl/efl reading research
2.4.1 esl/efl reading research prior to the 1970s
2.4.2 esl/efl reading research after the 1970s
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
2.5.3 summary
chapter 3 theoretical preliminaries
3.1 introduction
3.2 theoretical foundations for this study
3.2.1 critical discourse analysis
3.2.2 theories of dialogisms
3.2.3 critical pedagogy
3.2.4 summary
3.3 defining the key concepts
3.3.1 critical reading / critical literacy
3.3.2 discourse or text
3.3.3 ideology
3.3.4 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
4.3.3 reading in critical context
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
4.5.4 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"
5.3 filling the conceptual gap through inferences
5.3.1 building coherence through explicit node
5.3.2 filling the conceptual gap by inferences
5.4 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
5.5 building text representation in esl/efl context
5.5.1 situation-model building in esl/efl context
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
6.2.2 idealization through inscribed attitudinal values
6.2.3 idealization by evoked values
6.2.4 idealization by topicalization
6.2.5 idealization by announcement
6.3 summary
7.1 major findings of this study
7.2 pedagogical implications
bibliography
appendix
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
2.3.4 summary
2.4 brief overview of esl/efl reading research
2.4.1 esl/efl reading research prior to the 1970s
2.4.2 esl/efl reading research after the 1970s
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
2.5.3 summary
chapter 3 theoretical preliminaries
3.1 introduction
3.2 theoretical foundations for this study
3.2.1 critical discourse analysis
3.2.2 theories of dialogisms
3.2.3 critical pedagogy
3.2.4 summary
3.3 defining the key concepts
3.3.1 critical reading / critical literacy
3.3.2 discourse or text
3.3.3 ideology
3.3.4 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
4.3.3 reading in critical context
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
4.5.4 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"
5.3 filling the conceptual gap through inferences
5.3.1 building coherence through explicit node
5.3.2 filling the conceptual gap by inferences
5.4 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
5.5 building text representation in esl/efl context
5.5.1 situation-model building in esl/efl context
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
6.2.2 idealization through inscribed attitudinal values
6.2.3 idealization by evoked values
6.2.4 idealization by topicalization
6.2.5 idealization by announcement
6.3 summary
7.1 major findings of this study
7.2 pedagogical implications
bibliography
appendix
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