| Acknowledgements | 第1-6页 |
| 中文摘要 | 第6-10页 |
| Abstract | 第10-15页 |
| List of Tables and Figures | 第15-18页 |
| Abbreviations | 第18-19页 |
| Contents | 第19-21页 |
| Chapter 1 Introduction | 第21-36页 |
| ·Importance of and reasons for studying critical stance and evaluation | 第23-26页 |
| ·The necessity of studying critical stance and evaluation | 第26-28页 |
| ·Chinese junior scholars’ deficit in stancetaking and critical literacy | 第28-32页 |
| ·Objectives of the present study | 第32-34页 |
| ·Outline of the dissertation | 第34-36页 |
| Chapter 2 Relevant Concepts | 第36-71页 |
| ·Academic discourse | 第36-50页 |
| ·Definitions of academic discourse | 第36-40页 |
| ·Approaches to academic discourse | 第40-50页 |
| ·Academic discourse community | 第50-55页 |
| ·Discourse community | 第51-52页 |
| ·Language socialization into academic discourse communities | 第52-54页 |
| ·Written academic discourse socialization | 第54-55页 |
| ·Different terminologies related to stance and evaluation | 第55-71页 |
| ·Different terminologies | 第56-64页 |
| ·Four differences in approaches leading to different terminologies | 第64-67页 |
| ·Six points of consensus | 第67-71页 |
| Chapter 3 Review of Literature on Studies of Academic Discourse and on Stancetaking and Evaluation | 第71-102页 |
| ·Research findings based on the prior study of academic discourse | 第72-80页 |
| ·Academic discourse, structured for persuasive effect | 第72-74页 |
| ·Academic discourse, representing discipline-specific modes of argument | 第74-76页 |
| ·Different cultures, different academic discourses | 第76-78页 |
| ·Academic argument, involving interpersonal negotiations | 第78-80页 |
| ·Prior research related to critical stance and evaluation | 第80-96页 |
| ·Prior research related to critical stance and evaluation abroad | 第80-95页 |
| ·Prior research related to critical stance and evaluation at home | 第95-96页 |
| ·Identity – Proximity and Positioning | 第96-102页 |
| ·Discursive construction of identity | 第97-98页 |
| ·Hyland’s Proximity and Positioning Theory | 第98-102页 |
| Chapter 4 Research Design | 第102-115页 |
| ·The pilot study: MICUSP data comparison across different disciplines and between NS and NNS of English | 第103-105页 |
| ·The corpus construction | 第105-111页 |
| ·Analytical framework | 第111-115页 |
| Chapter 5 Quantitative Results | 第115-187页 |
| ·Research tools | 第115-117页 |
| ·Overt evaluation | 第117-182页 |
| ·Evaluative verbs and modal verbs (e.g. claim, suggest, assume, argue, disagree; should, must, need, can, and may) | 第117-133页 |
| ·Evaluative adverbials (e.g. fortunately, unfortunately, interestingly, surprisingly, arguably, presumably, and unexpectedly) | 第133-142页 |
| ·Evaluative nouns (e.g. problem, difficulty, achievement, assumption, claim, failure, success, and challenge) | 第142-147页 |
| ·Evaluative adjectives (e.g. unusual, strange, atypical, weird, and odd) | 第147-154页 |
| ·Authorial selves: the use of I, we, the author and the hortative let us/let’s | 第154-182页 |
| ·Less overt evaluation | 第182-187页 |
| Chapter 6 Qualitative Results | 第187-200页 |
| ·Questionnaires | 第187-190页 |
| ·Interviews | 第190-195页 |
| ·Focus group discussion | 第195-200页 |
| Chapter 7 Conclusions and Pedagogical implications | 第200-227页 |
| ·Summary of the major findings | 第200-201页 |
| ·Conclusions | 第201-209页 |
| ·Critical literacy cultivation | 第209-212页 |
| ·Pedagogical implications for ESL/EAP/EFL/EIL instruction | 第212-224页 |
| ·New directions in academic discourse research | 第224-227页 |
| Bibliography | 第227-240页 |
| Appendices | 第240-243页 |
| Appendix 1: Questionnaire | 第240-242页 |
| Appendix 2: The interview questions | 第242-243页 |
