| Acknowledgements | 第1-7页 |
| Abstract | 第7-10页 |
| 摘要 | 第10-12页 |
| List of Acronyms | 第12-13页 |
| List of Figures and Tables | 第13-18页 |
| Chapter 1 Introduction | 第18-29页 |
| ·Origins of the Study | 第18-19页 |
| ·The Rationale of the Study | 第19-26页 |
| ·Aims and Objectives of the Study | 第26-27页 |
| ·The Organization of the Dissertation | 第27-29页 |
| Chapter 2 Literature Review | 第29-56页 |
| ·Introduction | 第29页 |
| ·Historical Context of Globalization | 第29-31页 |
| ·Philosophical Foundations | 第31-39页 |
| ·Critical Theory | 第31-32页 |
| ·Deconstructionism | 第32-34页 |
| ·Post Colonialism | 第34-39页 |
| ·Orientalism | 第34-35页 |
| ·Cultural Imperialism and Linguistic Imperialism | 第35-37页 |
| ·English Language Teaching and Discourse Colonialism | 第37-39页 |
| ·Summary | 第39页 |
| ·Brief Overview of ESL/EFL Reading Research | 第39-48页 |
| ·ESL/EFL Reading Research Prior to the 19705 | 第39-41页 |
| ·ESL/EFL Reading Research after the 19705 | 第41-47页 |
| ·Psycholinguistic Approach to ESL/EFL Reading | 第41-44页 |
| ·Schema Theory and ESL/EFL Reading | 第44-46页 |
| ·Interactive Approaches to ESL/EFL Reading | 第46-47页 |
| ·Summary | 第47-48页 |
| ·Brief Overview of Critical Reading Research Abroad and at Home | 第48-56页 |
| ·Critical Reading Research Abroad | 第49-50页 |
| ·Critical Reading Research at Home | 第50-54页 |
| ·Particular Local Chinese Context for Critical Reading | 第50-51页 |
| ·Critical Reading Research at Home | 第51-53页 |
| ·Significance of Critical Reading for Chinese EFL Reform | 第53-54页 |
| ·Summary | 第54-56页 |
| Chapter 3 Theoretical Preliminaries | 第56-97页 |
| ·Introduction | 第56页 |
| ·Theoretical Foundations for This Study | 第56-75页 |
| ·Critical Discourse Analysis | 第56-64页 |
| ·A Brief Review of CDA | 第56-59页 |
| ·van Dijk’s Approach to CDA | 第59-61页 |
| ·Criticisms of CDA | 第61-64页 |
| ·Theories of Dialogisms | 第64-72页 |
| ·Bakhtin and Dialogism | 第64-69页 |
| ·Habermas and Communicative Negotiated Rationality | 第69-72页 |
| ·Critical Pedagogy | 第72-74页 |
| ·Summary | 第74-75页 |
| ·Defining the Key Concepts | 第75-97页 |
| ·Critical Reading / Critical Literacy | 第75-83页 |
| ·Clarification for Critical Reading and Critical Literacy | 第75-78页 |
| ·Clarification for Critical Thinking and Critical Literacy | 第78-79页 |
| ·Two Approaches to Critical Literacy | 第79-83页 |
| ·Summary | 第83页 |
| ·Discourse or Text | 第83-88页 |
| ·Discourse from Critical Discourse Analysis Perspective | 第84-85页 |
| ·Discourse from Contrastive Text Linguistic Perspective | 第85-86页 |
| ·The Working Definition of Discourse | 第86-88页 |
| ·Ideology | 第88-92页 |
| ·Origin and Development of Ideology | 第88-91页 |
| ·Defining Ideology | 第91-92页 |
| ·Being Critical | 第92-95页 |
| ·The Rhetorical Origin of Being Critical | 第92-93页 |
| ·Critical Linguistic Development of Being Critical | 第93-95页 |
| ·Summary | 第95-97页 |
| Chapter 4 Contrastive Rhetoric and Ideology | 第97-130页 |
| ·Introduction | 第97页 |
| ·Literacy and Power | 第97-103页 |
| ·Defining Literacy | 第97-98页 |
| ·Social Construction of Meaning | 第98-99页 |
| ·Ideology as a Conceptual Link between Discourse and Power | 第99-102页 |
| ·Summary | 第102-103页 |
| ·Cognitive Vs. Social | 第103-114页 |
| ·The Motivation of Reading‘s Cognitive Perspective | 第103-107页 |
| ·Reading as a Social Process | 第107-110页 |
| ·Social Authorship | 第107-108页 |
| ·Social Discourse | 第108-110页 |
| ·Reading in Critical Context | 第110-114页 |
| ·Institution | 第111-112页 |
| ·Institutional Context | 第112-113页 |
| ·Social Institution and Ideologies | 第113-114页 |
| ·Contrastive Rhetoric and Cross-Cultural Nature of Reading in ESL/EFL Context | 第114-121页 |
| ·Traditional Contrastive Rhetoric | 第114-115页 |
| ·New Contrastive Rhetoric | 第115-119页 |
| ·Contrastive Rhetoric’s Role in Critical Reading | 第119-120页 |
| ·Summary | 第120-121页 |
| ·Reading in Native Context and Reading in ESL/EFL Context | 第121-130页 |
| ·Reading in Native Context | 第122页 |
| ·Reading in ESL/EFL Context | 第122-124页 |
| ·Differences of Reading in Native Context and in ESL/EFL Context | 第124-128页 |
| ·Linguistic and Processing Differences | 第125-126页 |
| ·Greater Metalinguistic and Metacognitve Awareness in ESL/EFL Context | 第126-128页 |
| ·The Specific Language Socialization for the Readers in ESL/EFL Context | 第128-129页 |
| ·Summary | 第129-130页 |
| Chapter 5 Building the Text Representation in ESL/EFL Context | 第130-166页 |
| ·Introduction | 第130-131页 |
| ·Synthetical Process of “Meaningfulness” | 第131-139页 |
| ·Proposition: Ideal Representation of the Text | 第131-136页 |
| ·Dynamic Levels of “Meaningfulness” | 第136-139页 |
| ·The Constructive Nature of “Meaningfulness” | 第136-137页 |
| ·Multi Levels of Txt “Meaningfulness” | 第137-139页 |
| ·Filling the Conceptual Gap through Inferences | 第139-146页 |
| ·Building Coherence through Explicit Node | 第139-141页 |
| ·Filling the Conceptual Gap by Inferences | 第141-146页 |
| ·Critical Reading Ability and Inferences | 第141-145页 |
| ·Realization of Bridging Inference in Critical Reading | 第145-146页 |
| ·Realization of Elaborative Inference in Critical Reading | 第146页 |
| ·Overreliance of Text Representation Building in ESL/EFL Context | 第146-157页 |
| ·Knowledge of Text Structure | 第147-150页 |
| ·Text Structure’s Function in Comprehension | 第150-152页 |
| ·Language Cultural Schemata in ESL/EFL Context | 第152-157页 |
| ·Languacultural Content Schemata Availability in ESL/EFL Context | 第152-154页 |
| ·Languacultural Formal Schemata Availability in ESL/EFL Context | 第154-155页 |
| ·Languacultural Schemata Activation in ESL/EFL Context | 第155-157页 |
| ·Building Text Representation in ESL/EFL Context | 第157-166页 |
| ·Situation-Model Building in ESL/EFL Context | 第158-163页 |
| ·Textbase Construction in ESL/EFL Context | 第158-160页 |
| ·Situation-Model Building in ESL/EFL Context | 第160-162页 |
| ·Transfer of Native Language Skill during Text Processing | 第162-163页 |
| ·Determinacy State and Language Familiarity | 第163-164页 |
| ·Summary | 第164-166页 |
| Chapter 6 The Process of De-Idealization by Reader | 第166-203页 |
| ·Introduction | 第166页 |
| ·Idealization by Attitudinal Parameter | 第166-202页 |
| ·Attitudinal Resources in Discourse | 第167-180页 |
| ·Affect | 第171-174页 |
| ·Judgment | 第174-178页 |
| ·Appreciation | 第178-180页 |
| ·Idealization through Inscribed Attitudinal Values | 第180-192页 |
| ·Idealization by Self-Affect vs. by Other-Affect | 第180-185页 |
| ·Idealization by Social Esteem vs. by Social Sanction | 第185-189页 |
| ·Idealization by Self-Aesthetic Value vs. Non-Aesthetic Value | 第189-192页 |
| ·Idealization by Evoked Values | 第192-196页 |
| ·Idealization by Topicalization | 第196-199页 |
| ·Idealization by Announcement | 第199-202页 |
| ·Summary | 第202-203页 |
| Chapter 7: Conclusion and Implications | 第203-209页 |
| ·Major Findings of This Study | 第203-204页 |
| ·Pedagogical Implications | 第204-207页 |
| ·Limitations and Further Studies | 第207-209页 |
| Bibliography | 第209-240页 |
| Appendix | 第240-247页 |
