批评性跨文化阅读的主体间评价研究【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

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Chapter 1 Introduction1

1.1 Rationales for the present research1

1.1.1 Educational rationale1

1.1.2 Linguistic rationale4

1.2 Aims of the present research6

1.3 Methodology of the present research7

1.4 Organization of the book7

Chapter 2 Literature Review9

2.1 Introduction9

2.2 The general historical context of globalization9

2.3 Philosophical foundations11

2.3.1 Critical Theory11

2.3.2 Postmodernism/Poststructuralism13

2.3.3 Postcolonialism16

2.3.4 Summary21

2.4 Pedagogical application 1:Critical Literacy22

2.4.1 Evolving definitions of literacy22

2.4.2 Clarification for Critical Thinking and Critical Literacy23

2.4.3 Two key approaches to Critical Literacy25

2.4.4 Summary30

2.5 Pedagogical application 2:Intercultural Communication31

2.5.1 Evolving definitions of culture31

2.5.2 Mainstream pedagogy34

2.5.3 Critical pedagogy34

2.5.4 Summary36

2.6 Critical appraisal of implications for Chinese TEFL reform36

2.6.1 Particular local Chinese context36

2.6.2 Limited literature of critical approaches to TEFL39

2.6.3 Implications for Chinese TEFL reform44

Chapter 3 A Proposed Model for the Present Study46

3.1 Introduction46

3.2 Theoretical foundations for the proposed model46

3.2.1 Critical Discourse Analysis46

3.2.2 Theories of intersubjectivity53

3.2.3 Systemic Functional Linguistics and APPRAISAL theory63

3.2.4 Summary73

3.3 A proposed model for the present study73

3.4 Research design78

3.4.1 Research questions78

3.4.2 A qualitative approach to discourse analysis78

3.4.3 Data collection and selection79

3.5 Summary82

Chapter 4 Naturalizing Readers83

4.1 Introduction83

4.2 Naturalization by ATTITUDE positioning84

4.2.1 CATEGORY85

4.2.2 MODE104

4.2.3 BIAS111

4.2.4 Summary120

4.3 Naturalization by ENGAGEMENT positioning120

4.3.1 MONOGLOSSIA121

4.3.2 DIALOGIC CONTRACTION123

4.3.3 DIALOGIC EXPANSION133

4.3.4 Summary137

4.4 Sample analysis of two full texts137

4.4.1 A sample of a comment138

4.4.2 A sample of a news report149

4.5 Summary158

Chapter 5 Actual Readings160

5.1 Introduction160

5.2 Introducing a methodological concept—"stimulus"161

5.3 Letter dialogues to Text 4.4162

5.3.1 Possible stimuli to be picked up by participants ？A ？E162

5.3.2 Data:Sample analysis164

5.3.3 Statistical analysis179

5.3.4 Discussion181

5.3.5 Summary197

5.4 Letter dialogues to Text 4.6198

5.4.1 Possible stimuli taken up by participants ？F—？J198

5.4.2 Data:Sample analysis200

5.4.3 Statistical analysis214

5.4.4 Discussion215

5.4.5 Summary228

5.5 Pedagogical implications229

5.5.1 Critical intercultural awareness229

5.5.2 APPRAISAL as critical analytical tools231

5.5.3 EFL education as empowering practices234

Chapter 6 Conclusion237

6.1 Major findings of the present study237

6.2 Major contributions of the present study240

6.3 Limitations and further studies243

Appendices245

Appendix A:Media texts245

Appendix B:Letter dialogues to Text 4.4258

Appendix C:Letter dialogues to Text 4.6262

Bibliography266

Figure 3.1:A three-dimensional view of discourse analysis(Fairclough 1992a:10)48

Figure 3.2:Linguistic strata(Martin 1999:38)65

Figure 3.3:Genre,register and language(Martin＆Rose 2003:254)65

Figure 3.4:Time frames and semogenesis(Martin＆Rose 2003:267)66

Figure 3.5:Language,register and genre as the projection of their semohistory—across time frames(Martin＆Rose 2003:269)67

Figure 3.6:APPRAISAL system—an overview(summarized from Martin 2000a;White 2003)70

Figure 3.7:An intersubjective model of CIL74

Figure 3.8:Elaboration of the intersubjective model of CIL76

Figure 4.1:Journalistic voices—first cut(White 1998:125)84

Figure 5.1:Responded frequency of each stimulus picked up by participants ？A—？E180

Figure 5.2:ATTITUDE repositioning in response to each stimulus by participants ？A—？E181

Figure 5.3:Responded frequency of each stimulus picked up by participants ？F—？J214

Figure 5.4:ATTITUDE repositioning in response to each stimulus by participants ？F—？J215

Table 3.1:Metafunctions(Martin 1991:104)64

Table 3.2:Metafunctions and Lexicogrammar(Halliday 1978;Matthiessen 1995)64

Table 4.1:Text-based examples of AFFECT86

Table 4.2:Summary of AFFECT in Example 4.291

Table 4.3:Text-based examples of APPRECIATION92

Table 4.4:Summary of inscribed APPRECIATIONS in Text 4.194

Table 4.5:Text-based examples of JUDGMENT98

Table 4.6:A comparative picture of the JUDGMENTS targeted on Kerry and Bush in Example 4.6115

Table 4.7:Summary of APPRECIATIONS targeted on Hollywood in Text 4.4143

Table 4.8:Summary of the Western representations of the East in Text 4.4145

Table 5.1:Possible stimuli to be picked up from Text 4.4163

Table 5.2:Summary of actual readings taken up by？A167

Table 5.3:Summary of actual readings taken up by？B169

Table 5.4:Summary of actual readings taken up by？C171

Table 5.5:Summary of actual readings taken up by？D174

Table 5.6:Summary of actual readings taken up by？E178

Table 5.7:Possible stimuli to be picked up from Text 4.6199

Table 5.8:Summary of actual readings taken up by？F201

Table 5.9:Summary of actual readings taken up by？G203

Table 5.10:Summary of actual readings taken up by？H206

Table 5.11:Summary of actual readings taken up by？I209

Table 5.12:Summary of actual readings taken up by？J212