中国英语学习者批评性阅读技能的培养
本文的探讨意义在于其尝试为中国英语报刊阅读教师及学生提供一个可供参考的阅读模型，英语论文题目，帮助他们提高对新闻语篇的反控意识。
Chapter 1 Introduction
1.1 Research background
Critical Reading or Critical Literacy emerged in the 1970s and it has recently gained more and more attention in applied linguistics.It relies on the notion that a reader approaches textual meaning making as a process of construction and understands textual meaning in the context of social,historical,and power relations rather than acquire meaning from it only as the product of the author.
1.2 Aims of the present research
On the one hand,the purpose of the study is to provide linguistic and Educational guidance for Chinese English teachers and students and to raise their critical awareness in reading English newspapers and help them avoid being influenced by western hegemonic ideologies.On the other hand,this study aims to reveal how the writing subject of the American media positions the reading subjects by the use of resources and ENGAGMENT resources.
These purposes can be specified into the following three research questions:
1.How do the writing subjects position the reading subjects in intercultural encounter?
2.What actual reading positions should be taken by Chinese EFL learners?
3.What is the implication for English Newspapers Reading?
1.3 Research rationales
The two rationales,on which the research based,will be elaborated as the linguistic rationale and the educational rationale.
1.3.1 Linguistic rationale
As Pennycook(2017:12)puts it,“it is possible,however,to see critical literacy in terms of the pedagogical application of critical discourse analysis”.The present research will take the unresolved concerns of CDA as a point of departure and attempt to make my own contribution to Chinese English learners.
The focus of CDA has been on the process of production and left the active role of reading subjects undiscussed.The present research is attempting to make some contribution in this field by proposing an intersubjective model of Critical Reading.In this model the nature of an intercultural reading is regarded as the intersubjective dialogue between the writing subjects and reading subjects in different cultures.In the way of adding the perspective of intersubjectivity,the present research is trying to involve the active role of reading subjects as an integrated part in CDA.Besides the theory of CDA,APPRAISAL theory,as the specific analytical framework,is also drawn upon.
Bibliography
[1]Bakhtin,M.(1981).The Dialogical Imagination Austin:University of Texas Press.
[2]Bakhtin,M.（1986）.The problem of speech genres.Speech Genres and Other Late Essays.Austin:University of Texas Press.
[3]Chang Zonglin.(2017）.Comparative Studies in Language&Culture.Qingdao: Press of Ocean University of China.
[4]Cranny-Franceis,A.（1990） . Feminist Fiction:Feminist Uses of Generic Fiction. Cambridge:Policy.
[5]Cranny-Franceis,A.（1992）.Engendered Fiction:Analyzing Gender in the Production and Reception of Texts.Sydney:New South Wales UP.
[6]Chilton,S.（1991）.Grounding Political Develepment.Boulder:Boulder,Colorado and Lynne Rienner Publishers Inc.
[7]Clifford,J.（1986）.Introduction:partial truth.Writing Culture:The Poetics and Politics of Ethnography.Berkeley,CA:U of California.
[8]Dong,Lianzhou.&Liu,Yanchun.(2017).Beyond reading comprehension: cultivating critical readers through critical press news reading.Sino-US Engl，英语毕业论文
|
