| 唐丽萍，1972年12月生，河北保定人。1994年毕业于河北师范大学外语系，获得学士学位，留校任教；1998年考取该校英语语言文学专业硕士研究生，师从田贵森教授，2001年毕业，获得硕士学位；2002年考取北京师范大学英语语言文学专业博士研究生，师从胡壮麟教授，2005年毕业，获得博士学位。现为河北师范大学外国语学院英语系副教授，硕士生导师，河北师范大学中青年骨干教师，中国功能语言学会和中国话语语言学研究会会员。研究方向为系统功能语言学、话语分析和外语教学。近年来，在《外国语》、《外语学刊》、《国外外语教学》等国家级核心刊物上发表论文多篇，主编教材一部，已经主持完成河北师范大学青年基金课题一项，现正在主持河北师范大学博士基金课题一项，主持河北省哲学社会科学规划课题一项。 |
| 前言 Preface Acknowledgements Abstract Chapter 1 Introduction 1.1 Rationales for the present research 1. I. 1 Educational rationale 1.1.2 Linguistic rationale 1.2 Aims of the present research l. 3 Methodology of the present research 1.4 Organization of the book Chapter 2 Literature Review 2.1 Introduction 2.2 The general historical context of globalization 2.3 Philosophical foundations 2.3.1 Critical Theory 2.3.2 Postmodernism/Poststructuralism 2.3.3 Postcolonialism 2.3.4 Summary 2.4 Pedagogical application 1 ： Critical Literacy 2.4.1 Evolving definitions of literacy 2.4.2 Clarification for Critical Thinking and Critical Literacy 2.4.3 Two key approaches to Critical Literacy 2.4.4 Summary 2.5 Pedagogical application 2. Intercultural Communication 2.5.1 Evolving definitions of culture 2.5.2 Mainstream pedagogy 2.5.3 Critical pedagogy 2.5.4 Summary 2.6 Critical appraisal of implications for Chinese TEFL reform 2.6.1 Particular local Chinese context 2.6.2 Limited literature of critical approaches to TEFL 2.6.3 Implications for Chinese TEFL reform Chapter 3 A Proposed Model for the Present Study 3.1 Introduction 3.2 Theoretical foundations for the proposed model 3.2.1 Critical Discourse Analysis 3.2.2 Theories of intersubjectivity 3.2.3 Systemic Functional Linguistics and APPRAISAL theory 3.2.4 Summary 3.3 A proposed model for the present study 3.4 Research design 3.4.1 Research questions 3.4.2 A qualitative approach to discourse analysis 3.4.3 Data collection and selection 3.5 Summary Chapter 4 Naturalizing Readers 4.1 Introduction 4.2 Naturalization by ATTITUDE positioning 4.2.1 CATEGORY 4. 2.2 MODE 4.2.3 BIAS 4.2.4 Summary 4.3 Naturalization by ENGAGEMENT positioning 4.3.1 MONOGLOSSIA 4.3.2 DIALOGIC CONTRACTION 4.3.3 DIALOGIC EXPANSION 4.3.4 Summary 4.4 Sample analysis of two full texts 4.4.1 A sample of a comment 4.4.2 A sample of a news report 4.5 Summary Chapter 5 Actual Readings 5.1 Introduction 5.2 Introducing a methodological concept --"stimulus" 5.3 Letter dialogues to Text 4.4 5.3.1 Possible stimuli to be picked up by participants A--E 5.3.2 Data： Sample analysis 5.3.3 Statistical analysis 5.3.4 Discussion 5.3.5 Summary 5.4 Letter dialogues to Text 4.6 5.4.1 Possible stimuli taken up by participants @F--J 5.4.2 Data： Sample analysis 5.4.3 Statistical analysis 5.4.4 Discussion 5.4.5 Summary 5.5 Pedagogical implications 5.5.1 Critical intercultural awareness 5.5.2 APPRAISAL as critical analytical tools 5.5.3 EFL education as empowering practices Chapter 6 Conclusion 6.1 Major findings of the present study 6.2 Major contributions of the present study 6.3 Limitations and further studies Appendices Appendix A： Media texts Appendix B： Letter dialogues to Text 4.4 Appendix C： Letter dialogues to Text 4.6 Bibliography |
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