Chapter 1 Introduction 1
1.1 Problems with English-Language Teaching in China 2
1.1.1 Some Problems Specific to China 2
1.1.2 A Typical English Class 3
1.1.3 Outcomes and Related Factors 4
1.2 Justification of This Research 6
1.2.1 Significance of Reading 6
1.2.2 Interpretations of Reading 7
1.2.3 Authentic Reasons for Reading 8
1.3 Problems to be Addressed 9
1.4 Organization of the Dissertation 10
Chapter 2 Theoretical Background 14
2.1 Approaches to Foreign-Language Pedagogy 15
2.1.1 The Issue of "Method" 15
2.1.2 Development of Teaching Methodology 15
2.1.3 Reading and Teaching Methodology 17
2.2 Approaches to Teaching Reading 19
2.2.1 The Schema Theory 19
2.2.2 The Psycholinguistic Model of Reading 20
2.2.3 The Interactive Way of Teaching Reading 22
2.3 The Postmethod Approach 25
2.3.1 Emergence of the Postmethod Approach 25
2.3.2 The Parameters of the Postmethod Approach 29
2.3.3 The Macrostrategic Framework of the Postmethod Approach 33
Chapter 3 Towards a Postmethod Reading Framework 44
3.1 Interactions in Reading 45
3.1.1 Interaction of Strategies 45
3.1.2 Interaction of Texts 47
3.1.3 Interaction of Reading and Writing 49
3.2 Reading and the Postmethod Parameters 51
3.2.1 The Parameter of Particularity 51
3.2.2 The Parameter of Practicality 53
3.2.3 The Parameter of Possibility 56
3.3 The Postmethod Reading Framework(PRF) 59
3.3.1 The Basic Components 61
3.3.2 Materials within the PRF 67
3.3.3 Tasks within the PRF 68
Chapter 4 Implementation of the PRF 82
4.1 Implementation of the PRF in the OTC at SHISU 83
4.1.1 An Overview of the OTC 83
4.1.2 Implementation of the PRF in the "MOE Reading" 85
4.1.3 Classroom Application of the PRF 96
4.2 Application of the PRF in the"NCSE TEXT" 107
4.2.1 An Overview of New Century English 107
4.2.2 The"NCSE TEXT" 108
Chapter 5 Findings and Implications 118
5.1 Feedback on the Survey at the OTC 119
5.1.1 Findings of Questionnaire 1 119
5.1.2 Findings of Questionnaire 2 127
5.1.3 Implications Based on the Findings 134
5.2 Feedback on the Survey by the SMEB 141
5.2.1 Evaluation on the Approaches 141
5.2.2 Students' Performance in Reading 143
5.2.3 Implications Based on the Survey 145
Chapter 6 Conclusion 148
6.1 Recapitulation 148
6.2 Limitations 151
6.3 Recommendations 153
Bibliography 157
Appendix Ⅰ 166
Appendix Ⅱ 169
Appendix Ⅲ 171
Appendix Ⅳ 189