Chapter 1 Introduction 1
1.1 Origins of the Study 1
1.2 The Rationale of the Study 3
1.3 Aims and Objectives of the Study 11
1.4 The Organization of the Dissertation 12
Chapter 2 Literature Review 15
2.1 Introduction 15
2.2 Historical Context of Globalization 16
2.3 Philosophical Foundations 17
2.3.1 Critical Theory 17
2.3.2 Deconstructionism 19
2.3.3 Post Colonialism 21
2.3.4 Summary 27
2.4 Brief Overview of ESL/EFL Reading Research 28
2.4.1 ESL/EFL Reading Research Prior to the 1970s 28
2.4.2 ESL/EFL Reading Research after the 1970s 30
2.4.3 Summary 38
2.5 Brief Overview of Critical Reading Research Abroad and at Home 39
2.5.1 Critical Reading Research Abroad 39
2.5.2 Critical Reading Research at Home 40
2.5.3 Summary 43
Chapter 3 Theoretical Preliminaries 45
3.1 Introduction 45
3.2 Theoretical Foundations for This Study 46
3.2.1 Critical Discourse Analysis 46
3.2.2 Theories of Dialogisms 55
3.2.3 Critical Pedagogy 63
3.2.4 Summary 65
3.3 Defining the Key Concepts 65
3.3.1 Critical Reading/Critical Literacy 66
3.3.2 Discourse or Text 72
3.3.3 Ideology 77
3.3.4 Being Critical 82
3.3.5 Summary 85
Chapter 4 Contrastive Rhetoric and Ideology 87
4.1 Introduction 87
4.2 Literacy and Power 88
4.2.1 Defning Literacy 88
4.2.2 Social Construction of Meaning 89
4.2.3 Ideology as a Conceptual Link between Discourse and Power 90
4.2.4 Summary 94
4.3 Cognitive Vs.Social 94
4.3.1 The Motivation of Reading's Cognitive Perspective 94
4.3.2 Reading as a Social Process 97
4.3.3 Reading in Critical Context 102
4.4 Contrastive Rhetoric and Cross-Cultural Nature of Reading in ESL/EFL Context 106
4.4.1 Traditional Contrastive Rhetoric 107
4.4.2 New Contrastive Rhetoric 108
4.4.3 Contrastive Rhetoric's Role in Critical Reading 112
4.4.4 Summary 113
4.5 Reading in Native Context and Reading in ESL/EFL Context 114
4.5.1 Reading in Native Context 115
4.5.2 Reading in ESI/EFL Context 116
4.5.3 Differences of Reading in Native Context and in ESL/EFL Context 118
4.5.4 The Specific Language Socialization for the Readers in ESL/EFL Context 122
4.5.5 Summary 124
Chapter 5 Building the Text Representation in ESL/EFL Context 125
5.1 Introduction 125
5.2 Synthetical Process of"Meaningfulness" 126
5.2.1 Proposition：Ideal Representation of the Text 127
5.2.2 Dynamic Levels of"Meaningfulness" 132
5.3 Filling the Conceptual Gap through Inferences 134
5.3.1 Building Coherence through Explicit Node 134
5.3.2 Filling the Conceptual Gap by Inferences 137
5.4 Overreliance of Text Representation Building in ESL/EFL Context 145
5.4.1 Knowledge of Text Structure 145
5.4.2 Text Structure's Function in Comprehension 148
5.4.3 Language Cultural Schemata in ESL/EFL Context 151
5.5 Building Text Representation in ESL/EFL Context 158
5.5.1 Situation-Model Building in ESL/EFL Context 158
5.5.2 Determinacy State and Language Familiarity 164
5.5.3 Summary 166
Chapter 6 The Process of De-Idealization by Reader 168
6.1 Introduction 168
6.2 Idealization by Attitudinal Parameter 169
6.2.1 Attitudinal Resources in Discourse 169
6.2.2 Idealization through Inscribed Attitudinal Values 184
6.2.3 Idealization by Evoked Values 198
6.2.4 Idealization by Topicalization 203
6.2.5 Idealization by Announcement 207
6.3 Summary 210
7.1 Major Findings of This Study 211
7.2 Pedagogical Implications 213
Bibliography 217
Appendix 242