Chapter One：Introduction 1
1.1 Background of the study 1
1.2 Purpose of the study 5
1.3 Research questions 6
1.4 Organization of the study 7
Chapter Two：Literature review 9
2.1 The Sydney School 9
2.1.1 Three approaches to genre-based pedagogy 9
2.1.2 The first phase of the Sydney School 10
2.1.3 The second phase of the Sydney School 19
2.2 The Reading to Learn program 28
2.3 Bernsteinian influence on the Sydney School and the R2L program 34
2.4 Classroom discourse analysis 38
2.5 Theoretical framework 43
2.5.1 Commitment theory 43
2.5.2 Bernstein's theory of knowledge structure and Maton's Semantics 47
Chapter Three：Research methodology 53
3.1 Setting 53
3.2 Participants 54
3.3 Interview questions and questionnaire 55
3.4 Data collection 56
3.5 Selection of lessons for analysis 57
3.6 Questionnaire data analysis 60
3.7 Transcription convention 60
Chapter Four：Commitment resources as scaffolding strategies 63
4.1 Metadiscourse 63
4.1.1 Pedagogical functions of graphological nouns 64
4.1.1.1 Topicalization 64
4.1.1.2 Projection 67
4.1.2 Pedagogical functions of abstract nouns 71
4.1.2.1 Demonstrative exemplification 72
4.1.2.2 Causative and consequential exemplification 74
4.1.3 Summary 76
4.2 Meaning committed in preparation cues in the scaffolding learning cycle 77
4.2.1 Wh-interrogative 77
4.2.1.1 Wh-interrogative with position cues 79
4.2.1.2 Wh-interrogative with synonyms or paraphrases as meaning cues 83
4.2.2 Generalization as commitment resources 85
4.2.2.1 Classification 86
4.2.2.2 Composition 89
4.2.3 Summary 91
4.3 Demetaphorization 91
4.3.1 The R2 L's theorectical model and Rose's own classroom practice 92
4.3.2 Teacher A's treatment of grammatical metaphors 96
4.3.3 Teacher B's treatment of grammatical metaphors 101
4.3.4 Summary 104
4.4 Concluding remarks 105
Chapter Five：Voice from the teachers and the students 107
5.1 The English teachers'views of R2L and their adaptation 107
5.1.1 Teacher A's view of R2L and his adaptation 107
5.1.2 Teacher B's view and his adaptation 113
5.1.3 Some reflections 116
5.2 Questionnaire survey result 117
5.2.1 R2L's effectiveness in improving reading and writing 117
5.2.2 Appropriateness of reading texts and writing assignments 119
5.2.3 Overall attitudes toward teaching style and three main teaching phases 120
5.2.4 Effectiveness of the three main teaching phases 122
5.2.4.1 Teacher's explanation of a reading text 122
5.2.4.2 Highlighting the reading text 123
5.2.4.3 Joint-rewriting on the white board 125
5.3 Summary 127
Chapter Six：Conclusion 128
6.1 Commitment resources as scaffolding strategies 128
6.2 The English teachers'view of the R2L program and their adaptation 131
6.3 Questionnaire survey result 132
6.4 Pedagogical implications 133
6.5 Limitations of the study 136
6.6 Suggestions for future study 137
References 138
Appendices 160
Appendix 1．Journal article 160
Appendix 2．Questionnaire 166
Appendix 3．Transcripts of David Rose's demonstration lesson 171
Appendix 4．Transcripts of Teacher A's lesson 183
Appendix 5．Transcripts of Teacher B's lesson 216
后记 251