Chapter 1 Introduction

1.1 Origins of the Study

1.2 The Rationale of the Study

1.3 Aims and Objectives of the Study

1.4 The Organization of the Dissertation

Chapter 2 Literature Review

2.1 Introduction

2.2 Historical Context of Globalization

2.3 Philosophical Foundations

2.3.1 Critical Theory

2.3.2 Deconstructionism

2.3.3 Post Colonialism

2.3.4 Summary

2.4 Brief Overview of ESL/EFL Reading Research

2.4.1 ESL/EFL Reading Research Prior to the 1970s

2.4.2 ESL/EFL Reading Research after the 1970s

2.4.3 Summary

2.5 Brief Overview of Critical Reading Research Abroad and at Home

2.5.1 Critical Reading Research Abroad

2.5.2 Critical Reading Research at Home

2.5.3 Summary

Chapter 3 Theoretical Preliminaries

3.1 Introduction

3.2 Theoretical Foundations for This Study

3.2.1 Critical Discourse Analysis

3.2.2 Theories of Dialogisms

3.2.3 Critical Pedagogy

3.2.4 Summary

3.3 Defining the Key Concepts

3.3.1 Critical Reading/Critical Literacy

3.3.2 Discourse or Text

3.3.3 Ideology

3.3.4 Being Critical

3.3.5 Summary

Chapter 4 Contrastive Rhetoric and Ideology

4.1 Introduction

4.2 Literacy and Power

4.2.1 Defning Literacy

4.2.2 Social Construction of Meaning

4.2.3 Ideology as a Conceptual Link between Discourse and Power

4.2.4 Summary

4.3 Cognitive Vs.Social

4.3.1 The Motivation of Reading's Cognitive Perspective

4.3.2 Reading as a Social Process

4.3.3 Reading in Critical Context

4.4 Contrastive Rhetoric and Cross-Cultural Nature of Reading in ESL/EFL Context

4.4.1 Traditional Contrastive Rhetoric

4.4.2 New Contrastive Rhetoric

4.4.3 Contrastive Rhetoric's Role in Critical Reading

4.4.4 Summary

4.5 Reading in Native Context and Reading in ESL/EFL Context

4.5.1 Reading in Native Context

4.5.2 Reading in ESI/EFL Context

4.5.3 Differences of Reading in Native Context and in ESL/EFL Context

4.5.4 The Specific Language Socialization for the Readers in ESL/EFL Context

4.5.5 Summary

Chapter 5 Building the Text Representation in ESL/EFL Context

5.1 Introduction

5.2 Synthetical Process of"Meaningfulness"

5.2.1 Proposition：Ideal Representation of the Text

5.2.2 Dynamic Levels of"Meaningfulness"

5.3 Filling the Conceptual Gap through Inferences

5.3.1 Building Coherence through Explicit Node

5.3.2 Filling the Conceptual Gap by Inferences

5.4 Overreliance of Text Representation Building in ESL/EFL Context

5.4.1 Knowledge of Text Structure

5.4.2 Text Structure's Function in Comprehension

5.4.3 Language Cultural Schemata in ESL/EFL Context

5.5 Building Text Representation in ESL/EFL Context

5.5.1 Situation-Model Building in ESL/EFL Context

5.5.2 Determinacy State and Language Familiarity

5.5.3 Summary

Chapter 6 The Process of De-Idealization by Reader

6.1 Introduction

6.2 Idealization by Attitudinal Parameter

6.2.1 Attitudinal Resources in Discourse

6.2.2 Idealization through Inscribed Attitudinal Values

6.2.3 Idealization by Evoked Values

6.2.4 Idealization by Topicalization

6.2.5 Idealization by Announcement

6.3 Summary

7.1 Major Findings of This Study

7.2 Pedagogical Implications

Bibliography

Appendix