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 ESLEFL Reading Research
2.4.1 ESLEFL Reading Research Prior to the 1970s
2.4.2 ESLEFL 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 Defining 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 ESLEFL 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 ESLEFL Context
4.5.1 Reading in Native Context
4.5.2 Reading in ESLEFL Context
4.5.3 Differences of Reading in Native Context and in ESLEFL Context
4.5.4 The Specific Language Socialization for the Readers in ESLEFL Context
4.5.5 Summary
Chapter 5 Building the Text Representation in ESLEFL 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 ESLEFL Context
5.4.1 Knowledge of Text Structure
5.4.2 Text Structure''s Function in Comprehension
5.4.3 Language Cultural Schemata in ESLEFL Context
5.5 Building Text Representation in ESLEFL Context
5.5.1 Situation-Model Building in ESLEFL 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
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