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Chapter 1 Introduction 1

1.1 Rationales for the present research 1

1.1.1 Educational rationale 1

1.1.2 Linguistic rationale 4

1.2 Aims of the present research 6

1.3 Methodology of the present research 7

1.4 Organization of the book 7

Chapter 2 Literature Review 9

2.1 Introduction 9

2.2 The general historical context of globalization 9

2.3 Philosophical foundations 11

2.3.1 Critical Theory 11

2.3.2 Postmodernism/Poststructuralism 13

2.3.3 Postcolonialism 16

2.3.4 Summary 21

2.4 Pedagogical application 1:Critical Literacy 22

2.4.1 Evolving definitions of literacy 22

2.4.2 Clarification for Critical Thinking and Critical Literacy 23

2.4.3 Two key approaches to Critical Literacy 25

2.4.4 Summary 30

2.5 Pedagogical application 2:Intercultural Communication 31

2.5.1 Evolving definitions of culture 31

2.5.2 Mainstream pedagogy 34

2.5.3 Critical pedagogy 34

2.5.4 Summary 36

2.6 Critical appraisal of implications for Chinese TEFL reform 36

2.6.1 Particular local Chinese context 36

2.6.2 Limited literature of critical approaches to TEFL 39

2.6.3 Implications for Chinese TEFL reform 44

Chapter 3 A Proposed Model for the Present Study 46

3.1 Introduction 46

3.2 Theoretical foundations for the proposed model 46

3.2.1 Critical Discourse Analysis 46

3.2.2 Theories of intersubjectivity 53

3.2.3 Systemic Functional Linguistics and APPRAISAL theory 63

3.2.4 Summary 73

3.3 A proposed model for the present study 73

3.4 Research design 78

3.4.1 Research questions 78

3.4.2 A qualitative approach to discourse analysis 78

3.4.3 Data collection and selection 79

3.5 Summary 82

Chapter 4 Naturalizing Readers 83

4.1 Introduction 83

4.2 Naturalization by ATTITUDE positioning 84

4.2.1 CATEGORY 85

4.2.2 MODE 104

4.2.3 BIAS 111

4.2.4 Summary 120

4.3 Naturalization by ENGAGEMENT positioning 120

4.3.1 MONOGLOSSIA 121

4.3.2 DIALOGIC CONTRACTION 123

4.3.3 DIALOGIC EXPANSION 133

4.3.4 Summary 137

4.4 Sample analysis of two full texts 137

4.4.1 A sample of a comment 138

4.4.2 A sample of a news report 149

4.5 Summary 158

Chapter 5 Actual Readings 160

5.1 Introduction 160

5.2 Introducing a methodological concept—"stimulus" 161

5.3 Letter dialogues to Text 4.4 162

5.3.1 Possible stimuli to be picked up by participants ？A ？E 162

5.3.2 Data:Sample analysis 164

5.3.3 Statistical analysis 179

5.3.4 Discussion 181

5.3.5 Summary 197

5.4 Letter dialogues to Text 4.6 198

5.4.1 Possible stimuli taken up by participants ？F—？J 198

5.4.2 Data:Sample analysis 200

5.4.3 Statistical analysis 214

5.4.4 Discussion 215

5.4.5 Summary 228

5.5 Pedagogical implications 229

5.5.1 Critical intercultural awareness 229

5.5.2 APPRAISAL as critical analytical tools 231

5.5.3 EFL education as empowering practices 234

Chapter 6 Conclusion 237

6.1 Major findings of the present study 237

6.2 Major contributions of the present study 240

6.3 Limitations and further studies 243

Appendices 245

Appendix A:Media texts 245

Appendix B:Letter dialogues to Text 4.4 258

Appendix C:Letter dialogues to Text 4.6 262

Bibliography 266

Figure 3.1:A three-dimensional view of discourse analysis(Fairclough 1992a:10) 48

Figure 3.2:Linguistic strata(Martin 1999:38) 65

Figure 3.3:Genre,register and language(Martin＆Rose 2003:254) 65

Figure 3.4:Time frames and semogenesis(Martin＆Rose 2003:267) 66

Figure 3.5:Language,register and genre as the projection of their semohistory—across time frames(Martin＆Rose 2003:269) 67

Figure 3.6:APPRAISAL system—an overview(summarized from Martin 2000a;White 2003) 70

Figure 3.7:An intersubjective model of CIL 74

Figure 3.8:Elaboration of the intersubjective model of CIL 76

Figure 4.1:Journalistic voices—first cut(White 1998:125) 84

Figure 5.1:Responded frequency of each stimulus picked up by participants ？A—？E 180

Figure 5.2:ATTITUDE repositioning in response to each stimulus by participants ？A—？E 181

Figure 5.3:Responded frequency of each stimulus picked up by participants ？F—？J 214

Figure 5.4:ATTITUDE repositioning in response to each stimulus by participants ？F—？J 215

Table 3.1:Metafunctions(Martin 1991:104) 64

Table 3.2:Metafunctions and Lexicogrammar(Halliday 1978;Matthiessen 1995) 64

Table 4.1:Text-based examples of AFFECT 86

Table 4.2:Summary of AFFECT in Example 4.2 91

Table 4.3:Text-based examples of APPRECIATION 92

Table 4.4:Summary of inscribed APPRECIATIONS in Text 4.1 94

Table 4.5:Text-based examples of JUDGMENT 98

Table 4.6:A comparative picture of the JUDGMENTS targeted on Kerry and Bush in Example 4.6 115

Table 4.7:Summary of APPRECIATIONS targeted on Hollywood in Text 4.4 143

Table 4.8:Summary of the Western representations of the East in Text 4.4 145

Table 5.1:Possible stimuli to be picked up from Text 4.4 163

Table 5.2:Summary of actual readings taken up by？A 167

Table 5.3:Summary of actual readings taken up by？B 169

Table 5.4:Summary of actual readings taken up by？C 171

Table 5.5:Summary of actual readings taken up by？D 174

Table 5.6:Summary of actual readings taken up by？E 178

Table 5.7:Possible stimuli to be picked up from Text 4.6 199

Table 5.8:Summary of actual readings taken up by？F 201

Table 5.9:Summary of actual readings taken up by？G 203

Table 5.10:Summary of actual readings taken up by？H 206

Table 5.11:Summary of actual readings taken up by？I 209

Table 5.12:Summary of actual readings taken up by？J 212