ABSTRACT
This thesis aims to investigate how to develop critical thinking skills in college English reading teaching. It first introduces a new and operable critical reading model on the basis of critical discussion in the theory of pragma-dialectics and then verifies the effectiveness and operability of this model by demonstrating the specific implementation in details in the analysis of a review article in China Daily. The results of this study reveal that the new critical reading model can be divided into three steps: (1) identifying arguments; (2) analyzing and reconstructing arguments; (3) evaluating arguments. It is believed that the new critical reading model will be helpful for teachers as a mentor, coordinator and tutor to guide students to use appropriate reading strategies and for students to conduct independent reading after class by developing students’ critical thinking spirit and skills in reading process.
Key words：Critical Thinking; College English Reading; The Ideal Model of Critical Discussion; Pragma-Dialectics
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-1
Chapter Two LITERATURE REVIEW-2
2.1 Critical Reading-2
2.2 College English Reading Teaching-4
Chapter Three THEORETICAL FRAMEWORK-7
3.1 Pragma-Dialectics-7
3.2 The Ideal Model of Critical Discussion-8
3.2.1 Confronting stage-9
3.2.2 Opening stage-10
3.2.3 Argumentation stage-10
3.2.4 Concluding stage-11
Chapter Four A CRITICAL READING MODEL CONSTRUCTED ON THE BASIS OF PRAGMA-DIALECTICS-13
4.1 A Reading Model-13
4.1.1 Identifying arguments-14
4.1.2 Analyzing arguments-15
4.1.3 Reconstructing arguments-15
4.1.4 Evaluating arguments-16
4.2 Verifying the Reading Model: A Case Taken from China Daily-16
Chapter Five CONCLUSION-20
REFERENCES-22
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