ACKNOWLEDGEMENTS
ABSTRACT
摘要
CONTENTS
List of Tables and Figures
Chapter One Introduction
1.1 Problem Statement
1.2 Purposes of the Study
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Definition of Critical Literacy
2.2 Theoretical Framework of Critical Literacy
2.2.1 Four Dimensions of Critical Literacy
2.2.2 Four Resources Model
2.3 Difference between Critical Thinking and Critical Literacy
2.4 Studies of ELL Teachers’ Perspectives on Critical Literacy
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.4 Data Collection and Analysis
3.4.1 Qualitative Data
3.4.2 Quantitative Data
Chapter Four Results and Discussion
4.1 Teachers’ Responses Towards Critical Literacy Practice
4.1.1 Confusion of Critical Literacy and Critical Thinking
4.1.2 Different Perspectives on ‘Text’
4.2 Students’ Responses to Critical Literacy Questions
4.2.1 Eleventh Graders’ Attitudes
4.2.2 Twelfth Graders’ Attitude
4.2.3 Students’ Concerns about Critical Literacy implementation
4.3 Possible difficulties in implementing critical literacy
4.3.2 Teacher-centered Model
4.3.3 Gap between Teachers’ Goal and Students’ Responses
Chapter Five Conclusion
5.1 Major Findings
5.2 Limitations and Suggestions for Future Studies
References
Appendices
声明