Chapter 1 Introduction
1.1Problems with EnglishLanguage Teaching in China
1.1.1Some Problems Specific to China
1.1.2A Typical English Class
1.1.3Outcomes and Related Factors
1.2Justification of This Research
1.2.1Significance of Reading
1.2.2Interpretations of Reading
1.2.3Authentic Reasons for Reading
1.3Problems to be Addressed
1.4Organization of the Dissertation
Chapter 2 Theoretical Background
2.1Approaches to ForeignLanguage Pedagogy
2.1.1The Issue of “Method”
2.1.2Development of Teaching Methodology
2.1.3Reading and Teaching Methodology
2.2Approaches to Teaching Reading
2.2.1The Schema Theory
2.2.2The Psycholinguistic Model of Reading
2.2.3The Interactive Way of Teaching Reading
2.3The Postmethod Approach
2.3.1Emergence of the Postmethod Approach
2.3.2The Parameters of the Postmethod Approach
2.3.3The Macrostrategic Framework of the Postmethod Approach
Chapter 3 Towards a Postmethod Reading Framework
3.1Interactions in Reading
3.1.1Interaction of Strategies
3.1.2Interaction of Texts
3.1.3Interaction of Reading and Writing
3.2Reading and the Postmethod Parameters
3.2.1The Parameter of Particularity
3.2.2The Parameter of Practicality
3.2.3The Parameter of Possibility
3.3The Postmethod Reading Framework (PRF)
3.3.1The Basic Components
3.3.2Materials within the PRF
3.3.3Tasks within the PRF
Chapter 4 Implementation of the PRF
4.1Implementation of the PRF in the OTC at SHISU
4.1.1An Overview of the OTC
4.1.2Implementation of the PRF in the “MOE Reading”
4.1.3Classroom Application of the PRF
4.2Application of the PRF in the “NCSE TEXT”
4.2.1An Overview of New Century English
4.2.2The “NCSE TEXT”
Chapter 5 Findings and Implications
5.1Feedback on the Survey at the OTC
5.1.1Findings of Questionnaire 9
5.1.2Findings of Questionnaire 7
5.1.3Implications Based on the Findings
5.2Feedback on the Survey by the SMEB
5.2.1Evaluation on the Approaches
5.2.2Students' Performance in Reading
5.2.3Implications Based on the Survey
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