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本书以新闻话语分析为切入点来探讨在外语教学中开展媒介素养教育的必要性和可行性。全书共七章，第一章绪论，介绍研究目的和本书结构；第二章文献综述，阐述媒介素养、媒介素养教育、批评话语分析的相关理论；第三章理论框架；第四章案例分析；第五章本研究对教学的启示，基于定性的案例研究结果，探讨如何设计以新闻话语分析为视角的媒介素养教育模式；第六章结论，总结本研究的主要成果，指出本研究的不足和对未来研究的建议。

Chapter 1Introduction/
11The research background/
111The research motivations/
112The research objectives/
12The significance of the research/
13The research data and methodology/
131Research data/
132Research methodology/
14The organization of the book/
Chapter 2Media, media literacy and media literacy education/
21Media/
211What is media? /
212Studies on news/
22Media literacy/
221What is media literacy? /
222Characteristics and skills of media literacy/
223Critical thinking/
23Media literacy education/
231What is media literacy education? /
232The purpose and “key concepts” of media literacy education/
233Teaching media literacy/
24Summary /
Chapter 3Critical discourse analysis/
31Critical discourse analysis/
311News discourse studies/
312Notion of CDA/
313Previous studies on CDA/
314Language, media and society/
32Fairclough′s threedimensional model/
33Halliday′s three metafunctions of language/
331The ideational metafunction/
332The interpersonal metafunction/
333The textual metafunction/
34Summary/
Chapter 4Analyzing news messages: an approach from CDA/
41Data collection and sample cases selection/
42Critical analysis of sample reports/
421Description /
422Interpretation and explanation /
43Summary/
Chapter 5Conclusion/
51Findings and implications of the research/
52Limitations of the research/
Appendix 1Online Model for Learning the Elements and
Standards of Critical Thinking/
Appendix 2Excerpts From Core Principles of Media
Literacy Education in the United States/
Appendix 3Eight Key Concepts of Media Literacy/
Appendix 4Full Texts of the News Samples/
Appendix 5News Sources in the Samples/
References/

Preface





Today, we immerse in a complicated media environment Undoubtedly and unavoidably, the traditional literacy, which could not keep pace with the swift development of digital information and communication technologies, has been challenged and requires to be expanded My initial motivation for writing this book arises from a sense of responsibility and a keen interest in combining my research with my teaching As a college English teacher, I feel obligated to do something through my teaching to raise the students′ awareness of media literacy as well as to foster their media literate abilities and skills in today′s complex media world As we know, English is an important part of the compulsory curriculum in many countries, including China As media literacy education has been a particular concern for teachers of English or teachers of language and literature, much of the energy of media literacy educators has focused on the attempt to integrate media teaching within the curriculum for English (Bazalgette, 1991; Goodwyn, 1992; Hart and Hicks, 2001) “What does it mean to be literate?” and “How can the media literacy skills be fostered?” are two important and key questions in media literacy pedagogy This book suggests integrated strategies and interdisciplinary approaches in daily teaching It intends to adopt the idea of integrating Critical Discourse Analysis into media literacy teaching and foster the students′ critical thinking through deconstructing media messages 
This book could not have been completed without the help of many people I wish to express my sincere gratitude to all of them First, special acknowledgment is given to Prof Su Chengzhi, my respectable supervisor, who has retired for several years from the Foreign Languages College, Shanghai Normal University Second, I would like to take this opportunity to extend my thanks to my colleagues in the School of International Studies, Hangzhou Dianzi University, whose encouragements and help are constructive to the completion of this work The last but not the least, I feel grateful to my family for their unconditional love and support 



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胡婷婷，女，1982年生，浙江温岭人，现任杭州电子科技大学外国语学院讲师。主要研究方向为系统功能语言学、批评话语分析和跨文化交际。已发表相关学术论文10余篇，主持教育部人文社会科学研究青年基金项目1项、浙江省社会科学界联合会研究课题3项、杭州市哲学社会科学规划课题1项。

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媒介素养教育研究