英语教育中的批判性读写素养主要关注“在场的”语言实践，将语言教学置于社会、文化和历史语境中，研究“文本”意义的建构、解构和重构，以及这一过程中英语教师与学习者批判意识和读写素养的综合发展。
　　《中国英语学习者批判性读写素养发展行动研究》主要针对英语教育中的“思辨缺席症”，与国内文献中的“思辨能力”有关，但作者试图跳出“思辨能力”研究的心理认知层面，摆脱国内诸多刻意贴上“思辨”标签的实践或讨论，将社会文化视角引入外语教育实践活动的方方面面，通过为期一学年的教学行动研究，不断地在多轮实践循环。中系统、深入地改进和完善教学，并取得了良好效果。最后，作者围绕教学材料、教学环境和教学方法三个维度提出一系列重要的教学策略，以改进和提升中国英语学习者的批判性读写素养。本研究的视角独特、深入、系统，对外语教师和学习者有良好的参考价值。

　　Critical literacy， bringing literacy education into a wider socio-cultural context， has become an important focus in literacy studies. The global academia has contributed rich theories and educational models to this field. Recently， although the deficiency in English learners' critical literacy has caught an increasing attention in China， the pedagogical solutions to this problem are still in urgent need.
　　Drawing on the Four Resources Mode1（4RM）and the principles of critical literacy， this book seeks to explore how to cultivate English learners' critical literacy in blended learning. By taking a qualitative action research （AR）， this project was designed to include two interlinked studies （Study 1 and Study 2）in a first-year English class at a university in Central China over a two-semester period. Study I investigated the status quo of the research site to map the weaknesses in Chinese English education. It involved 28 students and 5 English teachers. Data were collected through students' first written reports of English learning experiences and the interviews with the participants. It finds evidence to prove the claim of English learners' deficiency in critical literacy in China， moreover， extends the boundaries of the current discussion from focusing on this problem at the college-level to involving evidence from students' pre-tertiary education. Finally， Study 1 offers suggestions to design the following AR process in Study 2.

阮全友，香港大学哲学博士（英语教育），现任中南财经政法大学外国语学院教授。主要研究方向为应用语言学（外语教育与行动研究、思辨素养发展、信息技术与外语教育、语言工程与外语教育、教师发展）。从事外语教育20余年，先后主持全国教育科学规划教育部重点课题1项、教育部人文社会科学课题（青年项目）1项，中央高校基本科研业务经费项目1项，主持省级、校级课题多项。已出版学术专著2部，在靠前外学术期刊发表学术论文30余篇。

Chapter 1 Introduction
1．1 Introduction
1．2 Motivation for the Study
1．3 Background to the Study
1．4 Purpose and Research Questions of the Study
1．5 Significance of the Study
1．6 Outline of the Book

Chapter 2 Literature Review
2．1 Introduction
2．2 A Review of the Landscape of Critical Literacy
2．2．1 Postmodernism
2．2．2 Critical Discourse Analysis
2．2．3 Critical Pedagogy
2．2．4 Research Gaps in Critical Literacy Theories
2．3 Chinese Learners' Critical Literacy： an Overseas Perspective
2．3．1 Views of Chinese Learners' Lack of Critical Thinking
2．3．2 Challenges to These Views
2．4 Study of EFL Learners' Critical Literacy in China
2．4．1 EFL Learners' Deficiency in Critical Literacy
2．4．2 Solutions to This Deficiency in the Literature
2．4．3 Gaps in Critical Literacy Studies in China
2．5 Framing the Theoretical Framework of the Study
2．5．1 Pedagogical Solution： The Four Resources Model
2．5．2 A Review of the Four Resources Model in the Literature
2．5．3 Principles of Critical Practices
2．5．4 Blended Learning
2．6 Summary of the Chapter

Chapter 3 Methodology
3．1 Introduction
3．2 An Action Research Paradigm
3．3 Overview of the Research Design
3．4 Research Site
3．5 Participants
3．5．1 Teacher Participants
3．5．2 Student Participants
3．6 Role of the Researcher
3．7 Preliminary Phase
3．8 Data Collection
3．8．1 Overview of the Research Data
3．8．2 Written Report
3．8．3 Interviews
3．8．4 Moodle Site
3．8．5 Weekly Reading Report
3．8．6 Observations
3．9 Data Analysis
3．9．1 Analytical Framework： 4RM and Four Dimensions of Critical Literacy
3．9．2 Data Analysis in Study 1
3．9． 3 Data Analysis in Study 2
3．10 Trustworthiness
3．11 Summary of the Chapter
……

Chapter 4 Study 1 Preintervention Study
Chapter 5 Intervention Design for Study 2
Chapter 6 Study 2 Findings 1
Chapter 7 Study 2 Findings 2
Chapter 8 Study 2 Findings 3
Chapter 9 Discussion and Conclusions

References
Appendices