批判性閱讀教學(xué)模式實驗研究

閱讀在對英語測試的學(xué)閱讀在對英語測試的學(xué)習(xí)和研究中是很有價值的。無論是分?jǐn)?shù)的分配，還是花費間的分配上來說，閱讀測驗分?jǐn)?shù)在現(xiàn)有的英語能力測試中都占很大比重。正因為如此對英語批判閱讀測試的改革，才顯得尤為重要。這個觀點要求改革必須具有連續(xù)性和學(xué)性，以確保閱讀的可行和更新。在過去的十年里，英語測試發(fā)展經(jīng)歷了一個卓有成的歷史時期。相當(dāng)多的研究已經(jīng)驗證了一些有影響力的英語測試,如測試英語作為一語言(托福),英語專業(yè)測試(TEM),大學(xué)英語考試(CET)和社會檢測英語水平(STEP)。理和實踐經(jīng)驗的積累造成了相當(dāng)?shù)挠⒄Z測試改革,特別是閱讀單項成績。在宏觀改革背的語言測試,測試閱讀能力從多個角度被頻繁的嘗試。我的研究目標(biāo)是開發(fā)一個批判讀測試，主要應(yīng)用人群是高級英語學(xué)習(xí)者,著重強(qiáng)調(diào)讀者的參與性關(guān)鍵詞：英語，批判閱讀，測ThestatusofreadinginEnglishasForeignLanguageThestatusofreadinginEnglishasForeignLanguage(EFL)testsishighlyvalued.Inmostreadingsubtest foralargeproportionintermsofscoreandtimeallotment.Theofreadinglanguagetestscallsforcontinuousreformationtokeepitworkableandupdated.pastdecadeisafruitfulperiodforthedevelopmentofEFLtesting.QuiteafewresearchescarriedoutonthevalidationofsomeinfluentialEFLtests,suchasTestofEnglishasaLanguageTestforEnglishMajors(TEM),CollegeEnglishTest(CET)andSocietyTestingEnglishProficiency(STEP).TheaccumulatedtheoreticalandpracticalcontributeconsiderablytothereformationofEFLtests,especiallyreading Inthereformingcontextoflanguagetests,frequentattemptshavebeenmadetoreadingabilitiesvariousperspectives.Mystudyaimstodevelopacriticalreadingtestintendedforhigher-levellearners,whichstressesreaders’activeinvolvementin.KEYEnglish,CriticalReading,Tableof 摘 Tableof Chapter1Tableof 摘 Tableof Chapter1 1.3Thesis Chapter2Literature 2.1.1Being 2.1.3ComparisonbetweenCRandLiteralReading 2.3TheoreticalUnderpinningsfor 2.3.1InterpretationsfromInteractiveReading 2.3.2InterpretationsfromSchemaTheory 2.3.3InterpretationsfromIntertextualityTheory 2.3.4InterpretationsfromRhetoricalTheory 2.4ThreeCROriented 2.4.2InternationalCenterfortheAssessmentofHigherOrder 2.4.3GeneralCertificateofSecondaryEducation(GCSE) 2.5TheBlueprintofanEFLCR 2.5.1FrameworkofBeingCriticalinEFL 2.5.2TaxonomyofEFLCR 2.5.3CRATestFocus Chapter3Research2.5.3CRATestFocus Chapter3Research 3.1AThree-stageresearchDesignbasedontheCRA 3.4Research 3.5Summaryofthe Chapter4Resultsand 4.1Questionnaire 4.1.1Questionnaire 4.1.2Questionnaire 4.2TestScore Chapter5 Chapter1Chapter1ThestatusofreadinginEnglishasForeignLanguage(EFL)testsishighlyvalued.InmostreadingsubtestChapter1Chapter1ThestatusofreadinginEnglishasForeignLanguage(EFL)testsishighlyvalued.Inmostreadingsubtest foralargeproportionintermsofscoreandtimeallotment.Theofreadinglanguagetestscallsforcontinuousreformationtokeepitworkableandupdated.pastdecadeisafruitfulperiodforthedevelopmentofEFLtesting.QuiteafewresearchescarriedoutonthevalidationofsomeinfluentialEFLtests,suchasTestofEnglishasaLanguageTestforEnglishMajors(TEM),CollegeEnglishTest(CET)andSocietyTestingEnglishProficiency(STEP).(Bachman,etal,1995;TEMtestingcenter,1997;Zou, &Weir,1998;Cai,2006).TheaccumulatedtheoreticalandpracticalconsiderablytothereformationofEFLtests,especiallyreadingInthemacrocontextoflanguagetests,frequentattemptshavebeenmadetoreadingabilitiesfromperspectives(Weir,etal,2000;Wang,2004;2004).Thankstotheenlightenmentfromtheseresearches,mystudyaimstodevelopacriticalreadingtestintendedforhigher-Englishlearners,whichstressesreaders’activeinvolvementin.1.1ResearchBackground:ReformContextofEFLItisaparticulartestyearin2006asforChinesetertiary-levelEnglishlearners.InmajorstookthenewformatofTEM.InJuneandDecemberofthesameCollegeEnglishCommitteeofficiallyissuedthenewformatsofCET-Band4andBandrespectively.InETSlaunchedTOEFLiBTinChinaforthefirsttime.reformhasacommontarget—thevaliditysoastomaketheteststudents’communicativeabilityinrealsense.Intheareaofinthesetests,somenewformatscomeout.Forexample,theTOEFLiBTproposestheof“ReadingtoLearn”2006);TEMcombinesfastreadingandcarefulreadingintoonereadingCET,however,separatesthetwodomainsandelicitsthefastreadingandabilitiesrespectively.ThedrasticreformoftheTOEFLreadingteststartedfromthe2000project,putforwardtwodistinctpurposesforthefirsttime—Readingtolearn,1AnExploratoryStudyofAssessingEnglishCriticalReadingAbilityreadingintegrate.Trites&McGroarty(2005:174)foundoutthattheyhadlowercorrelationsbasiccomprehension,AnExploratoryStudyofAssessingEnglishCriticalReadingAbilityreadingintegrate.Trites&McGroarty(2005:174)foundoutthattheyhadlowercorrelationsbasiccomprehension,andthereforecametotheconclusionthatthetwo representeddeparturefromtraditionalreadingtestsandconstitutedmorecomplexthatrequiredcognitiveThenewTOEFLiBT,asanexpansionoftheTOEFL2000project2006),wasfirstadministeredin2006.Itsreadingquestionscoverbasicinformationskills,skills,andreadingtolearnskills(ETS,2006).InthenewTOEFL,readingtolearnwithanewnotion.AccordingtoKantor(2006),“Readingtolearnrequiresthansentence-understandingbasedonlexical,semantic,andgrammaticalReadingtolearnprocessingandconnectinginformationacrossentiretext.”measurethenewaspectsofconstruct,thereadingtestadopts“l(fā)ongerpassagesmorevarietyintextstructureandnewofquestions(Kantor, ThereformofCETstartedfrom1987.Itisateaching-related(Yang&Weir,1998:1).SincewhenCollegeEnglishCurriculumStandardscameoutreplacetheNational EnglishTeachingSyllabus,anewroundofCETreformationbegan.wasadjustedalottermsoftestingmethodsandtestingcontent(Jin,2005).Itaimstotest-taker’sEnglishproficiencybyincreasingtheweightofconstructedresponseitems ofselectedresponseitems(Yang,2003).Atpresent,CETonlyacceptsstudentsas ThenewCETtakesonanewlook.Itreformsbyadoptingnewmethodsandintoreal-lifetasksinordertoaddmoreweightonvalidity.Theallotmentskillswaschanged,andmorequestiontypeswereemployedtoelicitEnglishexample,thereadingsectionofCETcoversfastreadingandcarefulreading.Itadoptsquestionformsaswell,suchasbankedclozeandgapfilling,torealizeitsassessmentComparisonbetweenTOEFLreformandCETreform,bothtestsareinfluentialinChina.Theymoretesttakerseveryyear.Theyusedregardreliabilityasthecoreofthetests,butnowtheyclaimtovaluevalidityas vitalHowever,thedifferentnatureofthetwoteststhatthecontributingreasonsreformationarequitedifferent.TheTOEFLiBTisaproficiencyItreformsredefiningabilityconstruct.Itwill,forthefirsttimeever,assesstesttaker’sabilityintegrateEnglishskillsandwillreflecthowpeopleactuallycommunicateinEnglishatcollegeuniversitysettings(ETS,2006:15).Incontrast,thenewCETisteaching-relatedtest(Yang&2Chapter11998).Itstillkeepsthetraditionalgoaloflistening,reading,writing,speakingtranslatingseparately.CETreform,accordingWu(2005),cansolvemanyproblemsinChapter11998).Itstillkeepsthetraditionalgoaloflistening,reading,writing,speakingtranslatingseparately.CETreform,accordingWu(2005),cansolvemanyproblemsinManyreasonswerementioned,forexample,toprovidebetterserviceforcollegeEnglishteaching,decreasetheattentiondegree,Thereadingsubtestsinthetwotestshavedivergence,Intermsoftasktype,inTOEFLiBT,10questiontypesareofferedtoelicitvariousabilities.Inthe CET,thereareonlyfourtypes,i.e.multiplechoicequestions,trueorfalse,andcloze,whichareemployedappraisefastreadingandcarefulreadingabilities.Thesetypesareexpectedto positivebackwashonEnglishteaching(Wu,2005).Asfarasgenresconcerned,theTOEFLiBTobservestheprincipleof“real-lifeassessment”,andclassifiespassagesintothreebasiccategories:exposition,argumentation,and(ETS,whilemostCETreadingpassagesare“theextractsfromessays,newsreport,biographies,etc,somefromstories,butfewfromothersources(Wang,2004:ComparisonbetweenCETandSTEP STEPisalarge-scaledproficiencytestsystemJapan.Ithassevenlevels.toplevelis gradeintendedforcollegegraduates;Pre- stgradeisforsecond-yearstudents.STEPcompleteditsreforminOnthewhole,STEPandCEThavethesameobjective—totest languageabilitiesandtoputforthpositivebackwashonEnglishteaching.Cai(2006:41-4)makesacomparisonbetweenCETandSTEPGradePre- Grade).HeconcludesthatSTEPpossessesgoodvalidityandthereadingsectionflexiblyreflectthenaturalapplicationofreadingability.Accordingtohim,atextmustincludedinthereadingtestwithitsoriginalformatincolumns.InthereadingtextsSTEPareofvariouslengthandtopics,andthereisnocapacitylimitonthe(ibid)givesthefollowingsuggestionstoCETreadingtest:maintainingthenaturalkeepingorgivingthetopicofthetext;notreplacingthevocabularyoutof boundaryiftheynothinderglobalcomprehension,andtakingintodiversitywhenchoosingThecomparisonamongthetestsdoesnotmeantomakeajudgmentastowhichonesuperior.Instead,itwillcastlightonhowtodevelopaspecificreadingtestintendedhigher-Englishlearners.Iexpecttolearnfromthestrengthsofthesetests,andoutthenewadaptedtothedemandofhigh-levelreadingabilityin.3AnExploratoryStudyofAssessingEnglishCriticalReadingAbilityHavingcriticalabilityishighlyvaluedinacademiccontext.ItisregardedasoneAnExploratoryStudyofAssessingEnglishCriticalReadingAbilityHavingcriticalabilityishighlyvaluedinacademiccontext.Itisregardedasoneoftheinhighereducation.Criticalreadingisahigh-levelreadingactivity,whichcansuittheneedsproficientreadersinmodernsociety.Therefore,acorrespondingtestisneededtoassessreading1.2.1CriticalabilityasthefourthCriticalabilityispresentlyregardedasthefourthliteracyinadditiontotheconventional“l(fā)iteracy(reading,writing,andarithmetic)(Wassman&Paye,1985;Milan,Bean,etal,Poulson&Wallace,2004).However,thereisconsiderableevidence someEFLstudentsteachersseethinkingcriticallyasaproblematicissueinlearningattertiarylevelBeingcriticalisofgreatexpectationinacademicsettings.ReferencestobeingcriticalcommonplaceinBritishofficialstatementsdescribingadvancedcourses(PoulsonWallace,4).AccordingtoPoulson&Wallace(ibid),theUKcentralnationalframeworkforhighereducationqualificationsincludesuchdescription “Mastersdegreesareawardedtowhohavedemonstratedaunderstandingofknowledgeandacriticalawarenessofproblemsand/orinsights,…andhaveconceptualunderstandingthatenablesthecriticallycurrentresearch….”Theyfurthertakeamasterscourseatthe asanexampletoillustratethecalling.Thecourseaimsto“giveparticipantsimprovetheirskillsofcriticalthinkingandanalysis”;thelearningobjectiveis“identify,engagecriticallywithappropriateandrepresentativeliteratureinthetheassessmentcriterionis“TowhatextenthasthestudentmadecriticaluseofappropriateliteratureprofessionalexperiencetoinformthefocusoftheTheimportanceofcriticalabilityisrecognizedinthefieldofEnglishPennycook(2004:333)suggeststhat“toteachisnottoteachabodyofknowledgetechniques;itisalsoaboutlearningtoworkinasociopoliticalandpoliticalspaceandnegotiatingwaysofdoingthiswithourpastfears,andourownknowledgeandcultures;orstudents’wishesandpreferences;andconstraintsand1.2.2Thesignificanceofcritical4Chapter1Wallace(2003:4)presentsaviewofreadingasasocial,criticalandinterpretativeratherthanasaskillorsetofskills.Chapter1Wallace(2003:4)presentsaviewofreadingasasocial,criticalandinterpretativeratherthanasaskillorsetofskills.Bean,etal(2002:17)seereadingatthecenterofcourse.Accordingtothem,readerswillbeaskedtofindmeaning,notmerelyinformation,inandarticles.Theywillbeaskedtorespondtothatmeaning—explainit,toanalyzeit,tocritiquetocompareittoalternativemeaningsthatthey otherscreate.Tofulfillsuchassignments,theyneedtoanalyzenotjustwhattextsbuthowtheysayCriticalreadingishigherthinking(Paul&Nosich,2007;Hancock,1987).toPennycook(2001:4),criticalisawayofbringingmorerigorousanalysis problemsolvingortextualunderstandingandaofdevelopingmorecriticalfromthewriter.ThesignificanceofcriticalreadingsummarizedbyPirozzi“itcanhelpareadertoevaluatetextbookmaterialandtypesofreading,tomotivationsandassessarguments,toconsideroptions,advertisementscommercials,andtojudgepoliciesandprogramsofferedbythevariouslevels However,readinginstructionreflectsthelowestlevelofthinkingandit analysis(Collins,1993).AccordingtoWallace(2003:3),“thereislittleoncriticalinthesecondorforeignlanguageclassroom.…merelytopointoutthatreadersmay needtorespondtotextsinmorediverseandcomplexwaysthanisgenerallyLiuGuo(2006:14)appealforcriticalreadingoutoftworeasons.One thatcriticalthinkingisinself-constructivenessadvocatedbypsychologyeducation;theotheristhatcriticalreadingdemandedtoevaluatetheexploded intheinformationage.Theyarguethatcriticalisapowerfulmeanstostudents’criticalthinking.Theyconcludethatteachingreadingcan readingcomprehensionaccuracyandefficiency,andthatcriticalreadingcontributiontowriting.StudyoncriticalreadinghasalonghistoryinEnglish-countries.Sincethe century,scholarsinChinahavestartedtoshowgreatconcerninthis(Li, Yang,2005;Liu&Guo,2006).Theyrecognizetheimportanceofcriticalreadingmakestudyfromdifferentperspectives.Li(2002)analyzesthefactorsaffectingfunctioncriticalreadinganddiscusseswaysoffosteringcriticalthinkinginteaching.Yang(2005)aninvestigationonhowcriticalreadingconceptandcanbedevelopedviaE-Forum-basedReading-WritingProjectintendedforfirst-English5AnExploratoryStudyofAssessingEnglishCriticalReadingAbility1.2.3CriticalreadingabilityathigherMunby’staxonomyoflanguageskillsAnExploratoryStudyofAssessingEnglishCriticalReadingAbility1.2.3CriticalreadingabilityathigherMunby’staxonomyoflanguageskills(1978)makesgreatcontributiontodefiningabilities.Itisthesourceofmanyscholars’readingskilltaxonomies(Nuttall,2002;Hughes,2000;Grabe,1991).Thecommonfeatureofthetaxonomiesliesinthethatthearelistedfromsimplicitytocomplexity.Nuttall(2002)putsreadingintotwowordattackskillsandtextattackskills.Heaton(2000:106) ranks“readcritically”attheofreadingdifficultylevel.ACTFL(TheAmericanCouncilfortheTeachingofForeignguidelineandILR(InteragencyLanguageRoundtable)scalearetwomajorprovidinglanguageproficiencyscales.Byexaminingthereadingscaledescriptions,canseefromtheSuperiorlevelofACTFLorILRR3on,thefeaturesofreadingbegintoemerge.otherwords,criticalreadingabilityrequiredforcomingtothetoplevelofreading afewscholarshaverealizedthatcriticalreadingabilityisahigh-level(Pirozzi,2003;1995;Adams,1989;Clegg,1988).Forexample,Adamscategorizesreadingabilitywithlevels:literalcomprehension,criticalandaffectivecomprehension.Criticalisstressedabovetheliterallevel.Furtherillustrationconcerningthepositionofcriticalreadingwillbeelaboratedoninliteraturereview1.3ThesisThisthesisincludesfiveChapteronegivesabriefintroductionontheresearchbackgroundandthesignificanceofcriticalreadingChaptertwopresentstheories,conceptsandstudieswhicharerelevanttothisstudy,anditconsistsoffiveparts:Definitionsofcriticalreading,theoreticalsupportsforcriticalreading,critical-readingtargetedtestsandmasterplanofanEFLcriticalreadingChapterthreeoutlinesthemethodologyincarryingoutthepresentresearch,includingquestions,researchsubjects,researchinstrumentsandproceduresChapterfourpresentstheresultsandfindingsofthedatacollectionandadetaileddiscussiontheresultsobtainedfromthe6Chapter1ChapterfivedrawsaconclusionfromtheresultsChapter1Chapterfivedrawsaconclusionfromtheresultsthestudyandprovidesimplicationslanguagetesting.statedinthis788Chapter2LiteratureChapter2Literature2.1DefinitionofcriticalThissectionbeginswiththedefinitionof“beingcritical.”ItproceedstoconfineChapter2LiteratureChapter2Literature2.1DefinitionofcriticalThissectionbeginswiththedefinitionof“beingcritical.”Itproceedstoconfinecritical”readingcontext.Definitionstocriticalreading(CR)andthefeaturesofCRillustrated.TheofCRinreadingproficiencyscaleisalsodiscussed.Anotherthatiselaboratedoninthissectioncriticalreadingability(CRA),whichisproposedvariousforms,suchaschecklistsandquestions.sectioncomestotheendwiththemasterplanofanEFLcriticalreading.2.1.1BeingTheword“critical”isofdiversifieddefinitions.AccordingtoTheAmericanDictionarytheEnglishLanguage,oneofitsdefinitionsis“characterizedbyexactevaluationand“Criticalreading”isfollowedastheillustrationtodefinition.Nowithasbeenwellrecognized“beingcritical”inlearningcontextnotnecessarilyconnotenegativemeanings(Poulson&2004;Prrozzi,2003;etal,2002;Millan,1995).Insteadof“findingfaults”,itmeans“using soundjudgment,andreasoningpowers”(Millan,Pennycook(2004:P329-summarizesfourapproachestobeingcritical.Firstlyittothesenseofcriticalusedinthinking.Secondly,itisconcernedmainly makingthingssociallyrelevant.Thethirdapproachbeingcriticalisemancipatormodernism.AfinalwayofviewingthenotionofcriticalisasaformBeingcriticalcanbewellappliedtovariedreadingcontexts.Goatlyand(2003:440)insistthatadvertisingneedstobehandledinacriticalway.Millansummarizeseightcriticalquestionstoaskeditorialsoncontroversialissuesfromthepagesmajornewspaper.Poulson&Wallace(2004:6)makealistof“beingcritical”academicwhichincludes“adaptinganattitudeofscepticism”,“habituallyquestioningthequalityofyourownothers,”“scrutinizingclaims,”“beingopen-minded,”and“beingconstructive.”Widdowsonregardscriticismandlinguisticsastwoconcernsof“critical”(Wang,2006).Accordingtohim,theresponsesarerelatedtoappreciationand“theuncoveringofcovertideologicalintenttexts9AnExploratoryStudyofAssessingEnglishCriticalReadingAbility Intheareaofcriticaldiscourseanalysis(CDA),criticaltakesawiderview.ItAnExploratoryStudyofAssessingEnglishCriticalReadingAbility Intheareaofcriticaldiscourseanalysis(CDA),criticaltakesawiderview.Itisrelatedtopower,politicsandideology,etc.Forexample,Faircloughholdsthatshowingconnectionsandcauseswhicharehidden;italsoimplies(Wang,2006:17).further,Pennycook(2001:6)pointsCriticalworkinthissense[engagedwithlonglegacyMarxism,neo-Marxism]hastowithquestionsofinequality,injustice,rights,andmightsaythatcriticalmeanstakingsocialinequalityandsocialtransformationascentraltoThemeaningof“beingcritical”adoptedinthispaperismainlylimitedtoandrespondingtowritings.Socialrelevanceisacceptedasthehighestlevel “beingcritical”.andideologyinwritingsareignoredinviewofoperationalization.Thelimitationintendsenhancethefeasibilityofcriticalreading2.1.2CriticalReadingThecoreofcriticalreadingliesintheconsensusthatreaderstanceisstressed,despitefactthatisalwaysdefinedfromdiversepointsandittakesonflexiblefeatures.readingisregardedashigherlevelofreading.Itisdifferentfromliteralreadinginofreadingposition,readingandreadingprocess.DefinitionsandAnearlierliteratureofCRfocusesonandquestioninginreading.Hafner 40)definescriticalreadingas“athinkingprocessthatimprovedasindividualslearn uselanguagemoreconstructivelyandtoclarifyconceptsdiscussionthatgeneratedandguidedbyskillfulquestioning.”Spache&Berg(1984:143)developdefinitionbyregardingcriticalreadingastheabilitytoreadwithanalysisandTheyfurtherandpointoutthat“criticalreadingrequiresacontributionbyboth authorandthereaderaninterplaywhichusuallyresultsinanewunderstanding.”Scholarsshowgreaterinterestinreadinginrecentdecades.Theygiveandillustrationstojustifythesignificanceofreading.Theirmainpointssummarizedinthefollowingtable.Criticalreadingcanbedefinedashigh-levelcomprehensionofwrittenmaterialrequiringinterpretationandevaluationskillsthatenablereadertoseparateimportantfromunimportantinformation,distinguishbetweenfactsandopinions,determineawriter’spurposeandtone.Italsoentailsusinginferencetogobeyondwhatisstatedfillingininformationalgaps,andcomingtologicalCriticalreadinginnonfictionisChapter2Literatureinacademiccontext.Itisappliedtoanalyzinggenre,discourse,diction,andargumentsintextbooks.ItrequiredasapartofCollegeLevelAcademicSkillsChapter2Literatureinacademiccontext.Itisappliedtoanalyzinggenre,discourse,diction,andargumentsintextbooks.ItrequiredasapartofCollegeLevelAcademicSkillsTest(CLAST)(Goldfarb&Johnson,1989).MakerLenier 138)defineitinthefollowingCriticalreadinginnonfictionistheprocessmakingjudgmentsaboutwhatyoureaddecidingwhattobelieveandwhatnotbelieve.readingenablesyoutosizeupauthor’sargumentsandtoevaluatehowwellheorshesupportssothatyoucandrawownconclusions.Criticalreadingrequiresbothliteralandcomprehension.Ifyounotunderstandthefactsandwhattheyimply,youarenotinapositiontoanyjudgments.PositioninreadingCriticalreadingisapartoffluentreadingprocess.muststandatapositionin proficiencyscale.Byexaminingthescales,wecanfindoutcriticalreadinglocatedintheproficiency Literaturesurveyshowsseveralprovidinglanguageproficiencyscales.documents,suchasACTFLProficiencyGuidelines,scales,GuidelinesforProficiencyGoal,LinguafolioSelf-assessmentChecklist,andLanguagePassportSelf-assessmentGrid,aredesignedtomeasurenon-nativelanguageareilluminativeforassessingEFLcriticalreadingILRscalesandACTFLguidelinesaredominantscalesmeasuringforeignproficiencyintheUnitedStates.ILRwasinitiallybyForeignService(FSI)in1950’stotestspeakingabilitiesbyusinginterviews.In1968cooperativelywroteformaldescriptionsofthebaselevelsinfourskills—reading,andwriting.By1985ILRrevisedthedocumenttoincludedescriptionsofthe“plus”Sincethen,“ILRScale,”orthe“ILRDefinitions,”established(Herzog, Inthe1980’sAmericanCouncilfortheTeachingofForeignLanguagesdevelopedandpublishedacademicuseProficiencyGuidelinesbasedonthedefinitions(Herzog,2007).Theyrepresenthierarchyofglobalcharacterizationsintegratedperformanceinspeaking,listening,reading,writing.Theyassessindividualscanandcannotdo.TheILRreadingscaleconsistsofofsixlevels,from0to5.Ateachexcept5,therearebaseandpluslevels.ACTFLidentifieslevelsofreadingfromnovicetodistinguish.Bothdocumentsgivedescriptionsofwhatdo,whatcannotdoandwhattextscanberead.ThefollowingtabledescribestherelationshipreadinglevelsoftheACTFLandILRproficiencyscales.ItcanbeseenfromthetablethatcomprehensiontoreadauthenticwrittenmaterialisrequiredatAdvancedorR-2level.CriticalAnExploratoryStudyofAssessingEnglishCriticalReadingAbilityabilities,suchascomprehendunderlyingstructureanddiscoursepatternandtorelateinferencesintoreal-worldAnExploratoryStudyofAssessingEnglishCriticalReadingAbilityabilities,suchascomprehendunderlyingstructureanddiscoursepatternandtorelateinferencesintoreal-worldknowledge,arecalledforatthehigherlevels.Therefore,wecometothatAdvancedorR-2levelisthethresholdofCRA,andthatCRAishigh-levelreadingGuidelinesforsettingproficiencygoalssummarizeswhattextscanbereadatcertainlevels.ItisfromEuropeanLanguageportfolioandACTFLThetabletellsthatR-2beginstounderstandingthecohesionoftexts;R-3aboverequireunderstandingviewpointsandargumentstexts.ThefindingcorrespondinglythatcomplexmaterialsentailCRAandthatCRAishigh-levelability.Thefactthatcriticalreadingishigh-levelreadingisnotonlyjustifiedbyposition readingproficiencyscaleabove,butalsowidelyrecognizedbyscholarsdevoteddevelopingreadingabilities(e.g.Pirozzi,2003;Milan:1995;Adams,1989;Clegg,1988(2003:325)definesclearlycriticalreadingasaveryhigh-levelprocess.Adamscategorizesreadingwiththreelevels:literalcriticalcomprehensionandcomprehension.CRisstressedabovetheliteralInmoredetail,Spache&Berg(1984:1)thatthedevelopmentofreadingfromthesimplestlevelofliteralrecalltothemorecomplexofcritical generallytakesplacealongthefollowingWordrecognitionandrecalldetails,Categorizing ,formulatingamainidea,criticalReadingVocabularyFlexibilityinreadingReviewingHafner(1974:40)relatescriticalreadingtoreaderAccordingtohim,atalevelofmaturity,thereaderwillreactcriticallyinexaminingsources.thehighestofmaturity,thereaderwillchangehisworldviewbyapplyingtheinsightshefromthisreflectivereading.Similarly,Clegg(1988:43)arguesthatitisnotenoughjustwhatatextsaysandthat“atahigherlevel,areaderdistinguishesbetweentruthandinformationandpropaganda,publicpolicyandpersonalprejudice.”assertsbecomingareadermeanslearningtorecognizeaudiences,personasandpurposes,andto2.1.3ComparisonbetweenCRandLiteralReadingCriticalreadingisahigher-levelreadingbasedonliteralreading.Fullcomprehensionisthresholdofcriticalreading.Theysharesomecommongrounds,theyaredifferentinChapter2Literaturepurposes,readingprocessandaboveall,readerstance.Weneedtobearinhowever,thatemphasisonCRdoesnotmeanLRisignored.Phillips&Chapter2Literaturepurposes,readingprocessandaboveall,readerstance.Weneedtobearinhowever,thatemphasisonCRdoesnotmeanLRisignored.Phillips&Sotiriou(1992:268)makecomparisonCRandLRas(Inliteralreading)yourpurposeforreadingismainlyliteralcomprehension:locateideasandsupportingdetailsaswellasthestructureofwrittenmaterial.Mostofwasone-Incriticalreading,howe