Xinli Li
School of Foreign Languages, Taishan University, Tai'an 271000, Shandong, China.
*Corresponding author: Xinli Li
Abstract
Critical Discourse Analysis (CDA), a dynamic linguistic sub-discipline emerging in the late 1970s, has primarily centered on systematic analyses of concrete discursive practices in various social and cultural contexts. This study integrates CDA into college English text reading instruction, aiming to cultivate English learners’ critical thinking competence and explore the positive implications of this theory for English reading pedagogy in higher education settings. Guided by Fairclough’s three-dimensional model as the core analytical framework, an empirical study was conducted among non-English major college students over a semester to systematically validate the effectiveness of CDA in enhancing learners’ critical awareness and analytical abilities. The results demonstrate that CDA empowers learners to break free from the constraints of traditional textual analysis, interpret texts from multi-dimensional and critical perspectives, and develop a rational stance towards the ideological connotations embedded in different types of discourses. This research enriches the application scenarios of CDA in EFL (English as a Foreign Language) teaching and offers actionable insights for the in-depth reform of college English reading instruction in the new era.
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How to cite this paper
The Application of Critical Discourse Analysis in Text Reading Teaching
How to cite this paper: Xinli Li. (2025) The Application of Critical Discourse Analysis in Text Reading Teaching. Journal of Humanities, Arts and Social Science, 9(12), 2267-2272.
DOI: http://dx.doi.org/10.26855/jhass.2025.12.009