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2. Theoretical Basis

2.1 Definitions
As has been showed in the previous chapters, CR has become a significant and necessaryissue in education today both china and abroad. For further research, it is important andessential to review some related concepts. Critique which derived from Latin and Greek, means judgment.In Oxford Dictionary of English, it means analyzing and judging the excellences andshortages of literature and art.An authoritative definition about critique, which is widely Referenced, is developed byFacione. P. A(1998). He holds that critique is along with making decision and solving problem,it involves judgment, analysis, inference, evaluation and creation. There is not a fixed definition of CR.CR, according to Hafner (1974), is the thinking process of making the learner uselanguage and clarify concept by discussing illuminating questions.Harris＆Hodges(1981) gave a quiet different definition. They defined CR as “to makerelevant and appropriate evaluation on what he or she read ” This definition is different frompredecessor in that it added assessment into CR.On the basis of former research, Fisher(2001) considered CR as a procedure of analyzingjudging and reasoning. Ricketts developed the concept. Ricketts(2003) introduced a five-stepprocess of CR—interpretation, analysis, evaluation, inference and reflection, CR thus is thelogical thinking of interpreting, analyzing, evaluating, inferring and reflecting. From thedefinitions, a fact can be found that CR does not stay just to understand the literal level of apassage, it emphasizes high level reading, which refers to analyzing, evaluating, inferring andreflecting.
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2.2 The Features of CR
Traditional reading emphasizes teacher-centered, while CR emphasizes student-centered.CR stresses the reader’s central role. In the CR, students are autonomous learner rather thanpassive recipients. Learners are given the opportunity to think by themselves and they areconsidered to be positive participants, who are supposed to take part in the activities in class. CR involves high-level understanding, in which the readers can infer the hidden truthbeyond words.By using predicting, comparing, summarizing, inferring, querying and other deep-levellogic thinking, the readers are required to analyze the structure of a passage, evaluate thereasoning process, infer the writer’s purpose, attitude and tone and finally draw logicalconclusions and making personal judgments.It aims to develop students’ deep reading ability and creative competences.
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3. Research Design........15
3.1 The Aims of the Research....15
3.2 The Hypotheses of the Research......15
3.3 The Subjects ......15
3.4 Instruments........16
3.4.1 Tests ......... 16
3.4.2 Questionnaire ...... 16
3.5 The Procedures of the Experiment.........17
4. Data Analysis and Discussion ....21
4.1 Analysis of Tests......22
4.2 Analysis of Results of Questionnaires .........30
5.Conclusion .....35
5.1 Major Findings ........35
5.2 The Implications for Teaching .........36
5.3 Limitations of the Research and Suggestions for Further Study ......38

4. Data Analysis and Discussion

The experiment was conducted from September, 2012 to February, 2013. After theexperiment, all the data were inputted into computer本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。