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Van Dijk的“社会—认知”理论认为语篇必然隐藏着一定的意识形态和权力关系。在大学英语阅读中,引入并探讨该理论,以挖掘文本背后的隐藏的意识形态属性,能够极大地促进学生的批评性阅读能力的提高。
Van Dijk’s “social-cognitive” theory holds that discourse necessarily hides certain ideological and power relations. In college English reading, introducing and discussing this theory to dig out the hidden ideological attributes behind the text can greatly promote the improvement of students’ critical reading ability.