前言
Chapter One Introduction
1.1 Origins of the Study
1.2 Rationale for the Study
1.3 Aims and Objectives of the Study
1.4 Organization of the Dissertation
Chapter Two Literature Review
2.1 Origins of Intertextuality
2.1.1 Kristeva's Intertextuality in Text
2.1.2 Saussure's Implication for Intertextuality
2.1.3 Bakhtin's Dialogism and Heteroglossia as Contributions to
2.1.4 Barthes'Cryptogram as Intertextuality
2.2 Developments of Intertextuality
2.2.1 Intertextuality in Applied Linguistics
2.2.2 Intertextuality in the Systemic Functional Field
2.2.3 Intertextuality in Text Linguistics
2.2.4 Intertextuality in Critical Discourse Analysis
2.2.5 Summary
2.3 Generic Intertextuality as a Type of Intertextuality
2.3.1 Generic Intertextuality in Critical Approach
2.3.2 Generic Intertextuality in Generic Approach
2.3.3 Summary
Chapter Three Theoretical Framework Construction
3.1 Delimitation of Generic Intertextuality
3.1.1 Overview of Genre Studies
3.1.2 Origins of Genre Studies
3.1.3 Properties of Genre
3.1.4 Criteria for Genre Decision
3.1.5 A Working Definition of Generic Intertextuality
3.2 Macro Socio-Semiotic Rationale Construction
3.2.1 Language as Semiotic Resource System
3.2.2 Discourse or Text
3.2.3 Discourse as Sign in Terms of Semiotics
3.2.4 Genre as Macro Social Semiosis System
3.2.5 Role of Ideology in Semiotic System
3.2.6 Summary
3.3 A Three-Dimensional Framework of Generic Intertextuality
3.3.1 Generic Intertextuality System
3.3.2 Generic Intertextuality Process
3.3.3 Generic Intertextuality Focus
Chapter Four Generic Intertextuality System
4.1 Disciplinary Knowledge Potentials
4.1.1 Knowledge and Disciplinary Knowledge
4.1.2 Elements in Disciplinary Knowledge Potentials
4.1.3 Summary
4.2 Macro-Speech Act Potentials
4.2.1 Macro-Structure
4.2.2 Macro-Rules
4.2.3 Macro-Action and Macro-Speech Act
4.2.4 Elements of Macro-Speech Act Potentials
4.3 Evaluation Potentials
4.3.1 Evaluation
4.3.2 Social-Oriented Evaluation and Generic Intertextuality
4.3.3 Summary
4.4 Modality Potentials
4.4.1 Mode,Modality and Multimodality
4.4.2 Multimodality and Generic Intertextuality
4.4.3 Significance of Multimodality Potentials in Generic Intertextuality
Research
4.5 Summary
Chapter Five Generic Intertextuality Process
5.1 Mechanism of Generic Intertextuality Process
5.2 Cognitive Models of Generic Intertextuality Potentials
5.2.1 Frame
5.2.2 Schemata
5.2.3 Plan
5.2.4 Script
5.2.5 Summary
5.3 Mental Models of Generic Intertextuality Process
5.3.1 Mental Models and Mental Spaces
5.3.2 Mental Spaces of Genres
5.3.3 Mental Space Integration and Generic Intertextuality
Chapter Six Generic Intertextuality Focus
6.1 Intentions as Mental Components of Actions
6.2 Intention as Focus of Generic Intertextuality Process
6.2.1 Properties of Intentions
6.2.2 Representation of Intentions
6.2.3 Realization of Intentions
6.3 Ideology and Generic Intertextuality Process
6.3.1 Understandings of Ideology
6.3.2 Function of Ideology in Generic Intertextuality
Chapter Seven Applications in English Teaching
7.1 Establishment of English Teaching Guideline
7.2 English Teaching in Practice
7.3 Role of Teacher
7.3.1 Interactive Mode in English Class
7.3.2 Use of Multimodality in English Teaching
7.4 Learning Assessment
Chapter Eight Conclusions
8.1 Major Findings and Contributions of the Study
8.2 Limitations of the Study
8.3 Further Research
Bibliography

本书为体裁互文研究建构了一个突破语篇层面的宏观的三维理论框架模型，在符号学范畴中将一个宏观社会符号观引入了体裁互文性的研究中。
全书共八章。第一章介绍研究的起源、理论、目的和本书的组织框架；第二章文献综述，整理了涉及体裁互文性的已有相关研究成果，并进行评述；第三章在重新界定体裁互文性的基础上，论证了在符号学范畴下建立宏观社会符号理论体系的必要性，并推导出体裁互文研究三维理论模型；第四章到第六章分别对该三维理论模型中的三个维度，即体裁互文系统，体裁互文过程，体裁互文焦点做了深入探讨；第七章是尝试该理论模型指导英语教学实践；第八章总结了本书的主要结论，并指出了对体裁互文性进行深入研究的方向。
本书可供语言学专业的教师、学生及其他从事语言学研究的相关人员阅读使用。