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Reading comprehension, one of the receptive skills, provides a valid foundation for the rudimentary processes of second language acquisition (Block, 1992; Ellis, 1994). Critical reading in particular is widely recognized as an advanced step to enable language learners to interpret a text in a proactive manner (Kim, 2006). On the part of readers, its aim is to construct their own ideas and speculations, or to evaluate the concepts and viewpoints they often encounter in an argumentative text (Lee, 2004; Schwegler, 2004). In doing so, the reader, getting out of the routine procedures of data reception and interpretation, would take an aggressive stance rather than a submissive attitude toward the language input (Widdowson, 1995). Yet, critical analysis may not be cogent and equitable unless it is well grounded on a circumspect and effective grasp of the reading materials (Mayfield, 2004).
To build up the reader's abilities for decoding a text critically, thorough comprehension of the text contents must precede any possible criticism. And, as a follow-up action, one should have an adequate understanding of how arguments in the text are organized and worked out (ibid). An argumentative prose is, to a large extent, dependent upon specific modes of exposition for logical reasoning (Schwegler, 2004). Those developmental mechanisms are exploited to bring the reader into the writer's lines of perception and/or argumentation on the issues the writer has raised. If properly designed, the author, by means of such methodological tactics, can be in an advantageous position to persuade the reader to admit of and comply with her/his standpoints (Lee, 2004). It is, however, essential in processing an argumentative text that the reader should question and challenge the writer's assertions to find out whether they are based on the fallacious proofs (Wood, 2001).
This article constitutes two main parts: (a) theoretical descriptions made through relevant literature surveys, and (b) experimental investigations, including the analysis of test results, to find out a basic approach to curriculum and syllabus designs. So I first intend to take a look at the structural properties of an argument and some major sources of proofs supporting its purposes. Much attention will be paid to the elements of logical fallacies manipulated by pseudo-reasoning to confirm the formative aspects of the faulty argument tactics. Such intentional pseudo-proofs have been primarily selected to examine the responses of Korean students learning English as a Foreign Language (EFL), and thus to explore their culture-based cognitive tendencies in relation to teaching critical reading strategies focused on interpreting argumentative texts.
In doing this, research questions have been formulated to look at how Korean EFL learners react to the logical fallacies written in their target language. Given the primary objective of this study, it is necessary to describe the subjects' individual responses to the major types of logical fallacies in argumentative texts and to explore the cognitive tendencies based on their reactions. One of the important steps was to examine their answers on a set of test materials, which contains thirty different argument passages. All the analyses and discussions in later sections are grounded on the following research topics:

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