目录
目 录
《南开话语研究》系列丛书
《南开话语研究》顾问委员会
Nankai Discourse Studies Series
总 序
Series Preface
Acknowledgements
序
前 言
Abbreviations and Transcription Notations
Chapter One Introduction
1.1 Identities in Acadmic Interaction: A Preview
1.2 Aims of the Study
1.3 Structure of the Book
Chapter Two Identity Construction, Academic Interaction and Advising
2.1 Identity and Identity Construction
2.1.1 Defining identity and identity construction
2.1.2 Classifications of identity
2.1.3 Pragmatic approach to identity and identity construction
2.2 Identity Construction in Academic Interaction
2.2.1 Identity construction in spoken academic interaction
2.2.2 Identity construction in written academic interaction
2.3 Studies on Advising
2.3.1 Advising as a speech act
2.3.2 Advising as a problem-solving activity
2.3.3 Identity construction and advising
2.4 Summary
Chapter Three Identity Construction as Pragmatic Adaptation
3.1 Theoretical Background
3.1.1 Community of Practice
3.1.2 Identities and speech acts
3.1.3 Linguistic Adaptation Theory
3.2 Identity Construction as Pragmatic Adaptation
3.2.1 Identity construction as a means of satisfying communicative needs
3.2.2 Identity construction as a process of making choices
3.2.3 Identity construction as a dynamic process
3.2.4 Identity construction as an adaptation to contextual correlates
3.3 Summary
Chapter Four Methodology
4.1 Data Collection
4.1.1 Data source
4.1.2 Data sets and their description
4.2 Data Analysis
4.2.1 Identifying and extracting advising acts
4.2.2 Analyzing identity construction
4.2.3 Classifying identities constructed in institutional interactions
4.2.4 Contextual correlates of identity construction in academic advising interaction
4.3 Summary
Chapter Five Constructing Identities Through Making Linguistic Choices
5.1 Default Identity and Linguistic Choices for Its Construction
5.1.1 The identity of a knowledgeable expert and linguistic choices for its construction
5.1.2 The identity of an authoritative expert and linguistic choices for its construction
5.1.3 The identity of a modest expert and linguistic choices for its construction
5.1.4 The identity of an amiable expert and linguistic choices for its construction
5.2 Deviational Identities and Linguistic Choices for Their Construction
5.2.1 The teacher identity and linguistic choices for its construction
5.2.2 The identity of a researcher and linguistic choices for its construction
5.2.3 The identity of a virtual advice-receiver and linguistic choices for its construction
5.2.4 The identity of a layperson and linguistic choices for its construction
5.3 Distribution of Various Identities in Advising Sequences
5.4 Summary
Chapter Six Constructing Identity as a Dynamic Process
6.1 Identity Modification in Academic Advising Sequences
6.2 Identity Shift in Academic Advising Sequences
6.2.1 Identity shift with a clear sequential order
6.2.2 Shift between two alternately constructed identities in an advising sequence
6.2.3 Identity shift indicated by one identity construction embedded in another
6.3 Summary
Chapter Seven Identity Construction Adaptive to Contextual Correlates to Satisfy Communicative Needs
7.1 Constructing Identity Dynamically to Satisfy Communicative Needs in Academic Advising Interaction
7.1.1 Communicative needs in academic advising interaction
7.1.2 Constructing various identities to satisfy communicative needs
7.1.3 Making identity modification and identity shift to satisfy communicative needs
7.2 Identity Construction as an Adaptation to Various Contextual Correlates in Academic Advising Interaction
7.2.1 Identity construction adapting to the social world
7.2.2 Identity construction adapting to the mental world
7.2.3 Identity construction adapting to the physical world
7.2.4 Interadaptability of identity construction and contextual correlates in academic advising interaction
7.3 Summary
Chapter Eight Conclusion
8.1 Major Findings
8.1.1 Default and deviational identities constructed in academic advising interaction
8.1.2 Dynamics of identity construction in academic advising interaction
8.1.3 Identity construction adaptive to contextual correlates to satisfy communicative needs in academic advising interaction
8.2 Implications of the Study
8.2.1 Theoretical implications
8.2.2 Pedagogical implications
8.2.3 Methodological implications
8.3 Limitations of the Study and Suggestions for the Further Work
References