目录
目 录
序
CHAPTER 1 Introduction
1.1 Motivation for This Study
1.2 A Changing Institutional Culture in China:The Rising of Sino-Foreign Cooperation Universities
1.2.1 Background of Sino-Foreign Cooperation Universities
1.2.2 Reassessing the ‘Chinese Learners’
1.3 Investigating Identity Construction in Language and Context
1.3.1 A Systemic Functional Linguistics (SFL) Perspective
1.3.2 A Sociocultural Perspective
1.3.3 The Compatibility Between SFL and Sociocultural Theory in This Study
1.4 Aims and Organisation of This Study
CHAPTER 2 A Social and Linguistic Approach to Identities and Disciplinary Identities Construction
2.1 Introduction
2.2 Identity in Linguistics
2.2.1 The Prominent Theoretical Approaches to Identity in Linguistics
2.2.2 The Need for a Social-Linguistic Perspective on Language and Identity
2.2.3 Language and Multiple Identities Construction
2.2.4 Identification of Identities
2.3 Conceptualising the Construction of Disciplinary Identities
2.3.1 Hyland’s Definition of Discipline
2.3.2 Defining Community of Discipline
2.3.3 Classification of Disciplinary Identities
2.3.4 Group Membership Affiliation
2.4 The Need for an Integrated Analytical Framework of Disciplinary Identities Construction
CHAPTER 3 Analysing Disciplinary Identities Construction
3.1 Introduction
3.2 Towards an Integrated Semiotic and Sociocultural Analytical Framework
3.3 Systemic Functional Linguistics (SFL) Model of Language
3.3.1 Text, Context and Register
3.3.2 Registerial Organisation of Text
3.3.3 Text in Context
3.4 Sociocultural Theory on Individual Development
3.4.1 Communities of Practice
3.4.2 Three Modes of Belonging in Community
CHAPTER 4 Methodology
4.1 An Integrated Research Design
4.2 The Qualitative Case Study Approach
4.3 Selecting Setting and Participants
4.4 Data Collection
4.4.1 Documents
4.4.2 Video Recordings
4.4.3 Semi-Structured Interviews
4.5 Transcription and Translation
4.6 Data Analysis
4.6.1 Stage 1:Initial Analysis of Public Documents
4.6.2 Stage 2:Discourse Analysis of Private Documents
4.6.3 Stage 3:An SFL Framework of Classroom Discourse
4.7 Scope and Limitations of Data
4.8 Validity, Reliability and Ethics
CHAPTER 5 The Institutional and Disciplinary Contexts and the Chinese Students
5.1 Introduction
5.2 The University of Nottingham Ningbo China (UNNC):A Mix of Global and Local Identities
5.3 The Globalisation-Directed IC School
5.4 Defining the ‘Chinese Students’ from Non-Chinese Perspectives
CHAPTER 6 Discursive Construction of Chinese Students’ Disciplinary Identities in Imagined, Historical, Situated and Social Contexts
6.1 Introduction
6.2 Analytical Tools and Procedures of Personal Recounts
6.2.1 Understanding Possible Selves in Imagination
6.2.2 Evaluating Experience in Personal Recounts
6.2.3 Analysing Personal Recounts with Appraisal Theory
6.3 Proximity of Possible Disciplinary Selves in Imagination
6.3.1 Leona:Independent Learning Self, and Distant Disciplinary Self
6.3.2 Owen:Negative Past and Present Undesired Self, Positive Future Desired Self, and Distant Disciplinary Self
6.3.3 Matthew:Negative Past Self, Positive Present Self, and Motivated Disciplinary Self
6.3.4 Catherine:Past Struggling Self, Problem-Solving Self, and Dedicated Disciplinary Self
6.3.5 Emma:In-Group Ought Self, Positive Social Self, and Proximal Disciplinary Self
6.3.6 Nancy:Congruent Past, Present and Future Selves, and Experienced Disciplinary Self
6.4 Disciplinary Identities Development in Engagement and Alignment
6.5 Summary
CHAPTER 7 Semiotic Construction of Disciplinary Identities in Classroom Academic Discourse
7.1 Introduction
7.2 Classroom Discourse
7.3 Analytical Tools and Procedures of Classroom Discourse
7.3.1 Field:Ideational Instantiation of Processes and Things
7.3.2 Tenor:Interpersonal Relationship of Speech Roles
7.4 Results and Discussion
7.4.1 Contexts of Four Classroom Discourse Texts
7.4.2 Field:Ideational Instantiation of Clauses and Clause Complexes
7.4.3 Tenor:Negotiating Speech Roles
7.5 Summary
CHAPTER 8 Conclusion and Implications
8.1 Introduction
8.2 Findings in this Study
8.3 Implications for Future Research
REFERENCES