目录

群体联属：社会语言中的学术身份构建：英文

作者：.张静著

序
目录
CHAPTER 1 Introduction
1.1　Motivation for This Study
1.2　A Changing Institutional Culture in China:The ...
1.2.1　Background of Sino-Foreign Cooperation Unive...
1.2.2　Reassessing the ‘Chinese Learners’
1.3　Investigating Identity Construction in Languag...
1.3.1　A Systemic Functional Linguistics (SFL) Pers...
1.3.2　A Sociocultural Perspective
1.3.3　The Compatibility Between SFL and Sociocultu...
1.4　Aims and Organisation of This Study
CHAPTER 2 A Social and Linguistic Approach to Iden...
2.1　Introduction
2.2　Identity in Linguistics
2.2.1　The Prominent Theoretical Approaches to Iden...
2.2.2　The Need for a Social-Linguistic Perspective...
2.2.3　Language and Multiple Identities Constructio...
2.2.4　Identification of Identities
2.3　Conceptualising the Construction of Disciplina...
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 Framewor...
CHAPTER 3 Analysing Disciplinary Identities Constr...
3.1　Introduction
3.2　Towards an Integrated Semiotic and Sociocultur...
3.3　Systemic Functional Linguistics (SFL) Model of...
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 Docume...
4.6.3　Stage 3:An SFL Framework of Classroom Discou...
4.7　Scope and Limitations of Data
4.8　Validity, Reliability and Ethics
CHAPTER 5 The Institutional and Disciplinary Conte...
5.1　Introduction
5.2　The University of Nottingham Ningbo China (UNN...
5.3　The Globalisation-Directed IC School
5.4　Defining the ‘Chinese Students’ from Non-Chine...
CHAPTER 6 Discursive Construction of Chinese Stude...
6.1　Introduction
6.2　Analytical Tools and Procedures of Personal Re...
6.2.1　Understanding Possible Selves in Imagination
6.2.2　Evaluating Experience in Personal Recounts
6.2.3　Analysing Personal Recounts with Appraisal T...
6.3　Proximity of Possible Disciplinary Selves in I...
6.3.1　Leona:Independent Learning Self, and Distant...
6.3.2　Owen:Negative Past and Present Undesired Sel...
6.3.3　Matthew:Negative Past Self, Positive Present...
6.3.4　Catherine:Past Struggling Self, Problem-Solv...
6.3.5　Emma:In-Group Ought Self, Positive Social Se...
6.3.6　Nancy:Congruent Past, Present and Future Sel...
6.4　Disciplinary Identities Development in Engagem...
6.5　Summary
CHAPTER 7 Semiotic Construction of Disciplinary Id...
7.1　Introduction
7.2　Classroom Discourse
7.3　Analytical Tools and Procedures of Classroom D...
7.3.1　Field:Ideational Instantiation of Processes ...
7.3.2　Tenor:Interpersonal Relationship of Speech R...
7.4　Results and Discussion
7.4.1　Contexts of Four Classroom Discourse Texts
7.4.2　Field:Ideational Instantiation of Clauses an...
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

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CHAPTER 8 Conclusion and Implications

2026年01月15日

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CHAPTER 8 Conclusion and Implications

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