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群體聯屬:社會語言中的學術身份構建 版權信息
- ISBN：9787308200950
- 條形碼：9787308200950 ; 978-7-308-20095-0
- 裝幀：一般膠版紙
- 冊數：暫無
- 重量：暫無
- 所屬分類：>
群體聯屬:社會語言中的學術身份構建 內容簡介
《群體聯屬：社會語言中的學術身份構建（英文版）/外語·文化·教學論叢》基于系統功能語法、社會文化理論、鄰近概念理論和分析框架，采用詞匯語法、話語語義和定性案例研究方法，分析探索了中國學生在跨國語境中個人學術身份的構建發展過程，并提出了“群體聯屬”的新概念。 《群體聯屬：社會語言中的學術身份構建（英文版）/外語·文化·教學論叢》中的新研究理論框架、研究方法和研究數據，挑戰性地提出了在當今變化的社會文化語境中重新定義“中國學習者”的必要性。多維度的理論框架和新研究方法，對跨國高校教育相關研究具有指引作用。
群體聯屬:社會語言中的學術身份構建 目錄
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
CHAPTER 7 Semiotic Construction of Disciplinary Identities in Classroom Academic Discourse
CHAPTER 8 Conclusion and Implications
REFERENCES
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
CHAPTER 7 Semiotic Construction of Disciplinary Identities in Classroom Academic Discourse
CHAPTER 8 Conclusion and Implications
REFERENCES
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群體聯屬:社會語言中的學術身份構建 作者簡介
張靜，博士，任教于澳門科技大學，助理教授，博士導師，靠前學院研究生博士課程主任。研究方向為系統功能語言學、社會語言學、話語分析、第二語言習得、靠前高等教育等。
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