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
缺书网
扫码进群