群体联属社会语言中的学术身份构建

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作者张静

出版社浙江大学出版社

ISBN9787308200950

出版时间2020-05

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开本16开

定价48元

货号1202208160

上书时间2024-09-02

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商品详情

品相描述：全新

商品描述: 作者简介
张静，博士，任教于澳门科技大学，助理教授，博士导师，靠前学院研究生博士课程主任。研究方向为系统功能语言学、社会语言学、话语分析、第二语言习得、靠前高等教育等。

目录
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 So 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 So-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 Hylands 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 So Contexts

CHAPTER 7 Semiotic Construction of Disciplinary Identities in Classroom Academic Discourse

CHAPTER 8 Conclusion and Implications

REFERENCES

内容摘要
本书基于系统功能语法、社会文化理论、邻近概念理论和分析框架，采用词汇语法、话语语义和定性案例研究方法，分析探索了中国学生在跨国语境中个人学术身份的构建发展过程，并提出了“群体联属”的新概念。本研究中的新研究理论框架、研究方法和研究数据，挑战性地提出了在当今变化的社会文化语境中重新定义“中国学习者”的必要性。多维度的理论框架和新研究方法，对跨国高校教育相关研究具有指引作用。