《机构话语中的身份维持与建构：英国导师和中国学生学术交谈的多模式话语分析》主要包括Discourse and Identity、Methodology、The Present Study、COUective Identities and Social Structures等多种对话模式话语分析。
- 目录
- Chapter1 Discourse and ldentity
- 1.1 Introductlon
- 1.2 Identity from a Variationist Perspective
- 1.2.1 Identity as aBroad Social Category
- 1.2.2 Identity in Local and Ethnographlc Context
- 1.3 Identity from Socio－psychological,Cultural,and Ideological Perspective
- 1.3.1 Identity as Self-categorisation and Discursive Action
- 1.3.1 Identity in Cross-cultural Communication
- 1.3.3 Identity in Language Beliefs
- 1.4 Identity and Interaction
- 1.4.1 Emergence
- 1.4.2 Positionality
- 1.4.3 Indexicality
- 1.4.4 Relationality
- 1.4.5 Partialness
- 1.5 Summary
- Chapter 2 Methodology
- 2.1 CA and Institutional Talk
- 2.1.1 Origin and Basic Concepts of CA
- 2.1.2 Three Distinctive Features of Institutional Talk
- 2.1.3 Six Dimensions of Analysing Institutional Talk
- 2.2 CDA and Textual Analysis
- 2.2.1 Basic Theme and Goal of CDA
- 2.2.2Nine Analytic Categorles in Discourse Analysis
- 2.3 Combining CA and CDA
- 2.3.1 A Continuum of CA's Dimensions and CDA's Categories
- 2.3.2 Arguments for Combining CA and CDA
- 2.4 Combining Ethnogfraphic Accounts and Discourse Analysis
- 2.5 Combining Qualitative and Quantitative Analysis
- 2.6 Summary
- Chapter 3 The Present Study
- 3.1 International Students in British Higher Education Institutions
- 3.2 Chinese Smdents in a British University
- 3.3 The survey
- 3.4 The Interviews
- 3.5 Supervision Sessions
- 3.6 Research Questions
- 3.7 Summary
- Chapter 4 collective Identities and Social Structures
- 4.1 Supervlsor as Organiser versus smdent as Follower
- 4.1.1 Opening：Greeting or Goal-orientated Introduction
- 4.1.2 Evaluation Process：Topic Organisation
- 4.1.3 Pre-closing and Closing
- 4.2 Supervisor as Questioner Versus Student a Answerer
- 4.2.1 Yes-no Questions
- 4.2.2 Wh-questions
- 4.3 Supervrvsor as Evaluator Versus Student as Evaluated
- 4.3.1 Response to Answer
- 4.3.2 Positive Evaluation
- 4.3.3 Negative Evaluation
- 4.4 SuperVisor as Advisor Versus Student as Advisee
- 4.5 Supervisor as Native Speaker Versus Student as Non-native Speaker
- 4.5.1 Discourse Markers
- 4.5.2 Fluency and Accuracy in spoken English
- 4.6 Summary
- Chapter 5 Supervising and Participating Styles
- 5.1 Supervisors as Individual Academics
- 5.1.1 Styles of organising Topics
- 5.1.2 Styles of Questioning Students
- 5.1.3Styles of Evaluating
- 5.1.4 Styles of Advising on improvements
- 5.1.5Styles of Representing the Academic Institution
- 5.1.6 Distinctive Supervising styles
- 5.2 StudentS as Individual Participants
- 5.2.1 Student 1:"I don't know how to say"
- 5.2.2 Student 2 and Student 9 Speak Little
- 5.2.3 Student 3 and Student 4: "oh" and "mhm"
- 5.2.4 Student 7 and Student 8: "Iknow" and "Iget it"
- 5.2.5 Student 5 and Student 6: Active Participants
- 5.2.6 Differences Matter
- 5.3 Summary
- Chapter 6 Conclusion
- 6.1 Summary of the Findings
- 6.2 Limitations of the Study
- 6.3 Implications
- 6.3.1 Teaching Spoken-English in China
- 6.3.2 Authentic Data for Second Language Acquisition
- 6.3.3 Academic Supervision Sessinos as Institutional Discourse
- 6.3.4 Interpreting Cultures in lntercultural Interaction
- Bibliography
- Appendixes
- Appendix 1 Transcript for Supervision Session l
- Appendix 2 Transcript for Supervision Session 2
- Appendix 3 Transcript for Supervision Session 3
- Appendix 4 Transcript for Supervision Session 4
- Appendix 5 Transcript for Supervision Session 5
- Appendix 6 Transcript for Supervision Session 6
- Appendix 7 Transcript for Supervision Session 7
- Appendix 8 Transcript for Supervision Session 8
- Appendix 9 Transcript for Supervision Session 9
- Appendix 10 Transcript for Supervision Session l0
- Appendix 11 Transcript for Supervision Session l1
- Appendix 12 Survey on Englist in your Dailt and Academic Life
