留美教師英語學術素養社會化研究（簡體書）

本書以國際研究生為研究對象，通過梳理他們在學術素養社會化方面的特質而進行的實證研究。書稿含有導言和七章。其中導言部分介紹了本研究的背景、目的和意義；第一至三章分別為文獻綜述、理論框架和研究方法，概述國內外的研究現狀，介紹本研究使用的共同體和語言社會化兩個理論，描述本研究使用的個案研究法，以及應用該方法需要回答的問題。第四至六章為書稿的主幹，分別為參與者簡介、IPGS多重身份與學術素養社會化的交織、美國學術環境與IPGS英文學術素養社會的影響，詳細描述了參與本研究的中國留學生和美國教師的情況，論證了留學生亞群體的家庭身份、文化身份、語言身份等如何參與共同體實踐來構建在美研究生身份，探討了美國大的學科環境和學生所處的學院環境如何影響學術寫作社會化進程，學生所處的學院環境和課堂環境如何影響IPGS的學術口語社會化進程。第七章為結論，總結了本研究的啟示、不足及未來的研究方向。

Chapter One Introduction

1.1 Background and Context

1.2 Purpose Statement and Research Questions

1.3 Definition of Terms

1.4 Significance of the Study

1.5 Rationale of the Study

1.6 Overview of the Book

Chapter Two Relevant Studies on IPGS'Academic Literacy Socialization

2.1 Overview

2.2 English Academic Literacy Socialization

2.3 Issues Differentiating IPGS from IGS in Graduate School Experiences

2.3.1 Age-related issues

2.3.2 Professional experiences

2.3.3 Status as academic sojourners

2.4 IPGS'Academic Written Discourse Socialization

2.4.1 Acquisition of discipline-specific English literacy practices

2.4.2 Literacy identity transformation

2.4.3 Social interactions with community members

2.5 IPGS'Academic Oral Discourse Socialization

2.5.1 Inside classroom participation

2.5.2 Outside classroom interactions

2.6 Research Gaps

2.7 Conclusion

Chapter Three Theoretical Framework

3.1 Epistemological Stance

3.1.1 Zone of Proximal Development

3.1.2 The dialectics of mind

3.1.3 Agency

3.2 Theoretical Framework

3.2.1 Community of Practice

3.2.2 Language Socialization

3.2.3 Summary

Chapter Four Research Methodology

4.1 Design of the Study

4.1.1 Rationale for a qualitative study

4.1.2 Rationale for a qualitative case study

4.2 Research Context

4.2.1 Research site

4.2.2 Researcher positionality

4.2.3 Participants and sampling strategies

4.3 Data Collection Methods

4.3.1 Individual interviews

4.3.2 Classroom observations

4.3.3 Focus group interview

4.3.4 Document review

4.4 Data Analysis

4.4.1 Data management

4.4.2 Unit of analysis

4.4.3 Analyzing,coding and categorizing data

4.4.4 Analytic memos

4.5 Ethical Considerations

4.5.1 Procedural issues

4.5.2 Trustworthiness of the findings

4.5.3 Reciprocity

4.6 Exit Strategy

Chapter Five Participants'Profiles

5.1 Student Participants'Profiles

5.1.1 Barbara's profile

5.1.2 Chris'profile

5.1.3 Ellen's profile

5.1.4 Gloria's profile

5.1.5 Amy's profile

5.1.6 David's profile

5.1.7 Felicia's profile

5.1.8 Helen's profile

5.2 Professor Participants'Profiles

5.2.1 Linda's profile

5.2.2 Madelyn's profile

Chapter Six Identities and Academic Literacy Socialization

6.1 Professional Identity andAcademic Literacy Socialization

6.1.1 Prior professional identity and academic literacy socialization

6.1.2 Envisioned professional identity and academic literacy socialization

6.1.3 Age-related issues and academic study

6.2 IGS Identity and Academic Literacy Socialization

6.2.1 Learner identity and academic literacy socialization

6.2.2 EAL identity and academic literacy socialization

6.2.3 Cultural identity and academic literacy socialization

6.3 Conclusion and Discussion

Chapter Seven Graduate Program Contexts and Academic Literacy Socialization

7.1 Graduate Program Contexts and Academic Writing Socialization

7.1.1 The broader disciplinary communities of practice and academic writing socialization

7.1.2 The institutional communities of practice and academic writing socialization

7.2 Graduate Program Contexts and Academic Speaking Socialization

7.2.1 The classroom communities of practice and academic speaking socialization

7.2.2 The institutional communities of practice and academic speaking socialization

7.3 Conclusion and Discussion

Chapter Eight Conclusion,Implieations and Limitations

8.1 Conclusion

8.2 Implications

8.2.1 Implications for pedagogy

8.2.2 Implications for theory

8 28.2.3 Implications for research

8.3 Limitations

References

Postscript