一、Teaching Literature in the West——One Half of a Dialogue with My Chinese Colleagues（论文文献综述）
罗琳[1]（2020）在《文学翻译的互文性策略研究 ——三部译着的翻译报告》文中研究指明本次翻译实践基于笔者已经出版的三部英译汉译着撰写而成,分别为《燃烧的主世界》、《神秘的宝箱》以及《斯特兰德庄园》。三部译着均为文学着作,情节跌宕起伏,文笔细腻文雅,是不可多得的上乘佳作。笔者作为这三部译着的独立译者,在翻译的过程中,总结出了具有普适性的互文性文学翻译策略,故本翻译报告将以此三部译着为分析对象,以期深入阐明翻译心得和经验,为文学翻译提供有益的借鉴。《燃烧的主世界》（原名Overworld in Flames）是美国《纽约时报》畅销书作家马克·谢弗顿（Mark Cheverton）2018年出版的童书,书中描绘了游戏骑士999及其同伴穿越进游戏《我的世界》（Minecraft）,与潜在的敌人斗智斗勇,于熊熊火海中拯救整个主世界的热血故事,是向儿童展现勇气、团结与智慧的范本。《神秘的宝箱》（原名Hidden in the Chest）是美国着名童书作家温特·摩根（Winter Morgan）的畅销作品,书中讲述了史蒂夫一行人意外发掘了隐藏着黑暗秘密的宝箱,释放出邪恶魔力,让各地备受牵连,最终历尽千辛万苦,压制并消灭这些宝箱的历险故事,是国内少见的儿童猎奇题材。《斯特兰德庄园》（原名Tell Me You’re Mine）是英裔瑞典作家伊丽莎白·诺尔贝克（Elisabeth Noreb?ck）的畅销悬疑小说,该书围绕着一件一岁女婴失踪案展开,描绘了在女婴伊莎贝尔长大后,生母斯特拉和拐走她的养母克斯廷相遇、揭穿和纠缠之间的爱恨情仇,书中悬念迭起,疑雾重重,却也不乏温情叙述,实属一部悬疑佳作。在阅读分析原文的过程中,笔者发现三部小说中的互文性表征比比皆是,故于翻译伊始,便选择了互文性作为本次翻译实践的指导理论。翻译工作完成后,笔者根据前人的智慧及自身的经验,总结出了适用于文学翻译的互文性模式、原则及策略。在本报告中,笔者首先简要描述翻译实践的基本情况、前期准备、翻译过程及后期校对;然后,剖析了三部译作中出现的互文性翻译表征;接着,对文学翻译、互文性与文学、互文性与文学翻译三者的文献进行综述,并在此基础上阐述笔者对文学翻译的互文性模式、原则的总结;基于该模式与原则,笔者结合四种普适于文学翻译、一种适用于儿童文学翻译的互文性翻译策略,对三部译作中具有互文性特征的翻译进行配对分析。本报告虽仍存在一定的局限,但力证了互文性策略对文学翻译的指导作用,有利于推动互文性与文学翻译的结合。经探究,笔者参照N.Fairclough（1992）对互文性的分类,将三部小说中的互文性表征列入明显互文性和篇际互文性两类。其中,明显互文性总结为反讽、否定、仿拟和预设;篇际互文性则立足于武建国（2010）的研究结论,依次分为融合型篇际互文性、镶嵌型篇际互文性、转换型篇际互文性和链接型篇际互文性。虽然文中的互文表征并非所有都能各得其所,但大部分都充分契合各大类别,进而推动笔者探索原文和译文、作者和译者四足鼎立的互文空间,衍射出文学翻译过程中基于互文性发生的“文学神韵”和“文学意象”的对等演变,并总结出重组、强化、模仿、增补和通俗化五种互文性翻译策略。准确贴切地还原文学着作中的互文性对译者提出了极高要求,除译者必备的专业素养外,有的放矢的互文翻译策略更能事半功倍地精进译文。本报告表明,互文性是能够科学有效地指导文学翻译的话语分析理论。笔者提出的文学翻译互文性原则有助于译者精准地挖掘出原文中的互文性表征,并通过重组、强化、模仿、增补、通俗化五种策略完善贴切地重现文学着作中的神韵和意象。笔者希望通过本报告可以合理地总结文学翻译中互文性表征的处理策略,并为其他译者提供一定的借鉴和启发。
邹航[2]（2020）在《学术博客中的互动研究 ——跨语类与学科视角》文中研究表明学术博客,作为一种新的学术语篇体裁,已成为研究者们进行学术交流、讨论和评价的重要媒介,同时也成为研究者向普通大众传播科学研究成果的重要渠道。因此,学术博客受到国内外学者的日益关注。与传统学术媒介相比,学术博客的读者群体更具多样性和不可预测性,而网络评论更具即时性和犀利性,这决定了学术博客具有独特的人际互动方式,为学术博客的写作实践带来了新的挑战。作者需要借助特定的语言资源及修辞策略,与不同背景的学术博客读者建构协商一致的互动关系,以适应新的语境并更好地实现交际目的。目前,有关学术博客互动研究尚不丰富,基于语言学的研究更是寥寥无几。现有研究仅仅关注于个别分散、单一的语言特征和写作动机,缺乏从语类及学科视角对学术博客中人际互动、语言资源使用的系统研究。有鉴于此,本研究从跨语类和学科视角出发,旨在探究语类及语境因素对学术博客作者人际互动元话语语言资源及修辞策略选择的影响,并揭示互动中的学科间性和独特性。语类差异和学科实践是学术语篇互动研究的核心要素。本研究首次从文本再语境化、学术批评和作者带入学科差异三个维度出发,深入探究了学术博客语篇中作者-读者互动的特征。具体而言,通过采用混合式研究方法,将基于语料库的语篇分析和半结构性访谈相结合,主要开展了以下几个方面的研究:1)探讨同一作者如何利用元话语资源,将已发表期刊论文的内容及论点结构重新建构为学术博客语篇,对比语篇在再语境化过程前后不同的呈现方式;2)探讨学术博客评论与学术书评语篇中学术批评的不同实现方式,以及缓和性学术批评语言资源的使用差异;3)探讨不同学科背景作者利用元话语资源在学术博客中实现读者带入的差异性;4)通过对英国3所高校22名研究者进行半结构性深度访谈,探究研究者如何在学术博客中与读者进行交际,建立翕然一致的人际关系。其中,语料库研究基于Hyland（2015b;2019b）的元话语分类模式,及其衍生出的一系列学术语篇互动分析模式,如立场观点和读者带入互动分析模式（Hyland,2005a）、缓和性批评分析模式（Hyland,2004a）,针对上述三个维度的研究内容,对自建交际语料库中的538篇文本进行定量及定性分析,揭示了学术互动的文本特征。半结构性访谈进一步从语篇建构者内部视角探究了学术博客中的互动方式,有效验证了语料库分析结果,确保了研究结论的可靠性。本研究主要研究结论总结如下:第一,研究揭示了重构后的学术博客语篇中使用的立场观点和读者带入元话语资源均远远多于期刊论文。作者多使用增强语,强调论点的新颖性、重要性及可信性,引导读者接受其观点;多使用模糊语,给多种声音互动协商留出空间;多使用态度标记语,突出作者的情感态度;多使用疑问句,激发读者兴趣,引导其参与讨论。重构后的学术博客语篇中也含有更多的第一人称代词,凸显作者个人的观点与作用;更多的读者称谓,引导不同领域的读者对论断产生共鸣。研究同时揭示了重构后的学术博客语篇中使用的框架标记语元话语资源多于期刊论文。作者在学术博客语篇中通过使用框架标记语,引导读者理解论据之间的序列关系,进而理解语篇的行文结构。此外,就框架标记语各子构成项目而言,作者在学术博客语篇中最高频使用序列标记语和目的标记语,引导读者理解论点之间的关联性及语篇各部分的写作目的。第二,研究揭示了学术博客评论与学术书评中学术批评实现方式的差异性。具体而言,从批评涉及的对象来看,在学术博客评论中,评论者对各评论对象均进行了更为犀利与直接的批评性评论。评论者更多地针对其他评论者、博客作者和普通大众进行直接批评。从批评策略来看,学术博客评论中更少地使用缓和性批评语言资源,对他人的研究、观点采用了直接、无保留的批评。第三,研究揭示了不同学科作者利用读者带入元话语资源引入读者参与论证过程的差异性,揭示了学科实践对学术博客作者元话语资源选择的影响。具体而言,人文社会学科作者在博客中更多地使用读者称谓、指令语和疑问句激发读者兴趣,鼓励读者参与互动。而自然学科作者则更多地强调作者权威,多使用共享知识元话语资源引导分散的读者群对研究议题产生共鸣。半结构性访谈揭示了研究者对于如何在学术博客中以受众为导向,与学术博客读者建立翕然一致的人际关系的看法。具体而言,被访谈者视语言生动、适当陈述研究的局限性、更直接的态度表达及陈述观点的有效性为学术博客写作的重要因素。同时,被访谈者强调了与学术博客语篇受众建立互动关系,引入其参与讨论的重要性。具体而言,被访谈者指出在学术博客写作中可多借助于模糊语确保观点表述的严谨性,充分表达个人态度及评价,对他人观点进行直接地批评性评价,借助于修辞手段帮助读者理解语篇要义等。同时,访谈结果也呈现出鲜明的学科差异性。综上所述,本研究首次深入探究了再语境化过程中语类因素对同一作者人际互动元话语资源选择的影响,学术批评在学术博客中的实现方式,揭示了学术博客中互动的学科差异性。在理论层面,本研究在一定程度上拓展了元话语分类模式的应用范围,验证了该分类模式及其一系列相关的学术语篇互动分析模式应用于学术博客语篇分析的可行性及优越性。同时,对框架标记语的原有分类模式、学术批评对象分析框架作了进一步完善和补充,使其具有更广泛的适用范围。此外,本研究也为语用学视角下的学术批评研究提供了新思路。在方法论层面,本研究采用混合式研究方法,将语料库研究与民族志研究方法相结合,使语料库研究中原先一直欠缺的民族志元素得以加强,有助于探析文本构建人在写作过程中的认知和实践,从而保证了研究方法的交叉验证和研究结论的可靠性。在教学实践层面,本研究对学术博客及传统学术语篇写作实践均具有实际的指导意义:有助于培养学生学术语篇写作的语类意识和学科意识,帮助其了解特定话语社团学术互动规约,掌握与不同背景读者建立互动关系的元语言使用策略。
韩春燕[3]（2013）在《学科多元化转型中的教师发展话语》文中进行了进一步梳理本研究是一个基于杭州某高校的外语学院跨学科’改造中教师发展的民族志案例研究。研究运用话语分析、会话分析和叙述探究三种交际民族志的研究方法从机构文化、教师群体和教师个人三层面对该案例展开了历时三年多的跟踪探索和研究。研究讨论了该机构如何通过一系列的跨学科话语实践来培育具有意义对话性的多元学习空间,揭示了学科话语转型对教师学习和教师身份的重要作用。论文通过话语分析展现了该外语学院的教师如何利用机构提供的多元学习空间协商跨学科的话语和身份。叙事探究展现了六名教师在各自不同的学科话语中探寻身份的故事,描述了他们如何通过日常的教学、研究及访学等活动探寻自己的跨学科身份。对教师群体交流的片断的会话分析展现了教师如何通过同事之间建立的交流机制对课堂教学、研究和课程进行讨论、协商和反思,从而获得对教学、研究新的理解。这一系列话语转型表明该机构经历了一场文化的转型,以此不仅实现教师的教学与研究身份的统一,也实现了机构文化转型和教师个人成长的统一。研究还展现出教师在多元有活力的学科发展话语与标准化、同一化的管理、考评话语相交织、相冲突中真实的生存状态,呈现出当今中国教育变革的复杂性。
Abdul Qayyum[4]（2019）在《中国—巴基斯坦幼儿教师压力、倦怠与其心理资本的中介、调节效应》文中提出在中、高等教育领域,工作压力已经被广泛研究,早期儿童教师（ECT简称幼儿教师）的研究还是凤毛麟角。由于工作压力及相关的职业倦怠,同时对教师的身体健康和幸福感产生了大的影响,已成为幼儿教师专业发展的一个重要问题。工作需求与压力（情感需求,工作负荷,角色冲突,工作家庭冲突）导致了情感消耗、低个人成就、人格解体、低质量教学,乃至教师在教育情境中的整体幸福感变化。本研究致力于积极心理状态对幼儿教师健康的影响。以往研究关注工作需求与倦怠,本研究力图探究两国幼儿教师心理资本对工作压力与倦怠关系的直接作用和中介和调节影响,参照以往研究心理资本包含了期望,乐观,韧性,自我效能四个方面。本研究通过整群随机抽样,抽取包括了来自巴基斯坦与中国60所学校618位教师,数据的收集采用问卷和访谈相结合的方式进行,数据管理与初步分析在SPSS 24.0进行,数据结构方程建模AMOS软件下进行。本研究揭示了幼儿教师压力的起因,症状与影响,更重要的是阐述了心理资本作为中介变量如何对工作需求压力与倦怠进行中介与调节作用。在研究工具可靠性方面,问卷都进行信度、效度检验,通过预调查的探索性因素分析对问卷的原始项目进行删除、修正和增补,并进行中英文互译,确保跨文化工具的一致性。在现状部分,研究数据表明:两国幼儿教师的工作需求压力、职业倦怠、心理资本都与其人口统计学变量、教师职业变量存在关联;两个国家幼儿教师工作需求压力、职业倦怠与积极心理资源的平均水平存在显着差异,中国幼儿教师在工作需求、工作压力、职业倦怠方面显着高于巴基斯坦,而在积极心理资源方面巴基斯坦幼儿教师显着高于中国教师,体现了两国教师在客观工作条件、工作负荷、心理压力、心理资源方面的差异。在作用机制探讨部分,通过回归分析揭示了工作需求压力对职业倦怠的直接影响,结果显示了两个国家物质资源和心理资源的不同其工作状态表现不同;通过结构方程建模分析,发现积极情绪对工作需求与压力、职业倦怠存在中介和调节作用,巴基斯坦独特的心理资本对幼儿教师的工作现状、工作压力具有独特的调节作用,积极心理资源会调节工作压力与倦怠的作用方向,引导自身的最佳精神愉悦与主观幸福感。总体而言,两国幼儿教师的工作需求压力、职业倦怠、心理资本存在不同的特点,并与其个人背景、工作条件特征存在关联,特别是带有明显的文化特征。中国幼儿教师由于高的工作情感需求而具有高的情感消耗,工作压力和职业倦怠的可能更大,而巴基斯坦幼儿教师工作条件差与薪酬低、社会地位低并没有带来更大的压力,其特别宗教、伦理等形成的职业价值观的作用影响着积极心理资源,并进一步影响工作需求与压力。研究揭示了压力在各个方面都与积极心理有显着的负相关,显示了心理资本教师对教师工作的作用。本研究为诸如员工招募,薪酬制度,表现评估,人力资源管理策略等组织性实践的政策制定有参考价值。同样的,文化价值观和人类生活的相关方面之间的关系是一种具有建设性的情感,这种情感增强了人们的幸福感。深刻准确地说,文化是幼儿教师生活中积极的或消极心理的源泉。文化就虽然像是非正式的教育但却能带给社会成员长久的影响。就这一点而言,本研究的结论证明,教师的积极心理学和幸福感是两国文化信仰、伦理、标准、道德价值观和宗教的最佳收获。此外,这些发现也为组织实践中实际资源的利用提供了独特的建议,体现在员工招聘、薪酬、绩效评估和社会资源管理策略方面。
孟春国[5]（2015）在《社会文化视角下高校英语教师研究活动探究》文中认为最近十年,越来越多的研究（如Hawkins 2004c；Tsui＆Law 2007；Smolcic 2009；Johnson & Dellagnelo 2013；Golombek & Doran 2014；Kaur 2015）基于维果茨基学派社会文化理论探究教师教育课程背景下的外语教师学习与发展,但对自然情境下的教师职场学习的关注不够,国内在此方面的研究相对滞后且不足。外语教育的社会文化转向（Lantolf 2000b；Johnson 2006,2009）为社会文化理论在语言教师教育领域中的应用提供了强大的理论基础,为理解和促进不同环境下的语言教师学习与发展开拓了有效路径。社会文化视角下的外语教师学习强调教师群体实践活动与社会文化环境的协同作用,以及教师学习活动的主体、客体、中介工具与共同体诸要素之于教师发展的重要意义。教师参与研究是教学提升与专业发展的重要途径与应有要义（Borg 2010,2013）。然而,当前我国高校英语教师参与研宄的意愿、动机、能力及支持环境亟待提高,其研究实践与认知系统的各种矛盾日益凸显,如迫于院系科研要求与职称晋升的压力、过于重视研究成果而轻视研究过程对专业发展的促进作用（Hu & Tang 2012；Chen & Wang 2013；Liu & Borg 2014）.因此,从社会文化视角探究高校英语教师的研究活动对改进其研究实践、重塑研究认知、促进专业发展以及革新现行外语教师教育具有重要意义。本研究以社会文化活动理论（Engestrom 1987,2001）为基础,跟踪考察了来自4所不同类型高等院校7名英语教师自愿组建的教师研究小组为期1年的研究活动,重在追溯教师参与研究的过程与结果,并从社会文化视角阐释职场教师学习与发展机制。研究问题包括：1)教师小组的研究实践是如何不断推进与发展的?2)教师个体因此获得的专业发展表现在哪些方面?为回答上述问题,该研究小组通过参与每月一次的集体研讨、即时网络交流和定期课堂观摩等活动互相分享并深入探讨各自的研究进展与困惑。数据来源包括深度访谈、概念图、月末研讨、研究日记、课堂观摩、网络交流、教师研究素材与政策文件等。其中,深度访谈、集体研讨及观课活动均现场录音并逐字转写成文本数据累计100余万字。基于社会文化活动理论框架（Engestrsm 1987,2001；Cole & Engestrom 1993）并参考前人已有研究（如Cross 2006:Tsui & Law 2007）,数据分析方法包括群体活动分析与个体发展分析。教师研究小组的活动系统分析发现：教师群体的研究实践及其活动要素随时间推进而不断变化与发展,其中活动主体历经被动参与到主动参与、个体行动到集体协作,可资利用的中介工具更趋丰富多样,对教师开展研究的促进作用愈加凸显,活动客体则从最初论文发表与职称晋升经由参与研究与教学改进演进到最终的个人发展与专业认同。教师研究活动中的矛盾包括主体之间的观点对立、活动要素之间的冲突以及其他活动系统带来的冲击,凡此矛盾促使活动主体重塑其教学研究的实践与认知。教师研究小组践行的跨越院校、学科与研究范式的拓展学习使得教师合作共同体成为可能,且小组中介的作用得以充分发挥。教师个体获得的专业发展包括教师实践、教师认知与专业认同三个维度。其中,教师实践与认知的变化均体现在研究与教学两个方面。比如,有教师更加重视英语课堂教学的实际成效以及实证方法在教学研究中的运用,并对课堂话语互动、学习者动机缺失、实证研究范式等形成了更加全面与深刻的认识。在此背后则是教师专业认同的重建,教师学习者、课堂教师及实践研究者等身份的形成是教师个体成长历程、教学与研究经历、院校制度与社会文化环境互化的结果。最后,教师发展存在个体差异,教师实践、认知与专业认同也有不一致性,这主要由宏观的文化历史环境、个人的成长与专业背景以及微观的教学研究情境所致。以上教师研究的群体活动分析与个体发展分析为活动理论框架及其应用提供了有力佐证,为更好地探究、理解与促进外语教师教育与发展提供了有效路径,为我国以及其他类似外语教学背景下的教师教育及其研究提供了理论与实践等方面的有益启示。首先,教师研究活动是各级各类教师教育实践的核心要义,本研究探究的由一线外语教师自愿发起的校际教师研究小组不失为职场教师实现永续发展的一种“自下而上”的有效模式。其次,教师参与研究是基于特定社会文化环境的一项活动系统,活动主体教师的能动性、研究中介工具以及研究共同体诸要素对教师实践改进、认知系统重塑与专业身份重建均具重要意义,研究活动中的诸多矛盾则是教师追求卓越促进专业发展的重要资源与不竭动力。最后,现行外语教师教育课程中教师研究能力的培养、研究认知的塑造与实证方法的实践不可或缺,扎根课堂教学实践的探索性研究对于职场教师的教学提升、研究促进与专业发展意味深远。作为一项探究性发展研究,其主要不足在于研究者作为教师研究小组活动的组织者与参与者的双重身份导致研究过程中很难严密控制与区别人为干预和小组中介。本研究的创新之处包括基于社会文化活动理论的阐释框架、对教师研究活动的持久跟踪以及足量质性数据的多角互证。未来研究可继续尝试运用活动理论分析框架,采用质性个案研究的方法深入探索不同环境下的外语教师研究实践与认知及专业认同等相关议题。
方兰（Fatima Zohra GASMI）[6]（2020）在《五位当代阿拉伯美籍女作家文学中的身份困境与互惠》文中认为像其他流散群体一样,阿拉伯裔美籍作家也高度关注他们及其同胞所面临的身份困境。本文探讨了五位穆斯林阿拉伯裔美籍女性作家的作品:戴安娜·阿布·贾芭的《新月》（2003）,艾丽西亚·伊里亚的《头巾》（2005）,莫贾·卡夫的《戴橘红色围巾的女孩》（2006）,莱拉·哈拉比的《曾在应许之地》（2007）和兰达·贾拉尔的《回家地图》（2008）。这些小说展现了众多饱受身份困惑之苦的流散人物。除了运用几个注明的心理学理论外,本研究的创新之处在于,运用了阿明·马阿劳夫在《以身份之名·暴力与归属》（1998）中所提出的身份理论,来探讨这几部小说中的人物身份问题。本文除引言和结语外,共分为六章。引言部分简要回顾国内外研究这五部小说的文献综述,阐明本文所用的研究方法,这一方法主要从阿明·马阿劳夫所提出的身份理论中推导得出。第一章全面研究流散和少数族裔这两个关键词的定义和区别,简要介绍美国的移民史以及流散群体和少数族裔的形成,讨论美国流散文学,并重点介绍阿拉伯裔美国文学,及其形成和发展。第二章探讨莫贾·卡夫的处女作《戴橘红色围巾的女孩》。这部处女作是一部教育小说,讲述了主人公卡德拉走向成熟和自我实现的历程。本章提出将卡德拉的身份发展过程分为四个相互关联的阶段。第一阶段与她从父母和随行人员那里接受到的基本伊斯兰教育有关。在第二、第三和第四阶段,她的宗教观点发生了变化。经过一些主显节和几阶段,卡德拉终于能够构建自己的身份。第三章主要分析莱拉·哈拉比的《曾在应许之地》。它讨论了主人公萨尔瓦和贾西姆的失败婚姻,并将其与他们混乱的身份联系起来。一方面,萨尔瓦始终无法在美国（其出生地）和约旦（其成长地）找到自己的位置。在阿拉伯,她的美国特质未受认同;在美国,她的阿拉伯特质也不被接受。另一方面,贾西姆为了研究在家乡不能研究的现代性问题,被引诱到美国学习,在美国生活了15年。马阿劳夫解释说,西方的现代性对移民极具吸引力,但往往让他们觉得自己是“他者”。贾西姆会说英语,认真工作,努力赚钱,尽其所能使自己融入美国社会。然而她失败了,最终失去了一切,包括她自己。两位主人公的身份困境看似不同,但也有相似之处。他们都是为了融入主流文化,被迫放弃了自己的某些部分身份,最终,由于缺乏互惠,他们的生活被毁灭。第四章探讨艾丽西亚·伊里亚的处女作《头巾》。研究认为主人公贾西亚的性取向反映了她的身份困境。由于缺乏父母的教导,贾西亚脱离了她的出生,导致她无法健康地驾驭她新近发展的性取向。她不理解她所经受的种族主义,因为她对自己的阿拉伯血统缺乏了解。用“身份危机”,“恋父情结”,和“东方主义”等概念,本章解释了贾西亚利用她的性觉醒来寻找自己的身份。结果,她被美国男人侵犯和操纵,又被美国女性所拯救。这种侵犯和拯救类似于西方对东方的干涉。第五章主要研究戴安娜·阿布·贾芭的《新月》,解读两位主人公:西润和汗生活于美阿信仰冲突中所面临的身份困境。西润的身份困惑由于缺少马阿劳夫所说的“互惠”而被扩大,而汗的身份困惑则是由于过早接触西方现代化国家而造成的。在美国出生并长大的西润发现,由于外貌的原因,她很难甚至不可能融入到阿拉伯主流文化中。虽然周围的阿拉伯人并不接受她,但她仍然坚持自己的阿拉伯身份。汗在设法调和自己不断发展的西方身份和与生俱来的阿拉伯自我之前,始终与自己的过去在抗争。本章认为西润和汗的互惠关系帮助他们获得了和解,减少了他们的身份困惑。最后一章主要解读兰达·贾拉尔的《回家地图》,解构了主人公奈妲迪在寻找家园和身份的过程中所绘制的地图。奈妲迪出生在美国,但又拥有埃及、科威特和巴勒斯坦三国的民族信仰。随着她从一个家到另一个,她的身份也在发展。她身份的各个方面,包括姓名,性别,宗教,性取向和教育等,都是身份认同的诸多要素。根据温伯格的双性身份发展模型,将奈妲迪的性身份发展分为四个阶段。最后,在不断寻求身份的过程中,奈妲迪的家也随之被发现。马阿劳夫指出身份的认同非常复杂,它不仅仅根据民族或宗教信仰来界定。他认为界定身份的因素包含了无限种,若极端地采用其中一种因素来界定身份,就会引发暴力冲突,尤其是当一个人觉得自己的特定归属感受到威胁或攻击时（26）。以前的评论文章大多是通过民族信仰来界定流散者的身份,而本研究旨在超越以前文献将身份认同限定于国籍这一单一因素的局限。本研究提出,人物的身份受不同因素的影响。这些不同的因素使每个人物非常独特,但又能彼此认同。本文也强调这些人物的抗争,因为社会总是片面地看待他们的身份问题。同时,本研究用马阿劳夫提出的“互惠”概念（41）,以解决个人、群体、社会、国家以及文化层面的身份认同问题。
王绚[7]（2019）在《扎根理论视角下来沪留学生跨文化互动模型建构》文中提出随着中国经济的快速发展和国际影响力的提高,中国政府为来华留学生提供多种不同的奖学金,来华留学生数量不断上升,尤其以学位生为甚。有关在华留学生的现有研究大多从心理学角度或是影响跨文化适应的多种因素之间关系的探究,较少从认知的跨文化差异、跨文化适应中挑战的多样性以及应对措施的多元性等视角出发,对来华留学生跨文化适应的动态过程进行详尽和深度的描述。本研究旨在发现在学术和社会情景下在华留学生适应方面面临的问题和挑战,并以扎根理论为基础,构建跨文化互动模型,为来华留学生的跨文化适应提供理论指导。本研究侧重于跨文化适应的“交往过程”,基于扎根理论和案例研究法,采取一对一的深度访谈,并将访谈内容转写成个体案例进行案例分析。探究学术环境中和社会生活情景下在华留学生同中国老师、同学、行政人员、朋友和陌生人交往中存在的问题,并同跨文化培训普遍使用的文化普适性/具体性同化因素（Culture General Assimilator/Culture Specific Assimilator）中涉及的问题进行比较。同时,对跨文化互动过程中诸如应对策略、策略归因、应对结果、认知及情感等相关因素进行深入的探析,最终提炼出跨文化互动模型。跨文化互动模型主要包括四个方面:（1）背景信息,包括来源国家、宗教信仰、在华及在沪时间、攻读学位等;（2）认知方面,包括认知发展的六个阶段:无意识或极少意识、感觉到紧张及技能的缺失、感知问题、未能正确地解决问题、意识到需要更好地解决问题和很好地解决问题;（3）情感方面,包括由问题而诱发的情感、未能正确解决问题而诱发的情感以及很好地解决问题后的情感变化;（4）能力阶段,包括无意识的无能力、有意识的无能力、有意识的有能力、及无意识的有能力四个阶段。在扎根理论视角下构建的跨文化互动模型对揭示来华留学生在跨文化交际中存在的问题,促进来华留学生的跨文化适应提供了一定的理论指导,同时对留学生教育工作者如何更好地与留学生进行互动也提供了知识和行为借鉴。
汪筱玲[8]（2016）在《石黑一雄小说修辞性叙事学研究》文中认为石黑一雄是英国当代最着名的小说家之一。近年来国内外文学批评界对石黑作品的研究取得了很多成果。学界起初非常关注石黑的移民背景,及其早期作品中的日本性,大量的评论、论文、专刊和研讨聚焦其荣获布克奖的《长日留痕》。石黑的二战移民经历和其丰富的社会救助实践,令其对战争给人类带来的苦难和损失有更深切的理解和洞察,其写作特别关注普通人的情感和记忆。二战对石黑有决定性影响,将其四部小说（《远山淡影》、《浮世画家》、《长日留痕》和《上海孤儿》）在主题上连接成一个整体。前人对《长日留痕》的丰富研究虽然注意到其二战背景,但对石黑二战背景小说尚缺乏整体讨论。这四部小说都从普通人的视角,以不同的方式,深刻揭示了主人公在二战前后经历地理、认知和心理位移,面临存在困境和身份危机。回忆与叙事结合,使得其小说开篇、结尾都在回忆中展开和结束,主人公完成了一次心灵救赎之旅。学界研讨石黑小说,主要从后殖民主义、新历史主义、文类、心理、叙事技巧等视角出发,分析其作品中记忆、情感、伤痕、童真逝去等主题。本文认为,从后殖民主义、新历史主义等视角进行的研究受阐释框架束缚,有宽泛化倾向,而从心灵悔悟和回忆掩饰的角度对其作品的研究,主要聚焦于叙述者的视角和话语,二者均未关注作者与读者之间的交流与互动,以传达对人性的深切关怀、提供人类共通的精神慰藉,而这些正是石黑作品之灵魂所在。石黑极为强调读者在阅读中的作用,非常关注读者的情感、认知、智力、心理与伦理融合。修辞性叙事学非常契合这种强调文本、作者和读者互动的特征,认为人物叙事是包含两种叙事交流的间接交流艺术,其一是叙述者与受述者的交流,其二是隐含作者借助前一交流来间接实现自己与作者的读者的交流,这种双重交流本身就是一个多重的伦理情境。因此,本文在国内外批评界新近研究的基础上,尝试运用詹姆斯·费伦修辞性叙事批评理论,对石黑一雄四部二战小说进行较为深入细致的解读。本文以费伦修辞阅读六大原则为分析工具,将其四个核心论题,即叙事进程、叙事判断、叙事聚焦和不可靠叙事,分别作为分析四部小说的核心论题,探索人物叙事的修辞性双重交流如何在这四个核心论题中实现。具体来说,论文包含七章。第一章为导论,介绍石黑一雄的生平和四部二战小说,学界对于其作品的文学批评成果,在此基础上界定研究石黑小说修辞性叙事的可行性和意义。第二章为理论阐述,介绍费伦修辞性叙事理论之精要,重点介绍六大阅读原则、六大核心论题、以及其在本研究中的逻辑关系。第三章关注《远山淡影》,研究人物叙事双重交流如何在修辞性叙事进程中实现。本章按照小说的叙事顺序,依次从“开端”到“中段”到“结尾”进行分析。本章认为,《远山淡影》的双重叙事交流在修辞性叙事进程中以如下方式实现:人物叙述者假借讲述他者的故事来讲述自己的故事,操纵记忆,试图追寻失落的母性;而隐含作者通过对文本动态、读者动态、有自我意识叙述者、特别是惊奇结尾等设计,帮助人物叙述者寻找其价值,缓解其愧疚和空虚,向读者展示通过讲述来获取慰藉、面对创伤的心灵图景。第四章考察《浮世画家》,探讨人物叙事双重交流如何在修辞性叙事判断中实现。本章逐步分析在四个日记体叙事中,叙述者、关键人物和读者对人物叙述者的职业生涯,分别做出阐释判断和伦理判断,最后分析读者的审美判断。本章认为,《浮世画家》的双重叙事交流在修辞性叙事判断中如此实现:人物叙述者为了追寻失落的荣光,对自己的过去做出阐释和伦理判断并不断加以修正,最后接受自己只是普通画匠;而隐含作者引导读者对人物叙述者做出阐释判断和伦理判断,并对人物叙述者的判断做出判断,进而对整个文本设计做出审美判断,使读者充分感受人们在丧失名誉后从逃避到忏悔再到补救的苦苦挣扎心路历程。第五章讨论《长日留痕》,探析人物叙事双重交流如何在修辞性叙事聚焦中实现。本章分别从双重聚焦和自由直接话语两个角度分析人物叙述者的回忆与追寻。本章发现,《长日留痕》的双重叙事交流在修辞性叙事聚焦中的实现方式为:一方面,人物叙述者为了追寻逝去的职业尊严和错失的爱情,将叙述者“我”的自我意识透射到人物“我”身上,人物聚焦与叙述者聚焦交替或重合;另一方面,隐含作者通过双重聚焦和自由直接形式,使故事和话语有机融合,传达了对人物叙述者的伦理移情,向读者展现了人们极度压抑却又翻腾的内心情感戏剧。第六章聚焦《上海孤儿》,探究人物叙事双重交流如何在修辞性叙事不可靠性中实现。本章依次分析在小说前半段现实主义、后半段超现实主义和尾声现实主义中的不可靠叙事。超现实隐喻场景令读者无法获知过真相,但隐含作者、叙述者和读者之间的反讽距离依旧存在,使得《上海孤儿》的双重交流在修辞性叙事不可靠性中依然得以实现:一方面,童年创伤导致人物叙述者在伦理轴、知识轴和事件轴上的连锁不可靠叙事,整部小说的叙事逻辑和结构呈现不可靠性。其最终接受孤儿身份,走出创伤;另一方面,隐含作者要求读者建构过去的真相,创造性地实现不可靠叙事向心理、伦理和隐喻的转移,传达了对人物叙述者深切的伦理移情。第七章为结语。本章总结本研究的发现,指出石黑一雄小说的二战背景决定了人物叙事的迫切性与障碍性,而这恰恰邀请读者对其叙事做出认知、心理、情感和伦理参与,进而成就了作者代理、文本策略和读者反应修辞三角之间循环往复的动态交流。石黑一雄小说叙事的无穷魅力就建立在这种动态交流之上。
阮晓蕾[9]（2019）在《理想与实践的复调：上海市某高校女性英语教师职业能动性质性案例研究》文中研究说明随着越来越多的教育实证研究采用社会文化视角阐释现象,教师工作和生活已成为研究者日益关注的领域。我国英语教师梯队中女性教师占绝大多数,然而聚焦女性教师的研究相对匮乏。教师能动性是教师作为认知和实践的主体不断进行选择、控制、行动和反思,从而对教学活动、职业发展和课程改革施加影响的过程。为拓展对教师能动性的认识,尤其是女性教师如何在职业生涯中发挥自己的职业能动性,本项质性案例研究在探寻、分析和阐释了上海市某高校三位女性英语教师的教学、科研及教师学习活动,以期揭示她们的职业能动性在其教师职业发展历程中的作用。基于研究问题（参与教师发挥职业能动性的方式及其与社会情境积极互动的过程）和在文献综述基础上产生的理论框架,本研究首先邀请了上海市某高校的九名女性英语教师参与了叙事问卷的填写,并在问卷基础上进一步筛选了三位教师参与主体研究,采用隐喻法和时间轴方法收集背景信息,半结构化访谈法和课堂观察法探索核心问题,文本资料收集和网络志方法予以补充,将不同形式的数据进行了汇总和转写。通过计算机辅助的质性数据分析方法对所获资料开展的主题分析,深入剖析了参与教师在职场活动中发挥其职业能动性的方式和特点,并讨论了影响其发挥职业能动性的多重因素。本研究的发现如下:首先,参与教师在一系列语言教师职业发展活动中（课堂教学、科研活动和教师学习）发挥的职业能动性体现在:1)她们表现出积极的能动信念,如大学英语教学不应当只局限于语言知识的传授,更应培养学生的问题意识、批判思维和综合能力;科研活动是高校英语教师职业发展的必要环节,严谨的科研态度、有价值的研究问题和扎实的研究素养是前提条件;作为一名语言教师应当秉承“终身学习”的理念,通过多种学习方式与时俱进。2)她们具有一定的能动能力将其职业发展的信念转化为具体实践,在不断地目标设立、拟定计划、开展行动及反思内省等过程中进行意义建构,逐渐完善自己作为语言教师的学科教学知识,提高自己开展各类英语语言文学及语言教育等研究的能力,并积极拓展个人学习的多维渠道,实现其职业历程的可持续发展。3)她们在信念转化为实践的过程中展示了自己独特的能动倾向,如自信、自律、毅力和坚韧,尽管在不同的职业发展阶段偶有迷茫、倦怠和自我怀疑,但通过积极的心理暗示和能动实践,消极态度与情感可以及时转化为下一轮行动的动力。其次,参与教师发挥职业能动性的过程具有动态性、复杂性、反思性和情境性,是自我与他人、与环境不断互动和对话的过程:参与教师的个人经历（如英语学习经历、研究经历和职业发展历史）、教师与他人的互动（如家人的支持、师长的榜样力量、朋友的影响）、教师的工作环境（如学生在课堂教学中的参与和表现、同事带来的同伴压力、教师共同体中的学习、不同学院的组织机构文化、稳步推进的学院课程改革）及宏观的社会文化情境（如社会对大学教师的职业认可度、对不同性别角色分工的期待、传统与现代的教育理念的并存）对她们职业能动性的发挥及职业轨迹有重要的影响。参与教师在发挥能动性的过程中一方面受环境的影响和塑造,一方面能够不断地进行选择、控制和行动,积极构建个人的职业图景并对周围环境产生潜移默化的影响。诚然,本研究的目的不在于建立男女教师的二元对立或凸显能动性为女性教师独有,研究发现确实表明高校女性英语教师的职业能动性本身是一个“性别中立”的概念,但职业能动性作为一个开放的系统,它在某种程度上会受到女性教师性别能动性的影响:女性教师具有职业和家庭等多维身份认同,在努力实现“工作-生活平衡”与克服角色冲突的过程中,她们展现了积极的信念,在不断的自我定位、积极的行动和及时的反思中,致力于克服身份认同危机、顽固的社会性别偏见和职场的发展瓶颈,以实现职业发展愿景,谱写理想与实践的“复调”。本研究具有一定的理论和现实意义:通过对高校女性英语教师职场活动及其能动性的“深描”,展现了她们积极的职业面貌,深入剖析了其职业发展的动态历程,充实了有关女性教师的实证研究,丰富了语言教师能动性崭新的研究视角,为高校女性英语教师的职业发展提供了启示,为高校英语教师的课堂教学、科研活动、职场学习及相关政策的制定提供了可借鉴的依据。本项探索性质性研究限制了其“代表性”和研究结果的“可普及性”,但可以作为后续大规模量化问卷的起点,以调查不同地域、高校、教龄、职称的女性英语教师职业能动性的发挥程度、特点及趋势。
郑松筠[10]（2019）在《将世界主义去浪漫化：扎迪·史密斯小说研究》文中研究说明扎迪·史密斯为英国当代杰出作家。她在长篇小说中描画了一幅完整的伦敦全景图,在跨国、跨洲际的叙事空间中反思当今身份和种族问题。本篇博士论文围绕史密斯现已出版的五部小说展开研究,从《白牙》、《签名收藏家》、《论美》、《西北》到《摇摆乐时代》,每一章聚焦一部作品,试图从不同角度揭示史密斯小说中的世界主义。史密斯的创作多以种族、信仰与文化间的碰撞与交融为背景,小说人物多为祖籍亚洲、非洲和加勒比地区的移民及其子女。然而,史密斯小说所传递的并非一种无根、无国、无界的世界主义。相反,她的世界主义具有去浪漫化特征—扎根现实、关乎平凡人、关注个体性,既非脱离现实、理想化的社会愿景,亦非空洞抽象的博爱说辞。成见、种族主义、性别歧视、自我歧视与自我堕落,这些是史密斯眼中的黑暗,却也是她寻找光明的起点。作品中,她不但正视因种族、性别和阶级带来的创伤,而且还以质疑和挑战的眼光看待这些先入为主的观念。史密斯的世界主义体现在日常活动中,与每个平凡人相关;它珍视身份中的独特性与本源,与地方性和个体性不可分割;同时,它在对当代身份的反思中落脚于尊重、包容与关爱。世界主义者作为一种身份,亦非既成的事实。生活在多元社会中的人们,游走于各国、各文化之间的行者,同时受多种宗教思想影响的现代人,他们唯有化多元为和谐共存,化对立为相互支撑,才能成为混与杂的受益者,并将自身的特性与异禀转化为打破成见、踏出创伤阴影的动力。本论文希翼能够为丰富世界主义在文学作品中的内涵研究提供一定启示。在史密斯小说研究的现有成果中,虽涉及从世界主义的视角分析史密斯小说的人物思想和城市地缘,但是,鲜有学者能够对史密斯的世界主义特征做出明确定义,并在此基础上对其作品中的世界主义主题进行探讨。本论文认为,全球化背景、世界性大都市、跨国跨种族的婚恋,这些仅是史密斯作品可被认作世界主义小说的客观前提而非决定性因素。史密斯小说中展现出的世界主义,其去浪漫化特征与道德自觉相辅相成。一方面,流散、创伤与成见影响所有人亦连接所有人;另一方面,超越历史记忆禁锢,打破成见枷锁,在多种族与多信仰间实现平衡,这些并非一蹴即至,而是主人公在经历过迷茫、自我否定、身份危机与歇斯底里后逐渐寻取的思想境界。在她的五部小说中,这就体现为对多样文化融会共存的接纳,革除成见的努力,走出创伤阴影的历程,以及对任何人、任何物不加成见的欣赏。本文从“世界主义者的形成过程”、“宗教的后世俗回归”、“本土性的独特之美”、“伦敦的世界性与贫民性”和“奴役历史的现代烙印”五个方面展开论述,探究史密斯小说中世界主义的去浪漫化特征。《白牙》展现了世界主义者身份的构建过程,揭示出所谓权威身份的静态与死板,强调对多元身份以及对生命中他者包容与接受的重要性。小说人物对自我本源持有或绝对、或摇摆、或中立的态度。相应地,书中的新伦敦人在身份构建中或迷失,或挣扎,或在调和中实现身份重构。调和的过程是自我与多重身份间从相互妥协到互相融合的过程,在该过程中世界主义者的思想得以形成。《签名收藏家》以宗教与世俗间的互动为背景,将禅宗与犹太教传统融于中英混血主人公的身份中,体现出宗教对现代人潜移默化的持续影响,以及宗教在现代叙事中富有意义的回归。该作品展现出史密斯世界主义的共创性,即曾经看似不相关甚至不相容的内容不但可以共存,而且能够相互作用,产生积极影响。《论美》中本土性的描述对象为北美非裔、加勒比移民及加勒比海地文化。从非洲-加勒比美国人的完美外形、艺术天赋与内心美,到海地音乐、绘画与文化的多元化与活力,书中将非加地区与欧洲平起平坐,展现出对美与艺术不加偏见的欣赏与赞誉。《西北》中的伦敦是文学共和国的圣地,却也苍凉而黑暗,遍布着精神与实体的贫民窟。栖身陋室的移民因社会的偏见而挣扎于堕落和以暴制暴的绝境中,而身居豪宅的富人则在虚伪、身份迷失和道德腐化中陷于精神的贫民窟。书中模糊了社会公认的疆界,在对本地人与移民、高尚与卑劣的反思中重审了各类伦敦人。《摇摆乐时代》以舞蹈为媒,展现出非裔英国女孩与非洲本土女孩的美貌与天赋的异同,并将身体上的世界主义者与精神上的世界主义者置于同一西非国家中。革除成见、宽恕罪过,书中主人公在经历苦痛甚至歇斯底里后,逐渐摆脱黑奴历史挥之不去的阴影,将与生俱来的多元性转变成构建自我身份的动力,并成为接受自我、尊重和包容异己的世界主义者。五部小说所体现的世界主义主题互为补充、互为支撑,体现出史密斯对当代多元社会与复合身份的深入思索与道德诉求。
二、Teaching Literature in the West——One Half of a Dialogue with My Chinese Colleagues（论文开题报告）
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三、Teaching Literature in the West——One Half of a Dialogue with My Chinese Colleagues（论文提纲范文）
（1）文学翻译的互文性策略研究 ——三部译着的翻译报告（论文提纲范文）
| 摘要 |
| Abstract |
| Chapter One An Overview of the Translation Practice |
| 1.1 Introduction |
| 1.2 Introduction to the source texts |
| 1.2.1 Introduction to the authors |
| 1.2.2 Introduction to the contents |
| 1.3 Purposes of the translation practice |
| 1.4 Structure of the translation report |
| Chapter Two Preparations for the Translation Practice |
| 2.1 Introduction |
| 2.2 Translation tools selected |
| 2.3 Translation theories and strategies adopted |
| 2.4 Translation plans established |
| 2.5 Summary |
| Chapter Three Description of the Translation Processes |
| 3.1 Introduction |
| 3.2 Comprehending the source texts |
| 3.3 Organizing the language of the target texts |
| 3.4 Proofreading the target texts |
| 3.5 Summary |
| Chapter Four Intertextuality in the Translation of Three Books |
| 4.1 Introduction |
| 4.2 Notes on intertextuality |
| 4.3 Manifest intertextuality |
| 4.3.1 Irony |
| 4.3.2 Negation |
| 4.3.3 Parody |
| 4.3.4 Presupposition |
| 4.4 Interdiscursivity |
| 4.4.1 Blended interdiscursivity |
| 4.4.2 Embedded interdiscursivity |
| 4.4.3 Switched interdiscursivity |
| 4.4.4 Chained interdiscursivity |
| 4.5 Summary |
| Chapter Five The Intertextual Model of Literary Translation |
| 5.1 Introduction |
| 5.2 Previous studies of intertextuality-involved literary translation |
| 5.2.1 Previous studies of literary translation |
| 5.2.2 Intertextuality in literature |
| 5.2.3 Intertextuality in literary translation |
| 5.3 The intertextual model of literary translation |
| 5.4 The intertextual principles of literary translation |
| 5.5 Summary |
| Chapter Six The Intertextuality-Involved Translation Strategies Adopted in the Translation of Three Books |
| 6.1 Introduction |
| 6.2 Realignment |
| 6.3 Enhancement |
| 6.4 Imitation |
| 6.5 Supplementation |
| 6.6 Popularization |
| 6.7 Summary |
| Chapter Seven Conclusion |
| 7.1 Translation experiences |
| 7.2 Limitations |
| 7.3 Suggestions |
| References |
| Appendixes Source Texts and Target Texts |
| 攻读硕士学位期间取得的研究成果 |
| Acknowledgements |
| 附件 |
（2）学术博客中的互动研究 ——跨语类与学科视角（论文提纲范文）
| 内容摘要 |
| Abstract |
| List of Abbreviations |
| Chapter1 Introduction |
| 1.1 Introductory remark |
| 1.2 Research background |
| 1.2.1 Academic blogs:The emerging new academic genre |
| 1.2.2 Addressing the need:Why study interactions? |
| 1.3 Aims of the study and research questions |
| 1.3.1 Aims of the study |
| 1.3.2 Genre differences and disciplinary communities |
| 1.3.3 Research questions |
| 1.4 Research contents |
| 1.4.1 Text recontextualisation |
| 1.4.2 Academic criticism |
| 1.4.3 Disciplinary variations |
| 1.4.4 Academics’stated perceptions |
| 1.5 Significance of the research |
| 1.6 Structure of the thesis |
| Chapter2 Literature review |
| 2.1 Scope of the chapter |
| 2.2 Academic blogging:what and why |
| 2.2.1 Academic blogs:an overview |
| 2.2.1.1 Major characteristics |
| 2.2.1.2 Involvement of the wider audience |
| 2.2.1.3 A parallel form of academic publishing |
| 2.2.2 Why use academic blogs? -Motivations |
| 2.2.3 Challenges to writers:what changes? |
| 2.3 Interactions in conventional academic discourses |
| 2.3.1 Systemic Functional Linguistic approach |
| 2.3.2 Metadiscourse:an established way of studying academic interactions |
| 2.3.2.1 Definitions |
| 2.3.2.2 A model of metadiscourse for academic discourse analysis |
| 2.3.3 Metadiscourse studies of interactions in academic genres |
| 2.3.3.1 Cross-disciplinary research |
| 2.3.3.2 Cross-genre research |
| 2.4 Studies of interactions in academic blogs |
| 2.4.1 Current studies from an educational perspective |
| 2.4.2 Current studies from journalism and new media perspectives |
| 2.4.3 Current studies from an applied linguistic perspective |
| 2.5 Relationship to other academic genres |
| 2.5.1 Interdiscursivity:academic blogs and research articles |
| 2.5.2 Academic blog comments and book reviews |
| 2.6 Research gaps |
| 2.7 Chapter summary |
| Chapter3 Research methodology |
| 3.1 Scope of the chapter |
| 3.2 Theoretical framework |
| 3.2.1 Frameworks for analysing text recontextualisation |
| 3.2.1.1 Stance and engagement model |
| 3.2.1.2 Frame markers |
| 3.2.2 Frameworks for analysing academic criticism |
| 3.2.3 Framework for analysing disciplinary variations |
| 3.3 Justifications of the research paradigm |
| 3.3.1 A mixed methods approach |
| 3.3.2 Rationale for choosing a mixed methods approach |
| 3.4 Corpus-based textual analysis:descriptions of the corpus |
| 3.4.1 The interaction corpus creation |
| 3.4.1.1 Construction of the recontextualising sub-corpus |
| 3.4.1.2 Construction of the academic criticism sub-corpus |
| 3.4.1.3 Construction of the disciplinary engagement sub-corpus |
| 3.4.2 The interaction corpus size |
| 3.5 Research setting for semi-structured interviews |
| 3.5.1 Participants recruitment |
| 3.5.2 The credibility of the semi-structured interviews data |
| 3.6 Corpus-based data analysis |
| 3.6.1 Procedures for analysing text recontextualisation |
| 3.6.2 Procedures for analysing academic criticism |
| 3.6.3 Procedures for analysing disciplinary variations |
| 3.7 Semi-structured interviews data analysis |
| 3.7.1 Interview procedures |
| 3.7.2 Processes of thematic analysis of the interview data |
| 3.8 Ethical considerations |
| 3.9 Chapter summary |
| Chapter4 Reworking research:Interactions in academic blogs and articles |
| 4.1 Scope of the chapter |
| 4.2 Quantitative results of writer-reader interactions across genres |
| 4.3 Qualitative results of stance and engagement features |
| 4.3.1 The expression of stance |
| 4.3.1.1 Hedges and boosters |
| 4.3.1.2 Attitude markers |
| 4.3.1.3 Self-mention |
| 4.3.2 The expression of engagement |
| 4.3.2.1 Reader mention |
| 4.3.2.2 Directives |
| 4.3.2.3 Questions |
| 4.3.2.4 Other engagement features |
| 4.4 Discussion and chapter conclusions |
| Chapter5 Signalling structure in academic articles and blogs |
| 5.1 Scope of the chapter |
| 5.2 Quantitative results of frame markers in the two genres |
| 5.3 Qualitative results of frame markers in the two genres |
| 5.3.1 Sequencers:marking structure |
| 5.3.1.1 Listing sequencers |
| 5.3.1.2 Numerical sequencers |
| 5.3.1.3 Temporal sequencers |
| 5.3.2 Labellers:naming discourse acts |
| 5.3.3 Goal announcers:proclaiming goals and purposes |
| 5.3.4 Topic shifters:changing text direction |
| 5.4 Discussion and chapter conclusions |
| Chapter6 Managing evaluation:Criticism in academic blog comments and bookreviews |
| 6.1 Scope of the chapter |
| 6.2 Being critical in published academic writing |
| 6.2.1 Criticism in book reviews |
| 6.2.2 Criticism in academic blog comments |
| 6.3 Quantitative results of criticism in the two genres |
| 6.4 Qualitative results of criticism in the two genres |
| 6.4.1 Criticisms of content |
| 6.4.2 Criticisms of style |
| 6.4.3 Criticisms of readership |
| 6.4.4 Criticisms of presentation |
| 6.4.5 Criticisms of participants |
| 6.4.5.1 Criticisms of the original author and other commenters |
| 6.4.5.2 Criticism of publics and self |
| 6.5 Quantitative results of mitigation of criticism across genres |
| 6.6.Qualitative results of mitigation of criticism across genres |
| 6.6.1 Praise-criticism pairs and hedges |
| 6.6.2 Personal responsibility |
| 6.6.3 Other attribution |
| 6.6.4 Illocutionary signalling |
| 6.6.5 Indirectness |
| 6.6.6 Critical questions |
| 6.7 Discussion and chapter conclusions |
| Chapter7 Disciplinary voices:Engagement in academic blogs across disciplines |
| 7.1 Scope of the chapter |
| 7.2 Engaging with disciplinary audiences |
| 7.3 Quantitative results of engagement patterns in blogs across disciplines |
| 7.4 Qualitative results of engagement patterns in blogs across discipline |
| 7.4.1 Reader mention |
| 7.4.2 Directives |
| 7.4.3 Questions |
| 7.4.4 Appeals to shared knowledge |
| 7.4.5 Personal asides |
| 7.5 Discussion and chapter conclusions |
| Chapter8 Academic blogging:Scholars’views on interacting with readers |
| 8.1 Scope of the chapter |
| 8.2 New way of interacting |
| 8.3 Results of semantic subtheme analysis |
| 8.3.1 Subtheme1:Engaging the reader |
| 8.3.1.1 Support through hyperlinks |
| 8.3.1.2 Explanation more& assume less |
| 8.3.1.3 Ask questions |
| 8.3.2 Subtheme2:Epistemic stance |
| 8.3.2.1 Acknowledging limitations& weaken claims |
| 8.3.2.2 Be assertive |
| 8.3.3 Subtheme3:Expressing attitudes |
| 8.3.3.1 Be evaluative |
| 8.3.3.2 Be lively |
| 8.3.4 Subtheme4:Self and others |
| 8.3.4.1 Mention the self |
| 8.4.4.2 Mention the reader |
| 8.3.5 Subtheme5:Guide the reader |
| 8.3.5.1 Explicitise the structure |
| 8.3.5.2 State purposes |
| 8.4 Discussion and chapter conclusions |
| Chapter9 Conclusions |
| 9.1 Scope of the chapter |
| 9.2 Recap of the major findings |
| 9.2.1 Summary of corpus-based textual analyses |
| 9.2.1.1 Text recontextualisation |
| 9.2.1.2 Academic criticism |
| 9.2.1.3 Disciplinary variations of engaging readers |
| 9.2.2 Summary of semi-structured interview findings |
| 9.2.3.Relation between the corpus study results and semi-structured interview findings |
| 9.2.3.1 The subtheme1 and corpus study results |
| 9.2.3.2 The subtheme2 and corpus study results |
| 9.2.3.3 The subtheme3 and corpus results |
| 9.2.3.4 The subtheme4 and corpus results |
| 9.2.3.5 The subtheme5 and corpus results |
| 9.2.3.6 More general relations |
| 9.3 Overview of interactions in academic blogs |
| 9.4 Implications of the study |
| 9.4.1 Theoretical implications |
| 9.4.2 Methodological implications |
| 9.4.3 Pedagogical implications |
| 9.5 Limitations of the study |
| 9.6 Recommendations for future research |
| References |
| Appendix A Participant information statement |
| Appendix B Content form |
| Appendix C Ethics approval letter |
| Appendix D Semi-structured Interview Questions |
| Appendix E A sample of interview transcription |
| Appendix F List of journals from which the book reviews selected |
| Appendix G Search inventory of metadiscourse items in this study |
| 作者在学期间所取得的科研成果 |
| Acknowledgements |
（3）学科多元化转型中的教师发展话语（论文提纲范文）
| 中文摘要 |
| 内容提要 |
| Abstract |
| Acknowledgements |
| List of Tables |
| List of Figures |
| CHAPTER 1 INTRODUCTION |
| 1.1 BACKGROUND |
| 1.2 SIGNIFICANCE OF THE STUDY |
| 1.3 OVERALL REVIEW OF LITERATURE |
| 1.4 OVERALL STRUCTURE OF THE DISSERTATION |
| CHAPTER 2 METHODOLOGY |
| 2.1 GETTING CLOSE TO THE FIELD |
| 2.2 DATA COLLECTION METHODS |
| 2.3 DATA ANALYSIS METHOD |
| 2.3.1 Overall stance |
| 2.3.2 Narrative inquiry |
| 2.3.3 Discourse analysis |
| 2.3.4. Conversation analysis |
| CHAPTER 3 RESTRUCTURING INSTITUTIONAL DISCURSIVE SPACEFOR CHANGE |
| 3.1 BOUNDARIES,BORDER PRACTICE & LEARNING |
| 3.2 SYMPOSIUM AS RESTRUCTURING OF INSTITUTIONAL DISCURSIVE PRACTICE |
| 3.2.1 Interdisciplinarity as a new vision for the discipline restructuring |
| 3.2.2 Panel as a discursive practice to regroup knowledge and communities |
| 3.2.3 Negotiating the boundaries of teachers' disciplinary identities |
| 3.2.4 Institutionalization towards multi-disciplinary learning organization |
| 3.2.5 Learning at an interpersonal space |
| 3.2.6 Dialogue between the institutional structure and academic structure |
| 3.3 VISiON BUILDING THROUGH CROSS-INSTITUTIONAL DIALOGUE |
| 3.3.1 Cross-cultural dialogue |
| 3.3.2 Cross-institutional dialogue |
| 3.3.3 Cross-disciplinary dialogue |
| 3.4 SUMMARY |
| CHAPTER 4 COLLABORATIVE INQUIRY TOWARDS CURRICULUMCHANGE |
| 4.1 COLLABORATIVE INQUIRY |
| 4.2 TRANSFORMING THE CURRICULUM TOWARDS 'WORKPLACE COMMUNICATION' |
| 4.2.1 Case-based teaching vs.theory-based teaching |
| 4.2.2 Innovation in teaching Business English |
| 4.2.3 Collective reflection for innovation in language teaching |
| 4.2.4 Dialogue as seeking solutions |
| 4.3 NTEGRATINJG 'CULTURE' INTO THE LANGUAGE CURRICULUM |
| 4.4 TEACHERS AS RESEARCHERS |
| 4.5 REFLECTION ON COMMUNITY DIALOGUE |
| 4.6 Dialogue, understanding and genre |
| 4.7 SUMMARY |
| CHAPTER 5 NARRATING PERSONAL JOURNEY OF CHANGE |
| 5.1 NARRATIVE AND TEACHER IDENTITY |
| 5.2 MULTIFACETED IDENTITIES |
| 5.3 SIX TEACHERS' EXPERIENCE OF IDENTITY EXPLORATION |
| 5.3.1 Yingqi—The birth of adjoining territory |
| 5.3.2 Li Shuang—Seeking a new identity through classroom experiment |
| 5.3.3 Fang Zhujun—Identity exploration at the boundary of Ianguage, communication and education |
| 5.3.4 Xiao Hong—Moving towards situated meanings |
| 5.3.5 Wen Yunjie—Innovation towards cross-cultural teaching |
| 5.3.6 Yue Wanshu—Exploring the boundaries of literature,culture and language studies |
| 5.4 SUMMARY |
| CHAPTER 6 DISCIPLINING TEACHERS'KNOWING:DISCOURSE OF PERFORMANCE EVALUATION |
| 6.1 PERFORMATIVITY AS A TECHNOLOGY |
| 6.2 NUMBERS AS GRIDS OF INTELLIGENCE |
| 6.3 A DESCRIPTION OF PERFORMANCE EVALUATION MECHANISM |
| 6.4 'PERFORMANCE EVALUATION POINTS' AS A CONCEPT TO FRAME TEACHERS'WAYOF KNOWING |
| 6.5 DISCOURSE OF PE IN CONFRONTATION WITH THE DISCOURSE OF TEACHER DEVELOPMENT |
| 6.6 TEACHERS'LIFE AND WORK IN HARMONY |
| CHAPTER 7 CONCLUSION:DIVERSITY TOWARDS TRANSFORMATION |
| 7.1 DIVERSITY AS A SPACE OF LEARNING |
| 7.2 DIVERSITY IN EDUCATIONAL LEADERSHIP |
| 7.3 PROMOTING CULTURAL DIVERSITY FOR TEACHER DEVELOPMENT |
| 7.4 REFLECTIONS ON THE STUDY |
| REFERENCES |
| Appendices |
（4）中国—巴基斯坦幼儿教师压力、倦怠与其心理资本的中介、调节效应（论文提纲范文）
| 摘要 |
| Abstract |
| List of Abbreviations |
| Chapter 1:Background of the Study |
| 1.1 Definitions of Terminologies |
| 1.1.1 Stress and Early Childhood Teacher's Stress |
| 1.1.2 Burnout and Early Childhood Teachers Burnout |
| 1.1.3 PsyCap and Early Childhood Teacher' Positive Psychology |
| 1.1.4 Relationship between PsyCap, ECET's Stress, and Burnout |
| 1.2 Justification and Rationale of Research |
| 1.2.1 Research Interest Based on the Practical Significance |
| 1.2.2 Research Interest Based on the Theoretical Significance |
| 1.2.3 Overall Objectives |
| Chapter 2:Review of Related Literature |
| 2.1 Historical Development and the Relationship of Research Variables |
| 2.1.1 The Origin and Development of Teachers Job Demand Stress |
| 2.1.2 The Origin and Development of Teachers Burnout Research |
| 2.1.3 Origin and Development of PsyCap Research |
| 2.1.4 Relationship between PsyCap and Psychological Burnout |
| 2.1.5 Relationship between PsyCap and Teachers Job Demand Stress |
| 2.1.6 Relationship between Job-Demand Stress and Burnout |
| 2.1.7 The Difference between Job Demand Stress and Burnout |
| 2.2 Types of Job-related Stress |
| 2.2.1 Psychological Concepts |
| 2.2.2 Physiological Concepts |
| 2.3 Sources of Job-Related Stress |
| 2.3.1 Direct Sources |
| 2.3.2 Indirect Sources |
| 2.4 Effects of Job-Related Stress |
| 2.4.1 Emotional Outcomes of Stress on Teachers |
| 2.4.2 Physiological or Organic Consequences of Stress |
| 2.4.3 Professional Influences of Stress |
| 2.5 Teachers' Job Background Characteristics |
| 2.5.1 Religion |
| 2.5.2 Age |
| 2.5.4 Marital Status |
| 2.5.5 Qualification Level |
| 2.5.6 Teaching Experience |
| 2.5.7 Teaching Class Size |
| 2.5.8 Level of Class Taught |
| 2.5.9 Educational Institute Type |
| 2.6 Theoretical Models of Stress |
| 2.6.1 Academic Models of Stress |
| 2.6.2 Models Used in the Current Research |
| 2.6.3 Theoretical Framework |
| 2.7 Mechanism of Positive Psychological Capital in Early Childhood Teachers Stress |
| 2.7.1 PsyCap Research and Implications |
| 2.7.2 Positive Psychological Capital as a Mediator in Early Childhood Teachers' Stress |
| 2.7.3 Positive Psychological Capital as Moderator in Early Childhood Teacher's Stress |
| 2.7.4 Positive Psychology (PsyCap) and Wellbeing |
| Chapter 3:Research Method & Material |
| 3.1 Objectives |
| 3.2 Hypothesis |
| 3.3 Instruments |
| 3.3.1 Job-Demand Stress (JDS) |
| 3.3.2 PsyCap PCQ-24 |
| 3.3.3 Maslach Burnout Inventory (MBI) |
| 3.4 Sampling Design |
| 3.4.1 Samples |
| 3.4.2 Procedure |
| 3.4.3 Statistical Analysis |
| 3.5 Ethical Considerations |
| 3.6 An original contribution to knowledge |
| Chapter 4:Findings on the ECE Teachers Demographic, Job Demand Stress, Burnout, andPsyCap |
| 4.1 Early Childhood Teachers Demographic Characteristics |
| 4.1.1 Descriptive Statistics on the Biographical characteristics of early childhood teachers |
| 4.1.2 Descriptive statistics on School-Related Characteristic of Early Childhood Teachers |
| 4.3 Statistical Description of Research Variables |
| 4.3.1 The Statistical Description of Job Demand Stress |
| 4.3.2 The Statistical Description of Psychological Burnout |
| 4.3.3 The Statistical Description of PsyCap |
| 4.4 Relationship among Stress, Burnout, PsyCap, and Demographic Factors |
| 4.4.1 Relationship among Stress, Burnout, PsyCap & Personal Factors |
| 4.4.2 Relationship among Stress, Burnout, PsyCap & School Related Factors |
| 4.5 The Validity, Reliability and Partial Constructs Correlation of Research Variables |
| Chapter 5:Findings on the Psychometric Analysis of Research Variables |
| 5.1 Job-Demand Stress Measurement |
| 5.1.1 Construction of Job-Demand Stress by Exploratory Factor Analysis |
| 5.1.2 Post Hoc Scale Reduction of the Teacher Stress Scale |
| 5.1.3 Construction of Job Demand Stress by Confirmatory Factor Analysis |
| 5.1.4 Construction of Job-Demand Stress by Multi Group Factor Analysis |
| 5.2 Psychological Burnout (MBI-ES) Measurement |
| 5.2.1 Construction of Psychological Burnout (MBI-ES) by Exploratory Factor Analysis |
| 5.2.2 Post Hoc Scale Reduction of the MBI-ES |
| 5.2.3 Construction of Psychological Burnout by Confirmatory Factor Analysis |
| 5.2.4 Construction of Psychological Burnout (MBI-ES) by Multi Group factor analysis |
| 5.3 Positive Psychological Capital Measurement |
| 5.3.1 Construction of Positive Psychological Capital by Exploratory Factor Analysis |
| 5.3.2 Post Hoc Scale Reduction of PsyCap |
| 5.3.3 Construction of PsyCap by Confirmatory Factor Analysis |
| 5.3.4 Construction of PsyCap by Multi Group Factor Analysis |
| Chapter 6:The Mechanism of Positive Psychological Capital |
| 6.1 Direct Effect of Job-Demand Stress on Psychological Burnout |
| 6.2 The Mediation Effects of Positive Psychological Resource |
| 6.3 The Moderating Effect of Positive Psychological Capital |
| 6.4 Logical Statistical Route for Direct, Moderation and Mediation Effects Analysis |
| Chapter 7:Discussion on Findings |
| 7.1 Discussion on Early Childhood Teachers' Demographics and Stress |
| 7.1.1 Relationship among Stress & Biographical Characteristics of Respondents |
| 7.1.2 Relationship among Stress and Work-Related Characteristics of the Respondents |
| 7.2 Discussion on Mechanism of Positive Psychological Capital |
| 7.2.1 The Direct Effect of Job-Demand Stress on Burnout |
| 7.2.2 The Mediation Effect of PsyCap on Early Childhood Teachers' Stress & Burnout |
| 7.2.3 The Moderation Effect of PsyCap on Early Childhood Teachers Stress & Burnout |
| 7.3 Discussion on PsyCap and ECE teacher's Well-Being across Culture |
| 7.3.1 Chinese Culture and Teacher's Well-Being |
| 7.3.2 Pakistani Culture and Teacher's Well-Being |
| Chapter 8:Conclusion, Recommendation & Research Prospects |
| 8.1 Conclusion |
| 8.1.1 Teachers Stress affected by Demographic Characteristics |
| 8.1.2 Teachers Stress Directly Effect Psychological Burnout in Pakistan and China |
| 8.1.3 PsyCap Contributions mediated Teacher Stress and Burnout |
| 8.1.4 PsyCap Contributions moderated Teacher Stress and Burnout |
| 8.1.5 Teachers PsyCap and Well-being affected by Cultural Aspects |
| 8.2 Scope of the Research |
| 8.3 Limitations of the study |
| 8.4 Suggestions |
| 8.4.1 Recommendations to Researchers |
| 8.4.2 Recommendations to Teachers |
| 8.4.3 Recommendations to Policymakers |
| 8.5 Final Words |
| References |
| Appendices |
| List of Publications during study period while pursuing doctorate degree |
| Acknowledgement |
（5）社会文化视角下高校英语教师研究活动探究（论文提纲范文）
| 摘要 |
| Abstract |
| List of Abbreviations |
| Acknowledgements |
| Chapter 1 Introduction |
| 1.1 Research background |
| 1.2 Problem statement |
| 1.3 Purpose and significance of the study |
| 1.4 Overview of the dissertation |
| Chapter 2 Literature Review |
| 2.1 Language teacher education |
| 2.1.1 Historical perspectives |
| 2.1.2 Language teacher knowledge |
| 2.1.3 Language teacher learning |
| 2.2 Language teacher research |
| 2.2.1 Teacher research engagement |
| 2.2.2 The general state of the art |
| 2.2.3 Connectioin between SLA research and teacher research |
| 2.3 The sociocultural turn in language teacher education |
| 2.3.1 Sociocultural perspectives on language teacher education |
| 2.3.2 Review of recent research using a sociocultural approach |
| 2.3.3 Integration of language teacher research engagement |
| Chapter 3 Theoretical Framework |
| 3.1 Vygotskian sociocultural theory |
| 3.1.1 Historical and developmental perspectives |
| 3.1.2 Mediation, internalization and ZPD |
| 3.2 Cultural-historical activity theory |
| 3.2.1 Evolution of activity theory |
| 3.2.2 Activity system and inner contradictions |
| 3.2.3 Foundations of expansive learning |
| 3.3 Sociocultural methodological approach |
| 3.3.1 Activity system as units of analysis |
| 3.3.2 Domains of genetic analysis |
| 3.3.3 Longitudinal qualitative approach |
| Chapter 4 Methodology |
| 4.1 Context and participants |
| 4.1.1 Research context and setting |
| 4.1.2 Participant recruitment |
| 4.1.3 Participant profiles |
| 4.2 Research questions |
| 4.3 Research procedures and working framework |
| 4.4 Data sources and collection procedures |
| 4.4.1 Monthly meetings |
| 4.4.2 Networking communications |
| 4.4.3 Classroom observations |
| 4.4.4 Semi-structured questionnaire |
| 4.4.5 In-depth interviews |
| 4.4.6 Concept maps |
| 4.4.7 Research journals |
| 4.4.8 Documents |
| 4.5 Data analysis |
| 4.5.1 Analysis procedures |
| 4.5.2 Activity analysis |
| 4.5.3 Genetic analysis |
| 4.6 Trustworthiness and ethics |
| 4.6.1 Research trustworthiness |
| 4.6.2 Ethical issues |
| 4.7 Methodological summary |
| Chapter 5 Activity Analysis of a Teacher Study Group |
| 5.1 Holistic description of collective events |
| 5.1.1 Group meetings as participation and negotiation |
| 5.1.2 Networking communications as a virtual community |
| 5.1.3 Classroom observations as an open learning space |
| 5.2 Developmental activity system |
| 5.2.1 Changing components of the group activity system |
| 5.2.2 Multiple levels of contradictions |
| 5.2.3 Expansive learning within collaborative communities |
| 5.3 Summary from an activity theoretical perspective |
| Chapter 6 Genetic Analysis of Language Teacher Development |
| 6.1 Transformation of teacher practices |
| 6.1.1 Research practice |
| 6.1.2 Teaching practice |
| 6.2 Reconceptualization of teacher perceptions |
| 6.2.1 Teacher research |
| 6.2.2 Language teaching and learning |
| 6.3 Reconstruction of teacher identity |
| 6.3.1 Formation of the identity as a classroom teacher |
| 6.3.2 Construction of the identity as a classroom practitioner |
| 6.4 Further interpretation and cross-case analysis |
| Chapter 7 Discussion |
| 7.1 Teacher research as a sociocultural activity system |
| 7.2 Practical issues on teacher research engagement |
| 7.3 Teacher learning by boundary crossing |
| 7.4 Group mediation in collaborative practices |
| 7.5 The reconceptualization of language teacher development |
| Chapter 8 Conclusion |
| 8.1 Major findings |
| 8.2 Implications |
| 8.3 Limitations |
| 8.4 Recommendations for future research |
| 8.5 Reflections from the researcher |
| References |
| AppendixA Semi-Structured Questionnaire |
| AppendixB Letter of Invitation to Potential Participants |
| AppendixC A Potential Participant's Curriculum Vitae |
| AppendixD In-Depth Interviews Protocols |
| AppendixE Informed Consent Form |
| AppendixF Follow-up Email Interview Protocols |
| AppendixG Examples,Practice and Tests of Concept Maps |
| AppendixH Examples of Teacher Research Journals |
| Selected Publications,Presentations and Projects |
（6）五位当代阿拉伯美籍女作家文学中的身份困境与互惠（论文提纲范文）
| Abstract |
| 摘要 |
| Introduction |
| Chapter One Situating Arab American Literature |
| 1.1 Defining the Borders:Minority vs.Diaspora |
| 1.2 The Diasporic Nature of the American Nation |
| 1.3 Arab American Literature:Origins and Development |
| 1.4 Conclusion |
| Chapter Two Identity through Epiphanies and Phases of Islamism:Mohja Kahf's The Girl in the Tangerine Scarf |
| 2.1 Phase One:An Islamic Upbringing in Multicultural America |
| 2.2 Phase Two:Radicalism as a First Step towards Autonomy and Self-Actualization |
| 2.3 Phase Three:Neoclassicism and the Return to Traditional Islam |
| 2.4 Phase Four:Modernist Islamism to Achieve Maturity and Self-Determination |
| 2.5 Conclusion |
| Chapter Three A Failure to Assimilate in Halaby’s Once in a Promised Land |
| 3.1 Salwa Khalil’s Nationality and Language |
| 3.1.1 Palestinian by Blood,Jordanian by Residence,and American by Citizenship |
| 3.1.2 Salwa’s Linguistic Allegiances |
| 3.1.3 A Violent End to a Citizenship Assertion Attempt |
| 3.1.4 An Extended Metaphor:Identity Development through Silk Pajamas |
| 3.1.5 Anti-Salwa:Salwa as Juxtaposed to Randa |
| 3.2 Jassim’s Disillusionment with the American Dream |
| 3.2.1 Racial Discrimination in Spite of Linguistic Articulacy |
| 3.2.2 Anti-Jassim:Jassim vs.the Arab Couple at Walmart |
| 3.3 Conclusion |
| Chapter Four Identity and Sexuality in Alicia Erian’s Towelhead |
| 4.1 The Tinted Sexuality of an Arab American Woman |
| 4.1.1 Jasira’s Sexual Identity in a Disturbed Familial Sphere |
| 4.1.2 A Sexual Awakening and an Identity Crisis through Body and Origins |
| 4.2 A Racial Rape and a Western Rescue |
| 4.2.1 The Cultural Indication of the Rape and Its Effects on Jasira’s Identity |
| 4.2.2 Sexual Manipulation and an American Rescue |
| 4.3 Conclusion |
| Chapter Five Reciprocity and Composite Identities in Diana Abu-Jaber’s Crescent |
| 5.1 Sirine’s Identity Dilemma and the Lack of Reciprocity |
| 5.1.1 Sirine’s American Exterior and Arab Interior |
| 5.1.2 Language and Religion as New Ingredients in Sirine’s Identity |
| 5.1.3 A Culinary Expression of Sirine as a Nepantlera |
| 5.2 Han’s Identity vs.the Modernized West |
| 5.2.1 Han’s Exposure to the West |
| 5.2.2 Han’s Islam,Appearance and Masculinity |
| 5.2.3 Han’s Identification with Salahadin |
| 5.3 Conclusion |
| Chapter Six Deconstructing the Identity Map in Randa Jarra’s A Map of Home |
| 6.1 Nidali’s Identity Ingredients in Kuwait,Egypt,and Palestine |
| 6.1.1 A Troubled Name and Gender |
| 6.1.2 Fragmented Nationalional Allegianes |
| 6.1.3 Moderate Islamic Attitudes |
| 6.1.4 Sexuality and Sexual Preferences:Bisexuality through Weinberg’s Model |
| 6.2 Nidali’s Identity in Texas:American Once Again |
| 6.2.1 Home:The Result of Accumulated Experiences |
| 6.2.2 Nidali’s Education as an Identity Component |
| 6.2.3 Claiming the Forbidden Womanhood |
| 6.3 Conclusion |
| Conclusion |
| Works Cited |
| Appendix |
| Acknowledgements |
（7）扎根理论视角下来沪留学生跨文化互动模型建构（论文提纲范文）
| Acknowledgements |
| 摘要 |
| Abstract |
| Chapter1.Introduction |
| 1.1 Background of Internationalization of Higher Education(IHE) |
| 1.2 Background of Internationalization of Higher Education(IHE) in China |
| 1.3 Profiles of International Students in China |
| 1.4 Research Questions |
| 1.5 Organization of the Thesis |
| Chapter2.Literature Review |
| 2.1 Cultural-General Assimilator Frameworks |
| 2.2 Intercultural Adjustment Models |
| 2.2.1 Model of the Acculturation Process(Ward,1996) |
| 2.2.2 Model of Cross-Cultural Expertise Development(Bhawuk,1998/2009) |
| 2.3 Research on Coping Strategies |
| 2.4 Research on the Study of International Students in China |
| 2.5 Research on the Study of Intercultural Interactions in Shanghai |
| Chapter3.Research Design and Methods |
| 3.1 Grounded Theory Method(GTM) |
| 3.1.1 An Overview of Grounded Theory Method(GTM) |
| 3.1.2 Philosophical Assumptions of Grounded Theory Method |
| 3.2 Research Design |
| 3.3 Research Methods and Procedure |
| 3.3.1 an Overview of the Procedures |
| 3.3.2 Description of the Procedures |
| 3.4 Reliability and Validity |
| Chapter4.Three Rounds of Study:Procedures,Data,and Findings |
| 4.1 Overview |
| 4.2 Round One:Exploring Stressful Interactions and Issues |
| 4.2.1 Sampling |
| 4.2.2 Data Collection Procedures |
| 4.2.3 Data Analysis |
| 4.2.4 Initial Findings |
| 4.2.5 Discussion |
| 4.2.6 Model Formation |
| 4.3 Round Two:Examining Issues and Coping Strategies |
| 4.3.1 Sampling |
| 4.3.2 Data Collection Procedures |
| 4.3.3 Data Analysis |
| 4.3.4 Expanded Findings |
| 4.3.5 Discussion |
| 4.3.6 Model Extension |
| 4.4 Round Three:Eliciting Cognitive and Affective Processes |
| 4.4.1 Sampling |
| 4.4.2 Data Collection Procedures |
| 4.4.3 Data Analysis |
| 4.4.4 Extended Findings |
| 4.4.5 Discussion |
| 4.4.6 Model Enrichment |
| Chapter5.Integration and Model Development |
| 5.1 Summary of Research Findings |
| 5.1.1 Correspondence of Study Themes to the18 Cushner and Brislin Themes |
| 5.1.2 Discussion of Specific Issues Related to the18 Themes |
| 5.1.3 Correspondence of Study Themes to the Culture-Specific Themes |
| 5.1.4 Other Developed Themes Related to Coping Process |
| 5.2 Development of an Intercultural Interaction Model |
| Chapter6.Conclusion |
| 6.1 Main Findings and Significance |
| 6.1.1 Identifying Issues and its Related Factors |
| 6.1.2 Confirming Coping Behaviors and Strategies |
| 6.1.3 Developing Cases for Current and Future Analysis |
| 6.1.4 Proposing an Intercultural Interaction Model |
| 6.2 Theoretical Implications for Intercultural Adjustment and Education Research |
| 6.3 Practical Implications for Educators,Practitioners,and International Students |
| 6.4 Limitations of the Study |
| 6.5 Future Research |
| References |
| Appendix One:Codebook for Participants |
| Appendix Two:Interview Protocol for Round One |
| Appendix Three:Sample Interview Transcripts Coding |
| Appendix Four:The Remaining Five Cases from Round One |
| Appendix Five:Interview Protocol for Round Two |
| Appendix Six:The Remaining Five Cases from Round Two |
| Appendix Seven:The Updated Four Cases from Round One |
| Appendix Eight:Interview Protocol for Round Three |
| Appendix Nine:Examples of First Cycle Coding |
| Appendix Ten:Examples of Second Cycle Coding |
| Appendix Eleven:The Other Three Cases from Round Three |
（8）石黑一雄小说修辞性叙事学研究（论文提纲范文）
| Acknowledgements |
| 摘要 |
| Abstract |
| List of Abbreviations |
| Chapter 1 Introduction |
| 1.1 Kazuo Ishiguro: Life and Works |
| 1.2 A Review of Literature on Kazuo Ishiguro's Novels |
| 1.3 Implications of the Previous Studies |
| 1.4 Research Project of the Present Study |
| Chapter 2 A Rhetorical Narratological Approach |
| 2.1 Boundaries of Rhetorical Narratology |
| 2.2 Major Issues of Rhetorical Narratology |
| 2.3 Interrelationships among the Major Issues for the Present Study |
| Chapter 3 Narrative Progression in A Pale View of Hills |
| 3.1 A Bereaved Widow Narrator Searching for Motherhood |
| 3.2 Narrative Progression: Etsuko Telling towards a Surprise Ending |
| 3.3 Rhetorical Double Communication in Narrative Progression |
| Chapter 4 Narrative Judgments in An Artist of the Floating World |
| 4.1 A Discredited Painter Narrator Searching for Glory |
| 4.2 Narrative Judgments on Ono's Career |
| 4.3 Rhetorical Double Communication in Narrative Judgments |
| Chapter 5 Narrative Focalization in The Remains of the Day |
| 5.1 A Repressed Butler Narrator Searching for Love and Dignity |
| 5.2 Narrative Focalization in Stevens's Journey of Self#examination |
| 5.3 Rhetorical Double Communication in Narrative Focalization |
| Chapter 6 Narrative Unreliability in When We Were Orphans |
| 6.1 An Orphaned Detective Narrator Searching for Parents and Childhood |
| 6.2 Narrative Unreliability in Christopher's Detection |
| 6.3 Rhetorical Double Communication in Narrative Unreliability |
| Chapter 7 Conclusion |
| 7.1 Findings of the Present Study |
| 7.2 Suggestions for Further Investigations |
| Bibliography |
| Chronology |
| 附录:攻读学位期间取得的主要研究成果 |
（9）理想与实践的复调：上海市某高校女性英语教师职业能动性质性案例研究（论文提纲范文）
| Acknowledgements |
| 摘要 |
| Abstract |
| Chapter One Introduction |
| 1.1 Research background |
| 1.2 Personal motivation |
| 1.3 Statement of purpose |
| 1.4 Scope of the study |
| 1.5 Significance of the study |
| 1.6 Overview of the dissertation |
| Chapter Two Literature Review |
| 2.1 Introduction |
| 2.2 Studies on teachers |
| 2.2.1 Teacher research:Necessities and significances |
| 2.2.2 Beliefs and practices:The duality of teacher research |
| 2.2.3 Teaching,research,and teacher learning:The realization of teacherdevelopment |
| 2.3 Studies on teacher agency |
| 2.3.1 Delineating related issues:Teacher agency,teacher identity,andbeyond |
| 2.3.2 Reviewing empirical studies on teacher agency:Findings andachievements |
| 2.3.3 Focusing on language teacher agency:Current issues and foci of thepresent study |
| 2.4 Studies on female teachers'professional development |
| 2.4.1 From entries to exits:Different stages in a teaching career |
| 2.4.2 Gender identity,work-life balance,and female teacher agency |
| 2.4.3 From survival to thrival:Female teachers'professional development |
| 2.5 Summary |
| Chapter Three Theoretical Framework |
| 3.1 Introduction |
| 3.2 Theorizing agency |
| 3.2.1 The chordal triad of agency |
| 3.2.2 Facets of agency:Beliefs,competence,and personality |
| 3.2.3 Modes of agency:Individual,proxy,and collective |
| 3.3 Theoretical perspectives |
| 3.3.1 Self-discrepancy theory |
| 3.3.2 Positioning theory |
| 3.3.3 Life course theory |
| 3.3.4 Bioecological perspectives on human development |
| 3.3.5 The pertinence of the above-mentioned theories to the current study |
| 3.4 The social turn of language teachers'professional development |
| 3.4.1 Micro factors:Personal level |
| 3.4.2 Mezzo factors:Interpersonal level |
| 3.4.3 Macro factors:Social level |
| 3.5 A tentative theoretical framework |
| 3.6 Defining key terms in this study |
| 3.6.1 EFL teachers'professional development |
| 3.6.2 EFL teachers'professional agency |
| 3.6.3 EFL teachers'agency beliefs |
| 3.6.4 EFL teachers'agency competence |
| 3.6.5 EFL teachers'agency inclination |
| 3.7 Summary |
| Chapter Four Research Methodology |
| 4.1 Introduction |
| 4.2 The methodological approach |
| 4.2.1 Normative worldviews vs.interpretive worldviews |
| 4.2.2 Quantitative,qualitative,and mixed-methods approach |
| 4.2.3 Qualitative methods to fit the purpose of the study |
| 4.3 The research setting |
| 4.4 Participants |
| 4.4.1 Identification of the participants |
| 4.4.2 Biographical vignettes of the participants |
| 4.5 Data collection |
| 4.5.1 Overview of the data collection |
| 4.5.2 Background information |
| 4.5.3 Qualitative interviews |
| 4.5.4 Observation |
| 4.5.5 Documents and artifacts |
| 4.6 Data analysis |
| 4.6.1 Rationale for data analysis |
| 4.6.2 Transcribing the data |
| 4.6.3 Analyzing the data |
| 4.7 Trustworthiness and ethical issues |
| 4.7.1 Trustworthiness |
| 4.7.2 Ethical considerations |
| 4.8 The researcher's perspective |
| 4.8.1 The researcher's identity |
| 4.8.2 The researcher's role |
| 4.8.3 The co-construction of relationships |
| 4.9 Methodological limitations |
| 4.9.1 Limitations |
| 4.9.2 Delimitations |
| 4.10 Summary |
| Chapter Five The Spinning Top:Zoey's Aspirations to Reach New Heights inCareer |
| 5.1 Introduction |
| 5.2 Zoey's profile |
| 5.3 Zoey's agency beliefs:Her epistemic cognition |
| 5.3.1 Skills and horizons:Zoey's agency beliefs in teaching |
| 5.3.2 Faiths and rigor:Zoey's agency beliefs in research |
| 5.3.3 An unremitting pursuit:Zoey's agency beliefs in teacher learning |
| 5.4 Zoey's agency competence:Her enacted behavior |
| 5.4.1 Adapting and experimenting:Zoey's agency competence in teaching |
| 5.4.2 Shifting and positioning:Zoey's agency competence in research |
| 5.4.3“I always pushed myself forward”:Zoey's agency competence inteacher learning |
| 5.5 Zoey's agency inclination:Her attitudes and emotions |
| 5.5.1 Morality and affinity:Zoey's agency inclination in teaching |
| 5.5.2 Being painful and pleasurable:Zoey's agency inclination in research |
| 5.5.3“Self-regulation makes me free”:Zoey's agency inclination in teacherlearning |
| 5.6 Contextual influences on Zoey's professional agency |
| 5.6.1 Individual dimension:Attributes and capabilities |
| 5.6.2 Proximal dimension:Significant others |
| 5.6.3 Distal dimension:Macro-social conditions |
| 5.7 Chapter discussion and summary |
| Chapter Six The Rainbow:Wendy's Delicate Emotions to Mediate between herProfessional Beliefs and Practices |
| 6.1 Introduction |
| 6.2 Wendy's profile |
| 6.3 Wendy's agency beliefs:Her epistemic cognition |
| 6.3.1 The pursuit of craftsmanship:Wendy's agency beliefs in teaching.. |
| 6.3.2 Indispensable for teacher development:Wendy's agency beliefs inresearch |
| 6.3.3 To live,to learn:Wendy's agency beliefs in teacher learning |
| 6.4 Wendy's agency competence:Her enacted behavior |
| 6.4.1 Learning and innovating:Wendy's agency competence in teaching. |
| 6.4.2 Better late than never:Wendy's agency competence in research |
| 6.4.3 Making the best use of multiple resources:Wendy's agencycompetence in teacher learning |
| 6.5 Wendy's agency inclination:Her attitudes and emotions |
| 6.5.1 Commitment and democracy:Wendy's agency inclination in teaching |
| 6.5.2 Vulnerability and courage:Wendy's agency inclination in research. |
| 6.5.3 Persistence and optimism:Wendy's agency inclination in teacherlearning |
| 6.6 Contextual influences on Wendy's professional agency |
| 6.6.1 Individual dimension:Attributes and capabilities |
| 6.6.2 Proximal dimension:Significant others |
| 6.6.3 Distal dimension:Macro-social conditions |
| 6.7 Chapter discussion and summary |
| Chapter Seven The Sunshine:Linda's Unremitting Efforts to Boost herProfessional Achievement |
| 7.1 Introduction |
| 7.2 Linda's profile |
| 7.3 Linda's agency beliefs:Her epistemic cognition |
| 7.3.1 Language skills plus liberal arts:Linda's agency beliefs in teaching |
| 7.3.2 Nothing but perseverance:Linda's agency beliefs in researchengagement |
| 7.3.3 Enough input to ensure output:Linda's agency beliefs in teacherlearning |
| 7.4 Linda's agency competence:Her enacted behavior |
| 7.4.1 Multi-dimensional paths leading to innovations:Linda's agencycompetence in teaching |
| 7.4.2 Personal interests and research gaps:Linda's agency competence inresearch |
| 7.4.3 Horizon and cooperation through visiting study:Linda's agencycompetence in teacher learning |
| 7.5 Linda's agency inclination:Her attitudes and emotions |
| 7.5.1 A dissonant dance of self-efficacy and mid-career burnout:Linda'sagency inclination in teaching |
| 7.5.2 Confidence,concentration,and cooperation:Linda's agencyinclination in research |
| 7.5.3 Insights,autonomy,and self-directedness:Linda's agency inclinationin teacher learning |
| 7.6 Contextual influences on Linda's professional agency |
| 7.6.1 Individual dimension:Attributes and capabilities |
| 7.6.2 Proximal dimension:Significant others |
| 7.6.3 Distal dimension:Macro-social conditions |
| 7.7 Chapter discussion and summary |
| Chapter Eight Discussion |
| 8.1 Introduction |
| 8.2 To infuse practices into aspirations:The manifestation of female EFLteachers'professional agency |
| 8.2.1 The rhetoric of professional aspirations:Female EFL teachers'agencybeliefs |
| 8.2.2 The reality of career development:Female EFL teachers'agencycompetence |
| 8.2.3 The tendency to engage in agentic actions:Female EFL teachers'agency inclination |
| 8.3 Ideals and interdicts:Female EFL teachers'agency situated in theirprofessional landscape |
| 8.3.1 Personal attributes and capabilities:An individual perspective |
| 8.3.2 Interpersonal relations and institutional environment:A proximalperspective |
| 8.3.3 Society,culture,and the zeitgeist:A distal perspective |
| 8.4 Female EFL teachers'professional agency:The interaction with theirgendered agency |
| 8.5 Clusters of female teachers'professional agency:A data-driven model |
| 8.6 Summary |
| Chapter Nine Conclusions and Implications |
| 9.1 Introduction |
| 9.2 Major findings of the research |
| 9.3 Major contributions of the research |
| 9.4 Limitations and directions for future research |
| 9.5 Epilogue:An Odyssey of discovery in a qualitative research |
| References |
| Appendices |
| Appendix A:The invitation letter |
| Appendix B:The informed consent form |
| Appendix C:Sample of the narrative frames |
| Appendix D:Sample of the concept maps |
| Appendix E:Sample of the metaphors |
| Appendix F:Sample of the narrated key events |
| Appendix G:The interview guide |
| Appendix H:Sample transcription of the interview |
| Appendix I:Sample transcription of the classroom observation |
| Appendix J:Sample of the data analysis protocol |
| Appendix K:Naming codes for the data collected |
| Appendix L:Sample of the field note pages |
| Appendix M:Sample of the netnographic observation |
（10）将世界主义去浪漫化：扎迪·史密斯小说研究（论文提纲范文）
| Acknowledgements |
| 摘要 |
| Abstract |
| Introduction |
| Research Background |
| Literature Review |
| Cosmopolitanism Reconsidered:Its Deromanticized Dynamics |
| Organization |
| Chapter1 White Teeth:Attaining a Cos mopolitan Identity |
| 1.1 Smith’s Cosmopolitan Novel |
| 1.2 Beginning:A Dilemma without Reconciliation |
| 1.3 Middle:Double Standards towards Cosmopolitan Experience |
| 1.4 End:Cosmopolitan Indeterminacy |
| Chapter2 The Autograph Man:Postsecular Return of Religion |
| 2.1 Smith’s Neutral Space |
| 2.2 Postsecular Style:Co-creation and Cosmopolitan Attributes |
| 2.3 Varied Religious Heritage in a Contemporary Postsecular Context |
| 2.4 Postsecular Identity and Postsecular Presentation |
| Chapter3 On Beauty:Blackness and the Vernacular |
| 3.1 Various Blackness |
| 3.2 The Vernacular Reimagined |
| 3.3 Vernacular Art and Culture:Deconstructing the High and the Low |
| Chapter4 NW:Cos mopolitan and Ghettoized London |
| 4.1 Deromanticizing London and Decategorizing its Citizens |
| 4.2 Cosmopolitan London |
| 4.3 Ghettoized London:Physical Deprivation |
| 4.4 Ghettoized London:Moral Deterioration |
| Chapter5 Swing Time:Post-slavery Trauma and Cos mopolitan Prospects |
| 5.1 Revisiting Stereotypes |
| 5.2 Post-slavery Trauma |
| 5.3 Cosmopolitan Prospects |
| Conclusion |
| Bibliography |
| 攻读博士学位期间取得的主要科研成果 |
四、Teaching Literature in the West——One Half of a Dialogue with My Chinese Colleagues（论文参考文献）
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- [2]学术博客中的互动研究 ——跨语类与学科视角[D]. 邹航. 华东师范大学, 2020(08)
- [3]学科多元化转型中的教师发展话语[D]. 韩春燕. 浙江大学, 2013(11)
- [4]中国—巴基斯坦幼儿教师压力、倦怠与其心理资本的中介、调节效应[D]. Abdul Qayyum. 浙江师范大学, 2019(02)
- [5]社会文化视角下高校英语教师研究活动探究[D]. 孟春国. 南京师范大学, 2015(01)
- [6]五位当代阿拉伯美籍女作家文学中的身份困境与互惠[D]. 方兰（Fatima Zohra GASMI）. 湖南师范大学, 2020(01)
- [7]扎根理论视角下来沪留学生跨文化互动模型建构[D]. 王绚. 上海外国语大学, 2019(07)
- [8]石黑一雄小说修辞性叙事学研究[D]. 汪筱玲. 上海交通大学, 2016(02)
- [9]理想与实践的复调：上海市某高校女性英语教师职业能动性质性案例研究[D]. 阮晓蕾. 上海外国语大学, 2019(07)
- [10]将世界主义去浪漫化：扎迪·史密斯小说研究[D]. 郑松筠. 上海交通大学, 2019(06)