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| 內容簡介： |
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该研究以复杂动态系统理论为研究视角，主张语言学习过程的动态性、非线性；强调学习者个体差异因素的自组织性、交互性；突出学习环境的多变性、复杂性，将语言、学习者、学习环境视为整个系统。本研究以国内某高校的292位大学生为研究对象进行了为期一个学年的跟踪研究。通过测试、调查问卷、半结构式访谈的方式全面记录了学习者工作记忆容量、语言学能、学习动机、元认知意识、学习风格5大个体差异重要因素及听力学习过程。采用结构方程模型建模的方法对5大变量的发展模式及互动变化进行分析，同时探究5大因素与学习者二语听力发展的交互影响。本研究通过定量与定性分析相结合的研究方法，首先构建了学习者个体差异发展模型，并在此模型基础上建立了包括个体差异因素、语言学习环境及二语听力发展的复杂动态模型。本书兼具理论性及实践性，对复杂动态系统理论进行梳理的同时为广大外语教学研究者和学者具有重要的理论与实践意义。
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| 關於作者： |
常鹏云（1987-），女，博士，2018年5月博士毕业于新西兰奥克兰大学。2018年6月起就职于重庆大学外国语学院，讲师，重庆大学语言认知及语言应用研究基地（重庆市人文社科重点研究基地）专职研究员。研究兴趣包括：第二语言习得、复杂动态系统理论、学习者个体差异、认知语言学等。主持重庆市社会科学规划项目一项，参研国家社会科学基金项目一项。担任Applied Linguistics, System, TESOL Quarterly,
Cogent Education等国际期刊匿名审稿人。
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| 目錄：
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Abstract
Acknowledgements
1INTRODUCTION
1.1OVERVIEW
1.2 RELEVANT KNOWLEDGE AND RESEARCH NICHE OF THE PRESENT STUDY
1.3RATIONALE AND SIGNIFICANCE OF THE STUDY
1.4ORGANISATION OF THE BOOK
2CONCEPTUAL FRAMEWORK
2.1OVERVIEW
2.2 COMPLEX DYNAMIC SYSTEMS THEORY CDST AND L2 DEVELOPMENT
2.3LEARNER INDIVIDUAL DIFFERENCES LIDs IN L2 DEVELOPMENT
2.4L2 LISTENING DEVELOPMENT
2.5CHAPTER SUMMARY
3REVIEW OF RESEARCH ON L2 DEVELOPMENT
3.1OVERVIEW
3.2 RESEARCH ON L2 DEVELOPMENT WITHIN THE CDST FRAMEWORK
.........
.........
7GENERAL DISCUSSIONS OF THE RESULTS
7.1OVERVIEW
7.2THE INTERCONNECTEDNESS OF LIDs
7.3 CONTRIBUTIONS OF LIDs VARIABLES TO L2 LISTENING DEVELOPMENT
7.4THE DYANMIC NATURE OF L2 LISTENING DEVELOPMENT
7.5CHAPTER SUMMARY
8CONCLUSIONS
8.1OVERVIEW
8.2SUMMARY OF THE FINDINGS
8.3CONTRIBUTIONS AND IMPLICATIONS OF THE STUDY
8.4 LIMITATIONS AND RECOMMENDATIONS FOR FUTURE RESEARCH
8.5CONCLUSION
REFERENCES
APPENDICES
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| 內容試閱：
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First and foremost, I would like to express my heartfelt gratitude to my main supervisor Professor Lawrence Jun Zhang for his professional guidance and continuous support during my doctoral study. His teaching and research expertise have influenced my academic life. His constant support and encouragement have been extremely important through every stage of my study. His advice both on my research and my life has been priceless,motivating me to strive towards my goal.
I would also like to extend my special thanks to my co-supervisor, Professor Judy M. Parr for her constant support, constructive suggestions, and valuable feedback on my study. I am deeply indebted to her meticulous and patient efforts in walking me through rounds of drafting and
refining the thesis during the last stage of writing.
My gratitude goes to research advisors Professor Andrew D. Cohen and Professor Jack C. Richards for sharing their pearls of wisdom and their insightful comments on my book, especially in the early stage of my study, which motivated me to reflect on my research from various perspectives.
My sincere appreciation extends to the two thesis examiners for their time and efforts in reading and offering valuable comments on my thesis. They not only acknowledged the substantial and original contribution of my thesis but also proposed constructive feedback which
inspired me to have a critique and critical appraisal of the research possibilities opened up by my study.
I am also grateful to all the participants in this study, who were kind enough to take the time to fill out the questionnaires, complete the numerous tests, and talk to me candidly about their learning experiences. Thanks for your trust and for your cooperation. Without you, this entire project would not have been feasible.
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