CHAPTER 1 Introduction
1.1Motivation for This Study
1.2A Changing Institutional Culture in China： The Rising of Sino-Foreign
Cooperation Universities
1.2.1Background of Sino-Foreign Cooperation Universities
1.2.2Reassessing the Chinese Learners
1.3Investigating Identity Construction in Language and Context
1.3.1A Systemic Functional LinguisticsSFLPerspective
1.3.2A Sociocultural Perspective
1.3.3The Compatibility Between SFL and Sociocultural Theory in
This Study
1.4Aims and Organisation of This Study
CHAPTER 2 A Social and Linguistic Approach to Identities
and Disciplinary Identities Construction
2.1Introduction
2.2Identity in Linguistics
2.2.1The Prominent Theoretical Approaches to Identity in Linguistics
2.2.2The Need for a Social-Linguistic Perspective on Language and
Identity
2.2.3Language and Multiple Identities Construction
2.2.4Identification of Identities
2.3Conceptualising the C onstruction of Disciplinary Identities
2.3.1Hyland''s Definition of Discipline
2.3.2Defining Community of Discipline
2.3.3Classification of Disciplinary Identities
2.3.4Group Membership Affiliation
2.4The Need for an Integrated Analytical Framework of Disciplinary
Identities Construction
CHAPTER 3 Analysing Disciplinary Identities Construction
3.1Introduction
3.2Towards an Integrated Semiotic and Sociocultural Analytical Framework
3.3Systemic Functional Linguistics SFLModel of Language
3.3.1Text,Context and Register
3.3.2Registerial Organisation of Text
3.3.3Text in Context
3.4Sociocultural Theory on Individual Development
3.4.1Communities of Practice
3.4.2Three Modes of Belonging in Community
CHAPTER 4 Methodology
4.1An Integrated Research Design
4.2The Qualitative Case Study Approach
4.3Selecting Setting and Participants
4.4Data Collection
4.4.1Documents
4.4.2Video Recordings
4.4.3Semi-Structured Interviews
4.5Transcription and Translation
4.6Data Analysis
4.6.1Stage 1： InitialAnalysis of Public Documents
4.6.2Stage 2： Discourse Analysis of Private Documents
4.6.3Stage 3： An SFL Framework of Classroom Discourse
4.7Scope and Limitations of Data
4.8Validity, Reliability and Ethics
CHAPTER 5 The Institutional and Disciplinary Contexts and
the Chinese Students
5.1Introduction
5.2The University of Nottingham Ningbo China UNNC： A Mix of Global
and Local Identities
5.3The Globalisation-Directed IC School
5.4Defining the ''Chinese Students'' from Non-Chinese Perspectives
CHAPTER 6 Discursive Construction of Chinese Students
Disciplinary Identities in Imagined, Historical
Situated and Sodal Contexts
6.1Introduction
6.2Analytical Tools and Procedures of Personal Recounts
6.2.1Understanding Possible Selves in Imagination
6.2.2Evaluating Experience in Personal Recounts
6.2.3Analysing Personal Recounts with Appraisal Theory
6.3Proximity of Possible Disciplinary Selves in Imagination
6.3.1Leona： Independent Learning Self, and Distant Disciplinary
Self
6.3.20wen： Negative Past and Present Undesired Self, Positive
Future Desired Self, and Distant Disciplinary Self
6.3.3Matthew： Negative Past Self, Positive Present Self, and Motivated
Disciplinary Self
6.3.4Catherine： Past Struggling Self, Problem-Solving Self, and
Dedicated Disciplinary Self
6.3.5Emma： In-Group Ought Self, Positive Social Self, and Proximal
Disciplinary Self
6.3.6Nancy： Congruent Past, Present and Future Selves, and Experienced
Disciplinary Self
6.4Disciplinary Identifies Development in Engagement and Alignment
6.5Summary
CHAPTER 7 Semiotic Construction of Disciplinary Identities in
Classroom Academic Discourse
7.1Introduction
7.2Classroom Discourse
7.3Analytical Tools and Procedures of Classroom Discourse
7.3.1Field： Ideational Instantiation of Processes and Things
7.3.2Tenor： Interpersonal Relationship of Speech Roles
7.4Results and Discussion
7.4.1Contexts of Four Classroom Discourse Texts
7.4.2Field： Ideational Instanti~on of Clauses and Clause Complexes
7.4.3Tenor： Negotiating Speech Roles
7.5Summary
CHAPTER 8 Conclusion and Implications
8.1Introduction
8.2Findings in this Study
8.3Implications for Future Research
REFERENCES
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