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动态系统理论下自述情感与外语表现的多案例研究-(英文版)

动态系统理论下自述情感与外语表现的多案例研究-(英文版)

作者:肖鸾仪
出版社:上海交通大学出版社出版时间:2018-12-01
开本: 16开 页数: 258
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动态系统理论下自述情感与外语表现的多案例研究-(英文版) 版权信息

动态系统理论下自述情感与外语表现的多案例研究-(英文版) 本书特色

本书为“上海对外经贸大学一流本科建设引领计划”丛书之一,旨在通过动态系统理论(DST)视角来探讨英语学习者自我感知的情感体验与其在外语课堂上的自我评价表现之间的非线性相互作用关系。本书通过跨学科研究方式,跨越了数学、物理学、心理学、应用语言学和教育学学科,顺利完成在动态系统理论背景下的多案例研究,将动态系统理论DST五大概念,即嵌套结构、自组织能力、初始条件、吸引子状态、时标,全部迁移至二语习得相关概念中,并且成功建立“三层二语习得动态自组织进化模型”。本书从方法论角度采用Marton的现象图析学(Phenomenography)研究方法,分别从本体论假设、认识论假设与方法论假设三个方面对研究问题进行探析。本书首次采用Braun
和Clarke的数据编码方式,数据分析采用Scherer的日内瓦情感标记编码表GenevaAffectLabelCoder(GALC)与Saldana的纵向定性数据概述矩阵(LongitudinalQualitativeDataSummaryMatrix,LQDSM)来突破这个技术关键,解决外语教学与研究的相关难题。

动态系统理论下自述情感与外语表现的多案例研究-(英文版) 内容简介

《动态系统理论下自述情感与外语表现的多案例研究(英文版)》旨在通过动态系统理论视角,研究外语习得者的自述情感与外语表现之间的非线性相互作用关系。《动态系统理论下自述情感与外语表现的多案例研究(英文版)》通过跨学科的研究方式,顺利完成了在动态系统理论背景下的多案例研究。将动态系统理论主要涉及的五大概念,即嵌套结构、自组织能力、初始条件、吸引子状态、时标,有效地进行理论迁移,实现了研究范式由静态向动态连续过程的转化。同时,《动态系统理论下自述情感与外语表现的多案例研究(英文版)》采用现象图析学,在分析与总结具体方法的基础上,提出一般性原则,并且成功建立了“三层外语发展动态自组织进化模型”。

动态系统理论下自述情感与外语表现的多案例研究-(英文版) 目录

Chapter 1 Introduction 1.1 Scope of the Study 1.2 Organisation of the Book Chapter 2 Literature Review 2.1 Introduction 2.2 Second Language Acquisition (SLA), Foreign Language Acquisition (FLA) and Foreign Language Development (FLD) 2.2.1 Kachru's Three-circle Model of World Englishes 2.2.2 Foreign Language Development (FLD) 2.3 Affective Experiences 2.3.1 What Are Emotions? 2.3.2 How Many Emotions Are There?3 2.3.3 How Can Emotions be Measured? 2.3.4 Emotions in the FLA Context 2.3.5 Features of FL Affective Experiences 2.3.6 Definitions of FLA Affective Experiences in This Study 2.4 Self-perceived Affective Experience and Objective Learner Performance 2.4.1 Introduction 2.4.2 Three Types of Relationships 2.5 Self-perceived Affective Experience and Self-evaluated Learner Performance 2.5.1 Self-evaluations in SLA/FLA 2.5.2 Different Types of the Selves 2.6 Research Gaps 2.7 Dynamic Systems Theory 2.7.1 Definitions of Systems 2.7.2 DST's Origin and Development in SLA/FLA 2.7 ,3 DST's Key Characteristics and Transitions of Concepts 2.8 Studying the Relationship through the Lens of DST Chapter 3 Methodology 3.1 Introduction 3.2 Introduction of Phenomenography 3.2.1 The Origin of Phenomenography 3.2.2 First and Second Order Perspectives 3.2.3 Ontological and Epistemological Assumptions 3.3 Methodological Considerations of Phenomenography 3.3.1 Common Data Collection Methods 3.3.2 The Role of a Researcher 3.3.3 Data Processing and Outcomes 3.3.4 Strengths of Phenomenography 3.3.5 Weaknesses of Phenomenography 3.3.6 Rationale of Employing Phenomenography in the Current Study 3.4 Research Designs 3.4.1 Instruments 3.4.2 Language to Collect Data and Translation Issues 3.4.3 Sampling 3.4.4 Ethical Considerations 3.5 Data Analysis 3.5.1 Data Coding Process 3.5.2 Transcribing the Data 3.5.3 Intercoder Reliability and Agreement Chapter 4 Findings 4.1 Overview 4.1.1 Timescales 4.1.2 The Learners' Initial Conditions 4.1.3 Identified Attractor States 4.1.4 The Learners' Self-perceived Affective Experiences 4.1.5 The Learners' Self-reported Performance Trajectories 4.2 Alex's Profile 4.2.1 Alex's Affective Experiences 4.2.2 Alex's Self-reported Performance 4.2.3 Alex's Self-perceived Affective Experiences and Self-reported Performances 4.3 Amber's Profile 4.3.1 Amber's Affective Experiences 4.3.2 Amber's Self-reported Performance 4.3.3 Amber's Self-perceived Affective Experiences and Self-reported Performances 4.4 Bruce's Profile 4.4.1 Bruce's Affective Experiences 4.4.2 Bruce's Self-reported Performance 4.4.3 Bruce's Self-perceived Affective Experiences and Self-reported Performances 4.5 Cindy's Profile 4.5.1 Cindy's Affective Experiences 4.5.2 Cindy's Self-reported Performance 4.5.3 Cindy's Self-perceived Affective Experiences and Self-reported Performances 4.6 Eric's Profile 4.6.1 Eric's Affective Experiences 4.6.2 Eric's Self-reported Performance 4.6.3 Eric's Self-perceived Affective Experiences and Self-reported Performances 4.7 Fiona's Profile 4.7.1 Fiona's Affective Experiences 4.7.2 Fiona's Self-reported Performance 4.7.3 Fiona's Self-perceived Mfective Experiences and Self-reported Performances 4.8 Louis' Profile 4.8.1 Louis' Affective Experiences 4.8.2 Louis' Self-reported Performance 4.8.3 Louis' Self-perceived Affective Experiences and Self-reported Performances 4.9 Lucy's Profile 4.9.1 Lucy's Affective Experiences 4.9.2 Lucy's Self-reported Performance 4.9.3 Lucy's Self-perceived Mfective Experiences and Self-reported Performances 4.10 Mary's Profile 4.10.1 Mary's Affective Experiences 4.10.2 Mary's Self-reported Performance 4.10.3 Mary's Self-perceived Mfective Experiences and Self-reoorted Performances 4.11 Nancy's Profile 4.11.1 Nancy's Affective Experiences 4.11.2 Nancy's Self-reported Performance 4.11.3 Nancy's Self-perceived Affective Experiences and Self-reported Performances 4.12 Peter's Profile 4.12.1 Peter's Affective Experiences 4.12.2 Peter's Self-reported Performance 4.12.3 Peter's Self-perceived Mfective Experiences and Self-reported Performances 4.13 Sarah's Profile 4.13.1 Sarah's Mfective Experiences 4.13.2 Sarah's Self-reported Performance 4.13.3 Sarah's Self-perceived Mfective Experiences and Self-reported Performances Chapter 5 Discussion and Conclusion 5.1 Introduction 5.2 The Self-organising Capacity of Mfective Patterns 5.2.1 Self-organising Capacity 5.2.2 A Summary of Mfective Patterns 5.2.3 Emotional Ambivalence 5.2.4 Feedback 5.3 Emerging Themes of the Affective Patterns 5.3.1 Cross-case Comparisons and the State Space 5.3.2 Alex's, Bruce's and Nancy's Profiles. Anticipatory Emotions 5.3.3 Amber's and Cindy's Profiles. Self-perceived Humility without Gratitude Versws Self-perceived Shyness without Fear 5.3.4 Fiona's and Peter's Profiles.\"Interest\" as an Attractor Conglomerate 5.3.5 Louis' and Sarah's Profiles, Self-perceived Sociable Students with Debilitative Affective Experiences 5.3.6 Eric's, Lucy's and Mary's Profiles 5.4 Positive Effects of Positive Emotions, Positive Effects of Negative Emotions and Negative Effects of Negative Emotions 5.5 Attractor States 5.5.1 Terminology 5.5.2 Location of a Conglomerate Research Strategy in DST 5.5.3 Tripartite Framework to Attractor States 5.5.4 Cognitive, Emotional, Motivational Factors of Each Attractor State 5.6 Researching Traditional FLA Concepts from a DST Perspective 5.7 Research Implications, Pedagogical Implications, Limitations and the Future Research Agenda 5.7.1 Research Implications 5.7.2 Pedagogical Implications 5.7.3 Limitations and Future Research Agenda 5.8 Conclusions References Index
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动态系统理论下自述情感与外语表现的多案例研究-(英文版) 作者简介

肖鸾仪,2016年博士毕业于英国华威大学。上海市外文学会会员,英国皇家特许语言家学会会员,BPG部门委员会委员。曾在英国BBC广播公司、英国伯明翰商事法院兼职工作,在联合国IMO国际海事组织、英国心理学会进行调研。2017年至今,任职于上海对外经贸大学国际商务外语学院,担任商务英语专业教师,国际贸易文献研究与翻译中心成员。

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