動態(tài)系統(tǒng)理論下自述情感與外語表現(xiàn)的多案例研究（英文版）

定　價：￥98.00

作　者：	肖鸞儀
出版社：	上海交通大學(xué)出版社
叢編項：
標(biāo)　簽：	暫缺

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ISBN：	9787313205322	出版時間：	2018-12-01	包裝：	平裝
開本：	16	頁數(shù)：	258	字?jǐn)?shù)：

內(nèi)容簡介

　　《動態(tài)系統(tǒng)理論下自述情感與外語表現(xiàn)的多案例研究（英文版）》旨在通過動態(tài)系統(tǒng)理論視角，研究外語習(xí)得者的自述情感與外語表現(xiàn)之間的非線性相互作用關(guān)系。《動態(tài)系統(tǒng)理論下自述情感與外語表現(xiàn)的多案例研究（英文版）》通過跨學(xué)科的研究方式，順利完成了在動態(tài)系統(tǒng)理論背景下的多案例研究。將動態(tài)系統(tǒng)理論主要涉及的五大概念，即嵌套結(jié)構(gòu)、自組織能力、初始條件、吸引子狀態(tài)、時標(biāo)，有效地進行理論遷移，實現(xiàn)了研究范式由靜態(tài)向動態(tài)連續(xù)過程的轉(zhuǎn)化。同時，《動態(tài)系統(tǒng)理論下自述情感與外語表現(xiàn)的多案例研究（英文版）》采用現(xiàn)象圖析學(xué)，在分析與總結(jié)具體方法的基礎(chǔ)上，提出一般性原則，并且成功建立了“三層外語發(fā)展動態(tài)自組織進化模型”。

作者簡介

　　肖鸞儀，英國華威大學(xué)博士，現(xiàn)任職于上海對外經(jīng)貿(mào)大學(xué)。上海市浦江學(xué)者，上海市外文學(xué)會會員，英國皇家特許語言家學(xué)會會員。曾任職于英國BBC廣播公司、英國伯明翰商事法院，在聯(lián)合國國際海事組織、英國心理學(xué)會進行學(xué)術(shù)調(diào)研。多年來從事中英雙向口譯工作，多次完成中國國際質(zhì)量監(jiān)督檢驗檢疫總局中國質(zhì)量認(rèn)證中心、英國伯明翰公安總局等中英雙向口譯工作。2017年獲得上海市屬高校新教師崗前培訓(xùn)項目微格教學(xué)展示優(yōu)秀教學(xué)獎、課程大綱編制單項獎：2018年獲得一屆“融通杯”全國商務(wù)英語教學(xué)大賽視聽說教學(xué)邀請賽總決賽特等獎：2018年主持省部級項目“動態(tài)系統(tǒng)理論下口譯教學(xué)的實證研究”，入選上海市浦江人才。研究方向為動態(tài)系統(tǒng)理論、心理語言學(xué)、商務(wù)英語教學(xué)、口譯教學(xué)等交叉學(xué)科研究。

圖書目錄

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 Kachrus 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 DSTs Origin and Development in SLA/FLA
2．7 ，3 DSTs 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 Alexs Profile
4．2．1 Alexs Affective Experiences
4．2．2 Alexs Self-reported Performance
4．2．3 Alexs Self-perceived Affective Experiences and Self-reported Performances
4．3 Ambers Profile
4．3．1 Ambers Affective Experiences
4．3．2 Ambers Self-reported Performance
4．3．3 Ambers Self-perceived Affective Experiences and Self-reported Performances
4．4 Bruces Profile
4．4．1 Bruces Affective Experiences
4．4．2 Bruces Self-reported Performance
4．4．3 Bruces Self-perceived Affective Experiences and Self-reported Performances
4．5 Cindys Profile
4．5．1 Cindys Affective Experiences
4．5．2 Cindys Self-reported Performance
4．5．3 Cindys Self-perceived Affective Experiences and Self-reported Performances
4．6 Erics Profile
4．6．1 Erics Affective Experiences
4．6．2 Erics Self-reported Performance
4．6．3 Erics Self-perceived Affective Experiences and Self-reported Performances
4．7 Fionas Profile
4．7．1 Fionas Affective Experiences
4．7．2 Fionas Self-reported Performance
4．7．3 Fionas 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 Lucys Profile
4．9．1 Lucys Affective Experiences
4．9．2 Lucys Self-reported Performance
4．9．3 Lucys Self-perceived Mfective Experiences and Self-reported Performances
4．10 Marys Profile
4．10．1 Marys Affective Experiences
4．10．2 Marys Self-reported Performance
4．10．3 Marys Self-perceived Mfective Experiences and Self-reoorted Performances
4．11 Nancys Profile
4．11．1 Nancys Affective Experiences
4．11．2 Nancys Self-reported Performance
4．11．3 Nancys Self-perceived Affective Experiences and Self-reported Performances
4．12 Peters Profile
4．12．1 Peters Affective Experiences
4．12．2 Peters Self-reported Performance
4．12．3 Peters Self-perceived Mfective Experiences and Self-reported Performances
4．13 Sarahs Profile
4．13．1 Sarahs Mfective Experiences
4．13．2 Sarahs Self-reported Performance
4．13．3 Sarahs 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 Alexs， Bruces and Nancys Profiles． Anticipatory Emotions
5．3．3 Ambers and Cindys Profiles． Self-perceived Humility without
Gratitude Versws Self-perceived Shyness without Fear
5．3．4 Fionas and Peters Profiles．\