导语

  

内容提要

  

    本书通过研究有过工作经验的留美研究生（简称为IPGS）的英语学术素养社会化经历，探讨了美国大的学科环境和学生所处的学院环境如何影响学术写作社会化进程，学生所处的学院环境和课堂环境如何影响IPGS的学术口语社会化进程。

    郎晓娟，毕业于美国罗切斯特大学，获教育学博士学位。现为玉林师范学院外国语学院副教授，主要从事学术英语写作、英语教学及美国文学等领域的研究。公开发表学术论文20余篇，其中7篇发表于核心刊物。

Chapter One Introduction
  1.1  Background and Context
  1.2  Purpose Statement and Research Questions
  1.3  Definition of Terms
  1.4  Significance of the Study
  1.5  Rationale of the Study
  1.6  Overview of the Book
Chapter Two Relevant Studies on IPGS'Academic Literacy Socialization
  2.1  Overview
  2.2  English Academic Literacy Socialization
  2.3  Issues Differentiating IPGS from IGS in Graduate School Experiences
    2.3.1  Age-related issues
    2.3.2  Professional experiences
    2.3.3  Status as academic sojourners
  2.4  IPGS'Academic Written Discourse Socialization
    2.4.1  Acquisition of discipline-specific English literacy practices
    2.4.2  Literacy identity transformation
    2.4.3  Social interactions with community members
  2.5  IPGS'Academic Oral Discourse Socialization
    2.5.1  Inside classroom participation
    2.5.2  Outside classroom interactions
  2.6  Research Gaps
  2.7  Conclusion
Chapter Three Theoretical Framework
  3.1  Epistemological Stance
    3.1.1  Zone of Proximal Development
    3.1.2  The dialectics of mind
    3.1.3  Agency
  3.2  Theoretical Framework
    3.2.1  Community of Practice
    3.2.2  Language Socialization
    3.2.3  Summary
Chapter Four Research Methodology
  4.1  Design of the Study
    4.1.1  Rationale for a qualitative study
    4.1.2  Rationale for a qualitative case study
  4.2  Research Context
    4.2.1  Research site
    4.2.2  Researcher positionality
    4.2.3  Participants and sampling strategies
  4.3  Data Collection Methods
    4.3.1  Individual interviews
    4.3.2  Classroom observations
    4.3.3  Focus group interview
    4.3.4  Document review
  4.4  Data Analysis
    4.4.1  Data management
    4.4.2  Unit of analysis
    4.4.3  Analyzing,coding and categorizing data
    4.4.4  Analytic memos
  4.5  Ethical Considerations
    4.5.1  Procedural issues
    4.5.2  Trustworthiness of the findings
    4.5.3  Reciprocity
  4.6  Exit Strategy
Chapter Five Participants'Profiles
  5.1  Student Participants'Profiles
    5.1.1  Barbara's profile
    5.1.2  Chris'profile
    5.1.3  Ellen's profile
    5.1.4  Gloria's profile
    5.1.5  Amy's profile
    5.1.6  David's profile
    5.1.7  Felicia's profile
    5.1.8  Helen's profile
  5.2  Professor Participants'Profiles
    5.2.1  Linda's profile
    5.2.2  Madelyn's profile
Chapter Six Identities and Academic Literacy Socialization
  6.1  Professional Identity and Academic Literacy Socialization
    6.1.1  Prior professional identity and academic literacy socialization
    6.1.2  Envisioned professional identity and academic literacy socialization
    6.1.3  Age-related issues and academic study
  6.2  IGS Identity and Academic Literacy Socialization
    6.2.1  Learner identity and academic literacy socialization
    6.2.2  EAL identity and academic literacy socialization
    6.2.3  Cultural identity and academic literacy socialization
  6.3  Conclusion and Discussion
Chapter Seven Graduate Program Contexts and Academic Literacy Socialization
  7.1  Graduate Program Contexts and Academic Writing Socialization
    7.1.1  The broader disciplinary communities of practice and academic writing socialization
    7.1.2  The institutional communities of practice and academic writing   socialization
  7.2  Graduate Program Contexts and Academic Speaking Socialization
    7.2.1  The classroom communities of practice and academic speaking   socialization
    7.2.2  The institutional communities of practice and academic speaking  socialization
  7.3  Conclusion and Discussion
Chapter Eight Conclusion,Implieations and Limitations
  8.1  Conclusion
  8.2  Implications
    8.2.1  Implications for pedagogy
    8.2.2  Implications for theory
    8 28.2.3  Implications for research
  8.3  Limitations
References
Postscript