《机构话语中的身份维持与建构——英国导师和中国学生学术交谈的多模式话语分析》是作者董平荣在其博士论文研究的基础之上进行修改完成的关于跨文化交际过程中互动与身份认同的研究。本书适用于外语类研究生，教师，及外语研究者学习使用。

Chapter 1 Discourse and Identity

 1.1 Introduction

 1.2 Identity from a Variationist Perspective

1.2.1 Identity as a Broad Social Category

1.2.2 Identity in Local and Ethnographic Context

 1.3 Identity from Socio-psychological, Cultural,and Ideological Perspective

1.3.1 Identity as Self-categorisation and Discursive Action

1.3.2 Identity in Cross-cultural Communication

1.3.3 Identity in Language Beliefs

 1.4 Identity and Interaction

1.4.1 Emergence

1.4.2 Positionality

1.4.3 Indexicality

1.4.4 Relationality

1.4.5 Partialness

 1.5 Summary

Chapter 2 Methodology

 2.1 CA and Institutional Talk

2.1.1 Origin and Basic Concepts of CA

2.1.2 Three Distinctive Features of Institutional Talk

2.1.3 Six Dimensions of Analysing Institutional Talk

 2.2 CDA and Textual Analysis

2.2.1 Basic Theme and Goal of CDA

2.2.2 Nine Analytic Categories in Discourse Analysis

 2.3 Combining CA and CDA

2.3.1 A Continuum of CA's Dimensions and CDA's Categories

2.3.2 Arguments for Combining CA and CDA

 2.4 Combining Ethnographic Accounts and Discourse Analysis

 2.5 Combining Qualitative and Quantitative Analysis

 2.6 Summary

Chapter 3 The Present Study

 3.1 International Students in British Higher Education Institutions

 3.2 Chinese Students in a British University

 3.3 The Survey

 3.4 The Interviews

 3.5 Supervision Sessions

 3.6 Research Questions

 3.7 Summary

Chapter 4 Collective Identities and Social Structures

 4.1 Supervisor as Organiser versus Student as Follower

4.1.1 Opening: Greeting or Goal-orientated Introduction

4.1.2 Evaluation Process: Topic Organisation

4.1.3 Pre-closing and Closing

 4.2 Supervisor as Questioner versus Student as Answerer

4.2.1 Yes-no Questions

4.2.2 Wh-questions

 4.3 Supervisor as Evaluator versus Student as Evaluated

4.3.1 Response to Answer

4.3.2 Positive Evaluation

4.3.3 Negative Evaluation

 4.4 Supervisor as Advisor versus Student as Advisee

 4.5 Supervisor as Native Speaker versus Student as Non-native Speaker

4.5.1 Discourse Markers

4.5.2 Fluency and Accuracy in Spoken-English

 4.6 Summary

Chapter 5 Supervising and Participating Styles

 5.1 Supervisors as Individual Academics

5.1.1 Styles of Organising Topics

5.1.2 Styles of Questioning Students

5.1.3 Styles of EValuating

5.1.4 Styles of Advising on Improvements

5.1.5 Styles of Representing the Academic Institution

5.1.6 Distinctive Supervising Styles

 5.2 Students as Individual Participants

5.2.1 Student 1: I don't know how to say'!

5.2.2 Student 2 and Student 9 Speak Little

5.2.3 Student 3 and Student 4: oh and mhm

5.2.4 Student 7 and Student 8: I know and I get it

5.2.5 Student 5 and Student 6: Active Participants

5.2.6 Differences Matter

 5.3 Summary

Chapter 6 Conclusion

 6.1 Summary of the Findings

 6.2 Limitations of the Study

 6.3 Implications

6.3.1 Teaching Spoken-English in China

6.3.2 Authentic Data for Second Language Acquisition

6.3.3 Academic Supervision Sessions as Institutional Discourse

6.3.4 Interpreting Cultures in Intercultural Interaction

Bibliography

Appendixes

Appendix 1 Transcript for Supervision Session 1

Appendix 2 Transcript for Supervision Session 2

Appendix 3 Transcript for Supervision Session 3

Appendix 4 Transcript for Supervision Session 4

Appendix 5 Transcript for Supervision Session 5

Appendix 6 Transcript for Supervision Session 6

Appendix 7 Transcript for Supervision Session 7

Appendix 8 Transcript for Supervision Session 8

Appendix 9 Transcript for Supervision Session 9

Appendix 10 Transcript for Supervision Session 10

Appendix 11 Transcript for Supervision Session 11

Appendix 12 Survey on English in Your Daily and Academic Life