本书基于系统功能语法、社会文化理论、邻近概念理论和分析框架，采用词汇语法、话语语义和定性案例研究方法，分析探索了中国学生在跨国语境中个人学术身份的构建发展过程，并提出了“群体联属”的新概念。本研究中的新研究理论框架、研究方法和研究数据，挑战性地提出了在当今变化的社会文化语境中重新定义“中国学习者”的必要性。多维度的理论框架和新研究方法，对跨国高校教育相关研究具有指引作用。

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