| 摘要 | 第1-6页 |
| Abstract | 第6-11页 |
| CHAPTER ONE INTRODUCTION | 第11-16页 |
| ·ORIGIN OF THE STUDY | 第11-12页 |
| ·AIMS AND RATIONALE OF THE STUDY | 第12-14页 |
| ·STRUCTURE OF THE THESIS | 第14-16页 |
| CHAPTER TWO LITERATURE REVIEW | 第16-35页 |
| ·TEACHER IDENTITY | 第16-22页 |
| ·Studies on teacher identity formation | 第17-20页 |
| ·Studies on the Characteristics of teacher identity | 第20-22页 |
| ·THE FORMATION OF L2 TEACHER IDENTITY IN NARRATIVE DISCOURSE | 第22-27页 |
| ·Narrative reserach toward teacher identity formation | 第22-24页 |
| ·Situated learning theory in teacher identity formation | 第24-27页 |
| ·DISCOURSE ANALYSIS TOWARD IDENTITY STUDY | 第27-35页 |
| ·Introduction to Faircough’s discourse analysis | 第27-28页 |
| ·Fariclough’s seven interactional control features | 第28-35页 |
| CHAPTER THREE METHODOLOGY | 第35-41页 |
| ·RESEARCH QUESTIONS | 第35页 |
| ·PARTICIPANT SELECTION | 第35-37页 |
| ·DATAANALYSIS PROCEDURE | 第37-41页 |
| CHAPTER FOUR RESULTS AND DISCUSSIONS | 第41-61页 |
| ·THE FORMATION OF TEACHER IDENTITY IN NARRATIVE DISCOURSE | 第41-51页 |
| ·The narratives of Sharon | 第41-47页 |
| ·Discussion | 第47-51页 |
| ·THE MANIFESTATION OF DISCURSIVE CONSTRUCTION OF TEACHER IDENTITY IN CLASSROOM DISCOURSE | 第51-61页 |
| ·Sample 1 ‘Standard’ classroom discourse | 第51-53页 |
| ·Turn-taking and Exchange Structure | 第53-54页 |
| ·Topic Control and Pre-set Agenda | 第54-56页 |
| ·High Modality | 第56-57页 |
| ·Low Politeness | 第57-58页 |
| ·Ethos | 第58-61页 |
| CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS | 第61-64页 |
| ·THE CONCLUSIVE REMARKS | 第61-62页 |
| ·SUGGESTIONS FOR FURTHER STUDIES | 第62-64页 |
| REFERENCE | 第64-70页 |
| 作者简介 | 第70-71页 |
| ACKNOWLEDGEMENT | 第71页 |
