| Acknowledgements | 第5-6页 |
| 摘要 | 第6-7页 |
| Abstract | 第7-8页 |
| 1. Introduction | 第11-16页 |
| 1.1 Research background | 第11-13页 |
| 1.2 Purpose of the research | 第13-14页 |
| 1.3 Significance of the study | 第14-15页 |
| 1.4 Organization of the thesis | 第15-16页 |
| 2. Literature Review | 第16-23页 |
| 2.1 Identity in second language acquisition | 第16-17页 |
| 2.2 Relevant studies on identity and language learning abroad | 第17-20页 |
| 2.2.1 Structural period in SLA | 第17-18页 |
| 2.2.2 Post-structural period in SLA | 第18-20页 |
| 2.3 Relevant studies on identity and language learning at home | 第20-22页 |
| 2.3.1 Second language identity in sociolinguistics | 第20-21页 |
| 2.3.2 Second language identity in cross-cultural communication and in discourse analysis | 第21-22页 |
| 2.4 Summary | 第22-23页 |
| 3. Theoretical Framework | 第23-28页 |
| 3.1 Poststructuralist theory of positioning in identity construction | 第23-24页 |
| 3.2 Investment,imagined identity and imagined community | 第24-28页 |
| 4. Research Methodology | 第28-33页 |
| 4.1 Research questions | 第28页 |
| 4.2 Research participants | 第28-29页 |
| 4.3 Research instruments | 第29-31页 |
| 4.3.1 Questionnaire | 第29-30页 |
| 4.3.2 In-depth interview | 第30-31页 |
| 4.4 Data collection and analysis procedure | 第31-33页 |
| 5. Results and Discussion | 第33-46页 |
| 5.1 A comparison of identities of two groups of students | 第33-36页 |
| 5.1.1 An overall analysis of students' identity construction | 第33-35页 |
| 5.1.2. Differences in imagined identity and imagined community | 第35-36页 |
| 5.2 Investments in the English learning of two groups of students | 第36-43页 |
| 5.2.1 Investments of students from the translation group | 第36-41页 |
| 5.2.2 Investments of students from the education group | 第41-43页 |
| 5.3 Comparison of students' English proficiency between the two groups | 第43-44页 |
| 5.4 Relationship between imagined identity,investment and students' English proficiency | 第44-46页 |
| 6. Conclusion | 第46-50页 |
| 6.1 Conclusions | 第46-48页 |
| 6.2 Implications of the present study for language learning and teaching | 第48-49页 |
| 6.2.1 Implication for language learners | 第48-49页 |
| 6.2.2 Implication for English teaching | 第49页 |
| 6.3 Limitations of the present study | 第49页 |
| 6.4 Suggestions for future research | 第49-50页 |
| Reference | 第50-54页 |
| Appendix 1 | 第54-56页 |
| Appendix 2 | 第56页 |
