| Acknowledgements | 第5-6页 |
| 摘要 | 第6-8页 |
| Abstract | 第8-9页 |
| 1. Introduction | 第12-15页 |
| 1.1 Background of the Research | 第12-13页 |
| 1.2 Research Significance | 第13-14页 |
| 1.3 Research Purposes and Research Questions | 第14页 |
| 1.4 Layout of the Dissertation | 第14-15页 |
| 2. Literature Review | 第15-24页 |
| 2.1 Identity | 第15-18页 |
| 2.1.1 Definitions of identity | 第15-16页 |
| 2.1.2 Teacher identity | 第16-17页 |
| 2.1.3 Pre-service teacher identity | 第17-18页 |
| 2.2 Studies on Pre-service Teacher Identity Formation | 第18-23页 |
| 2.2.1 External factors contributing to identity formation | 第19-22页 |
| 2.2.1.1 Prior learning experience | 第19-20页 |
| 2.2.1.2 Prior teacher education experience | 第20页 |
| 2.2.1.3 Prior field teaching practice | 第20-22页 |
| 2.2.2 Internal factors contributing to identity formation | 第22-23页 |
| 2.3 Summary of Previous Studies | 第23-24页 |
| 3. Theoretical Framework | 第24-27页 |
| 3.1 Dual Process of Wenger's Framework of Identity Formation | 第24-26页 |
| 3.1.1 Identification | 第24-25页 |
| 3.1.2 Negotiation of meanings | 第25-26页 |
| 3.2 Interactions between Dual Processes | 第26-27页 |
| 4. Research Design | 第27-32页 |
| 4.1 Research Methodology | 第27-28页 |
| 4.1.1 Narrative inquiry | 第27-28页 |
| 4.1.2 Case study | 第28页 |
| 4.2 Participant Selection | 第28-29页 |
| 4.3 Data Collection | 第29-30页 |
| 4.3.1 Interviews | 第29-30页 |
| 4.3.2 Video recordings | 第30页 |
| 4.3.3 Stimulated recalls | 第30页 |
| 4.4 Data Analysis | 第30-32页 |
| 5 Results and Discussion | 第32-49页 |
| 5.1 A Narrative Inquiry into Albert's Identity Development | 第32-44页 |
| 5.1.1 Appropriating meanings of EFL teaching before studying teaching | 第32页 |
| 5.1.2 Albert's identity development:Interactively affected by various factors | 第32-44页 |
| 5.1.2.1 An overview of Albert's identity evolving process | 第32-33页 |
| 5.1.2.2 Albert's EFL learner identity formation:social and educational | 第33-35页 |
| 5.1.2.3 Albert's EFL teacher identity development:a product of external influences | 第35-42页 |
| 5.1.2.4 What makes Albert's identity formation happen:A further exploration on the role of internal influences | 第42-44页 |
| 5.2 Discussion | 第44-49页 |
| 5.2.1 Alberr's learner identity formation:Identification and competence | 第44-45页 |
| 5.2.2 Alberr's teacher identity formation:Participation and meaning negotiations | 第45-49页 |
| 5.2.2.1 Teacher identity development during stage 1 | 第45-47页 |
| 5.2.2.2 Teacher identity development during stage 2 | 第47-48页 |
| 5.2.2.3 Teacher identity formation during stage 3 | 第48-49页 |
| 6. Conclusion and Implications | 第49-52页 |
| 6.1 Summary of Findings | 第49-50页 |
| 6.2 Implications | 第50-51页 |
| 6.3 Limitations | 第51-52页 |
| Bibliography | 第52-58页 |
| Appendix One | 第58-59页 |
| Appendix Two | 第59-60页 |
