| 摘要 | 第5-6页 |
| Abstract | 第6-7页 |
| Chapter One Introduction | 第11-14页 |
| 1.1 Research Background | 第11-12页 |
| 1.2 Significance of the Research | 第12-13页 |
| 1.3 Layout of the Thesis | 第13-14页 |
| Chapter Two Literature Review | 第14-27页 |
| 2.1 Objectives of EAP Course:Academic Literacy Development | 第14-18页 |
| 2.1.1 Content of Multiple Literacy Development | 第14-17页 |
| 2.1.2 Assessment of Academic Literacy Development | 第17-18页 |
| 2.2 Learner Identity and Construction | 第18-25页 |
| 2.2.1 Learner Identity and Language Learning: the Construction of Learner Identity | 第18-20页 |
| 2.2.2 Conceptual Framework: Narrative Identity | 第20-22页 |
| 2.2.2.1 Identity in Stories: Multifaceted Characteristics | 第20-21页 |
| 2.2.2.2 Previous Studies on Narrative Identity | 第21-22页 |
| 2.2.3 Analytical Framework: Dialogical Self Theory | 第22-25页 |
| 2.2.3.1 Understanding Dialogical Self Theory | 第22-25页 |
| 2.2.3.2 Dialogical Self Theory and Learner Identity Studies | 第25页 |
| 2.3 Summary | 第25-27页 |
| Chapter Three Research Methodology | 第27-34页 |
| 3.1 Research Questions | 第27页 |
| 3.2 Narrative Inquiry | 第27-29页 |
| 3.3 Research Design | 第29-33页 |
| 3.3.1 Participants | 第29页 |
| 3.3.2 Data Collection | 第29-31页 |
| 3.3.2.1 Observations | 第29-30页 |
| 3.3.2.2 Reflective Journals and Diaries | 第30页 |
| 3.3.2.3 Semi-structured Interviews | 第30-31页 |
| 3.3.2.4 Other Multimodal Texts | 第31页 |
| 3.3.3 Data Processing | 第31-33页 |
| 3.3.3.1 Constructing Data in General | 第31-32页 |
| 3.3.3.2 Deconstructing Information into Fragments | 第32页 |
| 3.3.3.3 Reconstructing Stories | 第32页 |
| 3.3.3.4 Retelling and Reliving Stories | 第32-33页 |
| 3.4 Generalizability | 第33-34页 |
| Chapter Four Four Case Studies | 第34-62页 |
| 4.1 Context of Cases | 第34-35页 |
| 4.2 Case Study 1:Jessica | 第35-42页 |
| 4.2.1 Future Direction: Multiple to One | 第35页 |
| 4.2.2 Early Experiences on English Study: Quality-oriented and Liberal | 第35-37页 |
| 4.2.3 "This (EAP) is what college English should be." | 第37-38页 |
| 4.2.4 Studying Abroad: Differences and Similarities of EAP | 第38-39页 |
| 4.2.5 Cooperative Learning: the Application of EAP | 第39-41页 |
| 4.2.6 To Feel Language | 第41-42页 |
| 4.3 Case Study 2: Alex | 第42-48页 |
| 4.3.1 Stories before EAP: Mindset and Language Accumulation | 第42-43页 |
| 4.3.2 First Encounter with EAP | 第43-44页 |
| 4.3.3 EAP Course Study | 第44-45页 |
| 4.3.4 Public Speech and Debating: Extracurricular Exploration of AcademicLiteracy | 第45-46页 |
| 4.3.5 Reflection on the Difficulty of EAP Promotion | 第46-47页 |
| 4.3.6 EAP is a Stamp | 第47-48页 |
| 4.4 Case Study 3:Estelle | 第48-56页 |
| 4.4.1 "To be a well-rounded person" | 第48-49页 |
| 4.4.2 First Impression on EAP:Different from High School English | 第49页 |
| 4.4.3 Further Contact with EAP:EAP Micro-course | 第49-51页 |
| 4.4.4 How to do an Academic Research | 第51-52页 |
| 4.4.5 Management of WeChat Official Account: Experiential Learning | 第52-53页 |
| 4.4.6 Reflection on EAP | 第53-55页 |
| 4.4.7 Estelle's Mindset and Perception to EAP | 第55页 |
| 4.4.8 After Course Study: a Suspension of EAP Study | 第55-56页 |
| 4.5 Case Study 4: Hercules | 第56-62页 |
| 4.5.1 Growth before EAP Encounter | 第56-57页 |
| 4.5.2 Language Perception:the Door to a New World | 第57-58页 |
| 4.5.3 Contact with EAP | 第58-59页 |
| 4.5.4 Administrator in Clubs: Development of EAPC and Foundation of KAB | 第59-61页 |
| 4.5.5 Hercules' EAP Perception:"EAP is a kind of life style" | 第61-62页 |
| Chapter Five Discussion | 第62-78页 |
| 5.1 Identity and Specific Development Path of Each Case | 第62-73页 |
| 5.1.1 Jessica as a Budding Researcher: Quality-oriented and Liberal StudyingExperiences＋Present Academic Activities＋Academic Future Goals | 第62-65页 |
| 5.1.2 Alex as a Critical Thinker: Passion for Exploration and Creation＋InsightfulLanguage Learning Perception+Critical Thinking Activities | 第65-68页 |
| 5.1.3 Estelle as a Reflective Imitator: Dependent Learning+InnovativeApplication | 第68-71页 |
| 5.1.4 Hercules as an Entrepreneur in Progress: Entrepreneurship Ambition+Academic Spirits Learning and Practicing | 第71-73页 |
| 5.2 The General Development Model of EAP Literacy:Multi-layered andCommunicative | 第73-78页 |
| Chapter Six Conclusion | 第78-82页 |
| 6.1 Major Findings | 第78-79页 |
| 6.2 Implications | 第79-80页 |
| 6.2.1 Methodological Implications | 第79页 |
| 6.2.2 Pedagogical Implications | 第79-80页 |
| 6.3 Limitations | 第80-82页 |
| Bibliography | 第82-88页 |
| Acknowledgements | 第88页 |
