动态系统理论下自述情感与外语表现的多案例研究（英文版）

　　《动态系统理论下自述情感与外语表现的多案例研究（英文版）》旨在通过动态系统理论视角，研究外语习得者的自述情感与外语表现之间的非线性相互作用关系。《动态系统理论下自述情感与外语表现的多案例研究（英文版）》通过跨学科的研究方式，顺利完成了在动态系统理论背景下的多案例研究。将动态系统理论主要涉及的五大概念，即嵌套结构、自组织能力、初始条件、吸引子状态、时标，有效地进行理论迁移，实现了研究范式由静态向动态连续过程的转化。同时，《动态系统理论下自述情感与外语表现的多案例研究（英文版）》采用现象图析学，在分析与总结具体方法的基础上，提出一般性原则，并且成功建立了“三层外语发展动态自组织进化模型”。

　　肖鸾仪，英国华威大学博士，现任职于上海对外经贸大学。上海市浦江学者，上海市外文学会会员，英国皇家特许语言家学会会员。曾任职于英国BBC广播公司、英国伯明翰商事法院，在联合国国际海事组织、英国心理学会进行学术调研。多年来从事中英双向口译工作，多次完成中国国际质量监督检验检疫总局中国质量认证中心、英国伯明翰公安总局等中英双向口译工作。2017年获得上海市属高校新教师岗前培训项目微格教学展示优秀教学奖、课程大纲编制单项奖：2018年获得一届“融通杯”全国商务英语教学大赛视听说教学邀请赛总决赛特等奖：2018年主持省部级项目“动态系统理论下口译教学的实证研究”，入选上海市浦江人才。研究方向为动态系统理论、心理语言学、商务英语教学、口译教学等交叉学科研究。

Chapter 1 Introduction
1．1 Scope of the Study
1．2 Organisation of the Book

Chapter 2 Literature Review
2．1 Introduction
2．2 Second Language Acquisition （SLA）， Foreign Language Acquisition （FLA） and Foreign Language Development （FLD）
2．2．1 Kachrus Three-circle Model of World Englishes
2．2．2 Foreign Language Development （FLD）
2．3 Affective Experiences
2．3．1 What Are Emotions?
2．3．2 How Many Emotions Are There?3
2．3．3 How Can Emotions be Measured?
2．3．4 Emotions in the FLA Context
2．3．5 Features of FL Affective Experiences
2．3．6 Definitions of FLA Affective Experiences in This Study
2．4 Self-perceived Affective Experience and Objective Learner Performance
2．4．1 Introduction
2．4．2 Three Types of Relationships
2．5 Self-perceived Affective Experience and Self-evaluated Learner Performance
2．5．1 Self-evaluations in SLA/FLA
2．5．2 Different Types of the Selves
2．6 Research Gaps
2．7 Dynamic Systems Theory
2．7．1 Definitions of Systems
2．7．2 DSTs Origin and Development in SLA/FLA
2．7 ，3 DSTs Key Characteristics and Transitions of Concepts
2．8 Studying the Relationship through the Lens of DST

Chapter 3 Methodology
3．1 Introduction
3．2 Introduction of Phenomenography
3．2．1 The Origin of Phenomenography
3．2．2 First and Second Order Perspectives
3．2．3 Ontological and Epistemological Assumptions
3．3 Methodological Considerations of Phenomenography
3．3．1 Common Data Collection Methods
3．3．2 The Role of a Researcher
3．3．3 Data Processing and Outcomes
3．3．4 Strengths of Phenomenography
3．3．5 Weaknesses of Phenomenography
3．3．6 Rationale of Employing Phenomenography in the Current Study
3．4 Research Designs
3．4．1 Instruments
3．4．2 Language to Collect Data and Translation Issues
3．4．3 Sampling
3．4．4 Ethical Considerations
3．5 Data Analysis
3．5．1 Data Coding Process
3．5．2 Transcribing the Data
3．5．3 Intercoder Reliability and Agreement

Chapter 4 Findings
4．1 Overview
4．1．1 Timescales
4．1．2 The Learners Initial Conditions
4．1．3 Identified Attractor States
4．1．4 The Learners Self-perceived Affective Experiences
4．1．5 The Learners Self-reported Performance Trajectories
4．2 Alexs Profile
4．2．1 Alexs Affective Experiences
4．2．2 Alexs Self-reported Performance
4．2．3 Alexs Self-perceived Affective Experiences and Self-reported Performances
4．3 Ambers Profile
4．3．1 Ambers Affective Experiences
4．3．2 Ambers Self-reported Performance
4．3．3 Ambers Self-perceived Affective Experiences and Self-reported Performances
4．4 Bruces Profile
4．4．1 Bruces Affective Experiences
4．4．2 Bruces Self-reported Performance
4．4．3 Bruces Self-perceived Affective Experiences and Self-reported Performances
4．5 Cindys Profile
4．5．1 Cindys Affective Experiences
4．5．2 Cindys Self-reported Performance
4．5．3 Cindys Self-perceived Affective Experiences and Self-reported Performances
4．6 Erics Profile
4．6．1 Erics Affective Experiences
4．6．2 Erics Self-reported Performance
4．6．3 Erics Self-perceived Affective Experiences and Self-reported Performances
4．7 Fionas Profile
4．7．1 Fionas Affective Experiences
4．7．2 Fionas Self-reported Performance
4．7．3 Fionas Self-perceived Mfective Experiences and Self-reported Performances
4．8 Louis Profile
4．8．1 Louis Affective Experiences
4．8．2 Louis Self-reported Performance
4．8．3 Louis Self-perceived Affective Experiences and Self-reported Performances
4．9 Lucys Profile
4．9．1 Lucys Affective Experiences
4．9．2 Lucys Self-reported Performance
4．9．3 Lucys Self-perceived Mfective Experiences and Self-reported Performances
4．10 Marys Profile
4．10．1 Marys Affective Experiences
4．10．2 Marys Self-reported Performance
4．10．3 Marys Self-perceived Mfective Experiences and Self-reoorted Performances
4．11 Nancys Profile
4．11．1 Nancys Affective Experiences
4．11．2 Nancys Self-reported Performance
4．11．3 Nancys Self-perceived Affective Experiences and Self-reported Performances
4．12 Peters Profile
4．12．1 Peters Affective Experiences
4．12．2 Peters Self-reported Performance
4．12．3 Peters Self-perceived Mfective Experiences and Self-reported Performances
4．13 Sarahs Profile
4．13．1 Sarahs Mfective Experiences
4．13．2 Sarahs Self-reported Performance
4．13．3 Sarahs Self-perceived Mfective Experiences and Self-reported Performances

Chapter 5 Discussion and Conclusion
5．1 Introduction
5．2 The Self-organising Capacity of Mfective Patterns
5．2．1 Self-organising Capacity
5．2．2 A Summary of Mfective Patterns
5．2．3 Emotional Ambivalence
5．2．4 Feedback
5．3 Emerging Themes of the Affective Patterns
5．3．1 Cross-case Comparisons and the State Space
5．3．2 Alexs， Bruces and Nancys Profiles． Anticipatory Emotions
5．3．3 Ambers and Cindys Profiles． Self-perceived Humility without
Gratitude Versws Self-perceived Shyness without Fear
5．3．4 Fionas and Peters Profiles．\