声明
List of Abbreviations
List of Tables and Figures
Table of Contents
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose and Significance
1.3 Overall Organization of the Thesis
Chapter Two Literature Review
2.1 The Theory of Communities of Practice
2.1.1 The Definition of Communities of Practice
2.1.2 The Three elements of Communities of Practice
2.1.3 Legitimate Peripheral Participation
2.2 Wenger’s Learning Architecture
2.3 Previous Studies
2.3.1 SLA from the Perspective of Communities of Theory
2.3.2 Writing from the Perspective of COP Theory
2.3.3 Web—based English Writing Class from the Perspective of COP Theory
2.4 Summary
Chapter Three Methodology
3.1 Research Questions
3.2 The Case Description
3.2.1 Participants
3.2.2 Research Context
3.2.3 Instrument
3.3 Procedures
3.4 Data Collection and Analysis
Chapter Four Results
4.1 The Characteristics of Communities of Practice Within the Web-based English Writing Class
4.1.1 Engagement of the English Writing Class
4.1.2 Imagination from Both the Teacher and the Students
4.1.3 The Alignment of the Environment
4.2 The Students’ Development Trajectory in the English Writing Class
4.2.1 The Improvement on English Writing
4.2.2 The Development of Logical Thinking
4.2.3 The Exploration on the Meaning of Life
Chapter five Discussion
5.1 The Learning Architecture can Help the Students’ Development and Change Besides Knowledge Acquisition
5.1.1 The Discovery of Their Self-development
5.1.2 From Newcomers to Old Timers
5.2 Learning is a Process that Takes Place in a Participation Framework
5.3 The Reasons for the Establishment the COP
5.3.1 Institutional Support
5.3.2 All the Members’ Participation
5.4 Summary
Chapter Six Conclusio
6.1 Summary of Major Findings
6.2 Implications for EFL/ESL Teaching
6.3 Limitations of the Research
6.4 Suggestions for Future Research
Bibliography
Appendix Students’ Reflections of the Writing Class
Acknowledgements
Publication