Asymptotic Modal Analysis of Structural and Acoustical Systems: A Systems Engineering Approach

Foreword by Yang Zhao
Foreword by Xuesong Gao
	References
Preface
Acknowledgements
Contents
About the Authors
Abbreviations
List of Figures
List of Tables
List of Excerpts
List of Vignettes
1 Introduction
	1.1 Background
	1.2 SA as a Context for Language Education
		1.2.1 Definition and Types of SA
		1.2.2 Academic Debates on Short-Term SA
		1.2.3 Four Key Constructs of SA
	1.3 About This Study
		1.3.1 Theoretical Foundation: The Ecological Perspective on Language Education
		1.3.2 Research Site: The Sydney-Beijing Program
		1.3.3 Research Questions and Methodology
		1.3.4 The Structure of the Book
	References
2 Settings and Interaction Opportunities in the SA Program
	2.1 Introduction
	2.2 Survey Results: Student Perceptions of SA Interaction Opportunities
		2.2.1 Classroom Interaction Frequencies
		2.2.2 Out-of-Class Interaction Frequencies
		2.2.3 Technology-Mediated Interaction Frequencies
		2.2.4 Summary of Survey Results
	2.3 Four Critical Settings of SA and Their Affordances for Interaction
		2.3.1 The Classroom: Formal Learning
		2.3.2 The Campus: A “Safe” Zone
		2.3.3 The Social Space: Breaking the “Bubble”
		2.3.4 The Virtual Space: Bridging Connections
	2.4 A Common Challenge: Insufficient Organised Out-of-Class Activities
	2.5 Discussion: Maximising the Settings for Interaction from an Ecological Perspective
	2.6 Concluding Remarks
	References
3 Language Affordances and Emergence: Authentic Language Use in the SA Program
	3.1 Introduction
	3.2 Survey Results: Enhanced Chinese Language (CL) Use in Authentic Contexts
		3.2.1 CL Use Frequencies
		3.2.2 Perceived CL Abilities in Class Tasks
		3.2.3 Perceived CL Abilities in Authentic Tasks
		3.2.4 Summary of Survey Results
	3.3 Authentic Language Learning in Class: Contextualised Language Use
		3.3.1 Language Use Related to Authentic Social Contexts
		3.3.2 Language Use in in Situ Contexts
		3.3.3 Language Use in Personalised Contexts
	3.4 Utilising Authentic Resources Out of Class: Autonomous Language Use
		3.4.1 Surviving Social Life Beyond Class
		3.4.2 Self-Initiated Language Use
		3.4.3 Collaboration-Promoted Language Use
		3.4.4 Mobile-Assisted Language Use
	3.5 Noticing and Interpreting the Authentic Experience
	3.6 Discussion: Facilitating Authentic Language Use in SA from an Ecological Perspective
	3.7 Concluding Remarks
	References
4 The Cultural, Intercultural, and Symbolic Dimensions of SA
	4.1 Introduction
	4.2 Culturally-Oriented Learning During SA: Views on “Chinese Culture”
		4.2.1 Culture-Integrated Course Contents: Level-Relevant Patterns
		4.2.2 Cultural Excursions: “Old Meets New”
		4.2.3 Interpersonal Interactions: “Unique Details”
	4.3 Interculturally-Oriented Learning During SA: Views on “Culture” and Self
		4.3.1 Relative and Historical Views on Culture
		4.3.2 Self-Awareness as an Intercultural Person
		4.3.3 Increased Motivation for Learning Chinese
	4.4 A Challenge: The Lack of Guided “In-Depth” Culture Learning
	4.5 Towards Symbolically-Oriented Learning During SA: Discourse, Subjectivity, and Historicity
		4.5.1 Classroom Discourses for Implicit Activation of Symbolic Competence
		4.5.2 Missed Opportunities for Explicit Guidance on Symbolic Competence
		4.5.3 Discussion: Possibilities for Developing Symbolic Competence During SA
	4.6 Concluding Remarks
	References
5 The Influence of Identity and Self-Concept on Personalised Trajectories of SA
	5.1 Introduction
	5.2 The Influence of Demographic Identity Categories
		5.2.1 Australian Nationality
		5.2.2 Chinese Heritage Background
		5.2.3 Ethnic Background and Previous Experiences of Non-heritage Learners
		5.2.4 Age and Gender
	5.3 The Influence of Linguistic Self-Concepts on Individual Perceptions
		5.3.1 Self-Concept as a Language Learner: Goals and Expectations
		5.3.2 Self-Concept as an (In)competent Language User
	5.4 The Influence of Re-entry Learner Identity as a Prolonged Effect
	5.5 Discussion: Understanding Identities in Multiple Timescales
		5.5.1 Three Critical Timescales for Understanding the Influence of Identity
		5.5.2 How to Deal with Identities in Multiple Timescales for SA?
	5.6 Concluding Remarks
	References
6 An Ecological Approach to SA: Theoretical and Methodological Perspectives
	6.1 Introduction
	6.2 SA as “Multilingual” Learning Space
	6.3 Redefined Goals and Constructs of Language Education from the Ecological Perspective
		6.3.1 Interaction
		6.3.2 Language Learning
		6.3.3 Culture Learning
		6.3.4 Identity
	6.4 Ecologically-Oriented Methodology
	6.5 Concluding Remarks
	References
7 Conclusion
	7.1 Summary of Findings
	7.2 Implications of the Study
		7.2.1 Theoretical Implications
		7.2.2 Practical Implications
	7.3 Researching SA from an Ecological Perspective: Future Directions
	References
Afterword: A Book for SA in a Special Time—The COVID-19 Complexity
References
Appendix A Pre-departure Survey (Survey 1)
Appendix B End-of-Program Survey (Survey 2)
Appendix C The Aims and Designs of the Likert Scales in the Surveys
Appendix D Demographic Features of Survey Participants
Appendix E Face-to-Face Semi-structured Interview Protocol
Appendix F Email Interview Questionnaire
Appendix G Transcription Conventions
Appendix H Full Version of Excerpts and Vignettes with Chinese Characters
Appendix I Students’ Knowledge About Chinese Culture
References
Further Readings