派博傳思國(guó)際中心

標(biāo)題: Titlebook: Learning Business English in China; The Construction of Zuocheng Zhang Book 2017 The Editor(s) (if applicable) and The Author(s) 2017 Engl [打印本頁(yè)]

作者: Weber-test 時(shí)間: 2025-3-21 19:38
書目名稱Learning Business English in China影響因子(影響力)

書目名稱Learning Business English in China影響因子(影響力)學(xué)科排名

書目名稱Learning Business English in China網(wǎng)絡(luò)公開度

書目名稱Learning Business English in China網(wǎng)絡(luò)公開度學(xué)科排名

書目名稱Learning Business English in China被引頻次

書目名稱Learning Business English in China被引頻次學(xué)科排名

書目名稱Learning Business English in China年度引用

書目名稱Learning Business English in China年度引用學(xué)科排名

書目名稱Learning Business English in China讀者反饋

書目名稱Learning Business English in China讀者反饋學(xué)科排名

作者: 改良 時(shí)間: 2025-3-21 20:25

作者: indemnify 時(shí)間: 2025-3-22 04:20

作者: GLOOM 時(shí)間: 2025-3-22 07:52

作者: 偽證 時(shí)間: 2025-3-22 12:48

作者: 槍支 時(shí)間: 2025-3-22 15:50
Emerging Professional Identity,nique configuration of these four factors manifesting their emerging professional identity in distinct ways, which illustrates the dual process of identification and negotiability in their professional identity development. Professional identity was thus shown to have rich psychological reality for the Business English students.

作者: addict 時(shí)間: 2025-3-22 20:50
Discursive Construction of Professional Identity, professional identity. The chapter illustrates their use of indexicals on the formal, process, rhetorical, and subject-matter dimensions of business genre knowledge in their discursive construction of professional identity.

作者: 巧思 時(shí)間: 2025-3-22 22:47

作者: 分離 時(shí)間: 2025-3-23 04:46
Mode, Access, and Agency in Participatory Learning, which was rehearsed in the transitory community of practice and validated in the target community of practice. The students’ participatory learning shaped their emerging professional identity and, conversely, the coordination of access and agency complicated their participatory learning and professional identity construction.

作者: Salivary-Gland 時(shí)間: 2025-3-23 08:00
,Reception of Students’ Professional Identity Construction,hapter reveals the expertise (evidence in the positive comments) and gaps (the negative comments) of the five focal students in their discursive construction of professional identity. The international business professionals’ comments also inform the generation of a scheme for giving feedback on students’ writing in business genres.

作者: 欲望 時(shí)間: 2025-3-23 11:20

作者: characteristic 時(shí)間: 2025-3-23 17:00

作者: STALE 時(shí)間: 2025-3-23 20:56
Introduction, in ESP education, including transferability of classroom learning to workplace settings, professional identity, indexicality and genre knowledge, and participatory learning in ESP. By relating these issues to current scholarship of language learning and identity, in particular in relation to ESP le

作者: Magnitude 時(shí)間: 2025-3-24 01:20

作者: 針葉樹 時(shí)間: 2025-3-24 03:37
Methodology,ta include life story interviews with the students, their journals, their writing in eight business genres, text-based interviews on their writing, and comments on their writing by eight international business practitioners, classroom observations, and programme documents. A literature and research

作者: Goblet-Cells 時(shí)間: 2025-3-24 10:00