Titlebook: Learning Business English in China; The Construction of Zuocheng Zhang Book 2017 The Editor(s) (if applicable) and The Author(s) 2017 Engl

Weber-test

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

改良

indemnify

GLOOM

偽證

槍支

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.

addict

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.

巧思

分離

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.

Salivary-Gland

,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.