Weber-test
发表于 2025-3-21 19:38:08
书目名称Learning Business English in China影响因子(影响力)<br> http://impactfactor.cn/if/?ISSN=BK0582694<br><br> <br><br>书目名称Learning Business English in China影响因子(影响力)学科排名<br> http://impactfactor.cn/ifr/?ISSN=BK0582694<br><br> <br><br>书目名称Learning Business English in China网络公开度<br> http://impactfactor.cn/at/?ISSN=BK0582694<br><br> <br><br>书目名称Learning Business English in China网络公开度学科排名<br> http://impactfactor.cn/atr/?ISSN=BK0582694<br><br> <br><br>书目名称Learning Business English in China被引频次<br> http://impactfactor.cn/tc/?ISSN=BK0582694<br><br> <br><br>书目名称Learning Business English in China被引频次学科排名<br> http://impactfactor.cn/tcr/?ISSN=BK0582694<br><br> <br><br>书目名称Learning Business English in China年度引用<br> http://impactfactor.cn/ii/?ISSN=BK0582694<br><br> <br><br>书目名称Learning Business English in China年度引用学科排名<br> http://impactfactor.cn/iir/?ISSN=BK0582694<br><br> <br><br>书目名称Learning Business English in China读者反馈<br> http://impactfactor.cn/5y/?ISSN=BK0582694<br><br> <br><br>书目名称Learning Business English in China读者反馈学科排名<br> http://impactfactor.cn/5yr/?ISSN=BK0582694<br><br> <br><br>
改良
发表于 2025-3-21 20:25:24
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indemnify
发表于 2025-3-22 04:20:35
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GLOOM
发表于 2025-3-22 07:52:57
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伪证
发表于 2025-3-22 12:48:31
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枪支
发表于 2025-3-22 15:50:00
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
发表于 2025-3-22 20:50:18
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
发表于 2025-3-22 22:47:33
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分离
发表于 2025-3-23 04:46:42
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
发表于 2025-3-23 08:00:30
,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.