Autonomous
发表于 2025-3-21 19:35:26
书目名称Researching Chinese Learners影响因子(影响力)<br> http://impactfactor.cn/if/?ISSN=BK0828087<br><br> <br><br>书目名称Researching Chinese Learners影响因子(影响力)学科排名<br> http://impactfactor.cn/ifr/?ISSN=BK0828087<br><br> <br><br>书目名称Researching Chinese Learners网络公开度<br> http://impactfactor.cn/at/?ISSN=BK0828087<br><br> <br><br>书目名称Researching Chinese Learners网络公开度学科排名<br> http://impactfactor.cn/atr/?ISSN=BK0828087<br><br> <br><br>书目名称Researching Chinese Learners被引频次<br> http://impactfactor.cn/tc/?ISSN=BK0828087<br><br> <br><br>书目名称Researching Chinese Learners被引频次学科排名<br> http://impactfactor.cn/tcr/?ISSN=BK0828087<br><br> <br><br>书目名称Researching Chinese Learners年度引用<br> http://impactfactor.cn/ii/?ISSN=BK0828087<br><br> <br><br>书目名称Researching Chinese Learners年度引用学科排名<br> http://impactfactor.cn/iir/?ISSN=BK0828087<br><br> <br><br>书目名称Researching Chinese Learners读者反馈<br> http://impactfactor.cn/5y/?ISSN=BK0828087<br><br> <br><br>书目名称Researching Chinese Learners读者反馈学科排名<br> http://impactfactor.cn/5yr/?ISSN=BK0828087<br><br> <br><br>
growth-factor
发表于 2025-3-21 23:48:36
Meeting in the Middle? Intercultural Adaptation in Tertiary Oral English in ChinaThe following vignette shows different perceptions of the same classroom activity:
DOLT
发表于 2025-3-22 01:14:21
978-1-349-31865-0Palgrave Macmillan, a division of Macmillan Publishers Limited 2011
刚毅
发表于 2025-3-22 06:24:11
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consent
发表于 2025-3-22 09:28:28
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Condyle
发表于 2025-3-22 15:20:31
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受人支配
发表于 2025-3-22 17:36:00
Conclusions: What are We Learning from Research about Chinese Learners?ly in the form of questions. Arguably, the main outcome from the research presented here is, in fact, a series of further questions: any good research is based on questions, the answers to which lead to further questions.
Pessary
发表于 2025-3-23 01:05:49
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杂色
发表于 2025-3-23 03:02:17
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FLEET
发表于 2025-3-23 06:35:08
Cantonese and English Bodies Do Talk: A Cross-Cultural, Metaphor-Metonymy Study on Body-Part Idiomsanguage/concepts are also frequently combined. (For examples of pure metaphor, pure metonymy and combined metaphor/metonymy, see Lakoff & Johnson, 1980.) The results reported in this chapter show that teaching Cantonese L2 learners of English about the conceptual structure underlying the metaphoric/