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What's Hot

(文献数据最近更新时间:2018-09-25;中文文献显示格式为《外语教学与研究》标准,英文文献显示格式为APA标准。)

关键词:ACADEMIC LANGUAGE (频次:23)
  • Yeo, J-Y & Ting, S-H. (2014). Personal pronouns for student engagement in arts and science lecture introductions. English for Specific Purposes, 34(Apr), 26-37.
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  • Dang, T. N. Y. & Webb, S. (2014). The lexical profile of academic spoken English. English for Specific Purposes, 33(Jan), 66-76.
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  • Short, D. J., Fidelman, C. G., & Louguit, M. (2012). Developing academic language in English language learners through sheltered instruction. TESOL Quarterly, 46(2), 334-361.
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  • Chang, P. (2012). Using a stance corpus to learn about effective authorial stance-taking: A textlinguistic approach. Recall, 24(2), 209-236.
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  • Song, M. (2012). Note-taking quality and performance on an L2 academic listening test. Language Testing, 29(1), 67-89.
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  • Bailey, A. L., & Huang, B. H. (2011). Do current English language development/proficiency standards reflect the English needed for success in school?. Language Testing, 28(3), 343-365.
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  • Aarts, R., Demir, S., & Vallen, T. (2011). Characteristics of academic language register occurring in caretaker-child interaction: Development and validation of a coding scheme. Language Learning, 61, 1173-1221.
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  • Deroey, K. L. B., & Taverniers, M. (2012). Just remember this: Lexicogrammatical relevance markers in lectures. English for Specific Purposes, 31, 221-233.
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  • Chang, Y. Y. (2012). The use of questions by professors in lectures given in English: Influences of disciplinary cultures. English for Specific Purposes, 31, 103-116.
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  • Karl, U. (2012). Business and legal case genre networks: Two case studies. English for Specific Purposes, 31, 127-136.
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  • Lin, C. Y. (2012). Modifiers in BASE and MICASE: A matter of academic cultures or lecturing styles. English for Specific Purposes, 31, 117-126.
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  • Maggie, C. (2012). 'Proper vocabulary and juicy collocations': EAP students evaluate do-it-yourself corpus-building. English for Specific Purposes, 31, 93-102.
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  • Liu, D. L. (2012). The most frequently-used multi-word constructions in academic written English: A multi-corpus study. English for Specific Purposes, 31, 25-35.
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  • Seloni, L. (2012). Academic literacy socialization of first year doctoral students in US: A micro-ethnographic perspective. English for Specific Purposes, 31, 47-59.
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  • Del Saz Rubio, M. M. (2011). A pragmatic approach to the macro-structure and metadiscoursal features of research article introductions in the field of Agricultural Sciences. English for Specific Purposes, 30, 258-271.
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  • Koyalan, A., & Mumford, S. (2011). Changes to English as an additional language writers' research articles: From spoken to written register. English for Specific Purposes, 30, 113-123.
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  • Soler, V. (2011). Comparative and contrastive observations on scientific titles written in English and Spanish. English for Specific Purposes, 30, 124-137.
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  • Soler-Monreal, C., Carbonell-Olivares, M., & Gil-Salom, L. (2011). A contrastive study of the rhetorical organisation of English and Spanish PhD thesis introductions. English for Specific Purposes, 30, 4-17.
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  • Evans, S., & Morrison, B. (2011). The first term at university: Implications for EAP. ELT Journal, 65(4), 387-397.
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  • Schleppegrell, M. J., & O'Hallaron, C. L. (2011). Teaching academic language in L2 secondary settings. Annual Review of Applied Linguistics, 31(0), 3-18.
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