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(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:ENGLISH FOR ACADEMIC PURPOSES (频次:32)
  • Atai, M. R. & Fatahi-Majd, M. (2014). Exploring the practices and cognitions of Iranian ELT instructors and subject teachers in teaching EAP reading comprehension. English for Specific Purposes, 33(Jan), 27-38.
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  • Hsu, W. (2014). Measuring the vocabulary load of engineering textbooks for EFL undergraduates. English for Specific Purposes, 33(Jan), 54-65.
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  • Cunningham, C. (2014). 'Keep talking': Using music during small group discussions in EAP. ELT Journal, 68(2), 179-191.
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  • Musgrave, J. & Parkinson, J. (2014). Getting to grips with noun groups. ELT Journal, 68(2), 145-154.
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  • Humphreys, G. & Wyatt, M. (2014). Helping Vietnamese university learners to become more autonomous. ELT Journal, 68(1), 52-63.
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  • Atai, Mahmood Reza, & Dashtestani, Reza. (2013). Iranian English for academic purposes (EAP) stakeholders' attitudes toward using the Internet in EAP courses for civil engineering students: Promises and challenges. Computer Assisted Language Learning, 26(1), 21-38.
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  • Hult, F. M. (2012). English as a transcultural language in Swedish policy and practice. TESOL Quarterly, 46(2), 230-257.
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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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  • Zhu, Wei, & Mitchell, D. A. (2012). Participation in peer response as activity: An examination of peer response stances from an activity theory perspective. TESOL Quarterly, 46(2), 362-386.
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  • Green, A., & Hawkey, R. (2012). Re-fitting for a different purpose: A case study of item writer practices in adapting source texts for a test of academic reading. Language Testing, 29(1), 109-129.
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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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  • Hu, G. W., & Lei, J. (2012). Investigating Chinese university students' knowledge of and attitudes toward plagiarism from an integrated perspective. Language Learning, 62(S2), 813-850.
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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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  • Wharton, S. (2012). Epistemological and interpersonal stance in a data description task: Findings from a discipline-specific learner corpus. English for Specific Purposes, 31, 261-270.
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  • Lin, L., & Evans, S. (2012). Structural patterns in empirical research articles: A cross-disciplinary study. English for Specific Purposes, 31, 150-160.
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  • Yang, H. C. (2012). Modeling the relationships between test-taking strategies and test performance on a graph-writing task: Implications for EAP. English for Specific Purposes, 31, 174-187.
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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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  • 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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  • Cargill, M., O'Connor, P., & Li, Y. Y. (2012). Educating Chinese scientists to write for international journals: Addressing the divide between science and technology education and English language teaching. English for Specific Purposes, 31, 60-69.
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  • Cutting, J. (2012). English for airport ground staff. English for Specific Purposes, 31, 3-13.
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