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What's Hot

(文献数据最近更新时间:2018-02-01;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:SELF CONCEPT (频次:14)
  • Xu, Hao. (2012). Imagined community falling apart: A case study on the transformation of professional identities of Novice ESOL teachers in China. TESOL Quarterly, 46(3), 568-578.
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  • Canagarajah, A. S. (2012). Teacher development in a global profession: An autoethnography. TESOL Quarterly, 46(2), 258-279.
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  • Kramsch, C. (2011). The symbolic dimensions of the intercultural. Language Teaching, 44(3), 354-367.
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  • Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446.
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  • Peters, S. (2011). Asserting or deflecting expertise? Exploring the rhetorical practices of masters theses in the philosophy of education. English for Specific Purposes, 30, 176-185.
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  • Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199-210.
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  • Dippold, D. (2011). Argumentative discourse in L2 German: A sociocognitive perspective on the development of facework strategies. The Modern Language Journal, 95, 171-187.
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  • Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95, 236-252.
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  • Menard-Warwick, J. (2011). A methodological reflection on the process of narrative analysis: Alienation and identity in the life histories of English language teachers. TESOL Quarterly, 45(3), 564-574.
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  • Norton, B., & Early, M. (2011). Researcher identity, narrative inquiry, and language teaching research. TESOL Quarterly, 45(3), 415-439.
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  • Vasquez, C. (2011). TESOL, teacher identity, and the need for "small story" research. TESOL Quarterly, 45(3), 535-545.
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  • Ho, M. (2011). Academic discourse socialization through small-group discussions. System, 39(4), 437-450.
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  • Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System, 39(3), 335-346.
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  • Farrell, T. S. C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54-62.
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