【限时资源，期刊全文】Chinese Journal of Applied Linguistics《中国应用语言学》2019年论文集-共28篇论文（侵删）
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本期推送的是ESCI期刊——Chinese Journal of Applied Linguistics《中国应用语言学》2019年论文集、即第42卷第1-4期共28篇论文，其中目录可在正文中查看，全文可以点击文末附件列表下载，下载链接即日
Chinese Journal of Applied Linguistics《中国应用语言学》2019年论文集-共28篇论文（侵删）
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| 卷号 | 期号 | 论文号 | 论文题目 |
| Vol. 42 | Issue 1 | Article 01 | Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong |
| Vol. 42 | Issue 1 | Article 02 | Identity Transformation and Autonomy Development of Female Student English Teachers From Rural China |
| Vol. 42 | Issue 1 | Article 03 | An Exploratory Study of Non-Native English-Speaking Teachers’ Professional Identity Construction in a Globalizing China |
| Vol. 42 | Issue 1 | Article 04 | An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy |
| Vol. 42 | Issue 1 | Article 05 | The Relationship Among Non-English Majors’ Autonomous Learning Ability, Learning Burnout and English Grades: A Structural Equation Modeling Study |
| Vol. 42 | Issue 1 | Article 06 | Factors Related to EFL/ESL Learners’ Reading Strategy Use: A Literature Review |
| Vol. 42 | Issue 1 | Article 07 | English as a Lingua Franca: A New Approach for English Language Teaching in China? |
| Vol. 42 | Issue 2 | Article 08 | Developing Students’ Critical Thinking and Discourse Level Writing Skill Through Teachers’ Questions: A Sociocultural Approach |
| Vol. 42 | Issue 2 | Article 09 | Chinese University EFL Teachers’ and Students’ Beliefs About EFL Writing: Differences, Influences, and Pedagogical Implications |
| Vol. 42 | Issue 2 | Article 10 | Becoming a Teacher of Business English in China: A Critical Narrative |
| Vol. 42 | Issue 2 | Article 11 | An Empirical Study of Business English Teachers’ Knowledge Structures in Different Course Modules |
| Vol. 42 | Issue 2 | Article 12 | On Teachers’ Professional Qualities Structure and Development Mechanisms in the Business English Discipline |
| Vol. 42 | Issue 2 | Article 13 | Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings |
| Vol. 42 | Issue 2 | Article 14 | An Emerging Communicative Paradigm in Ecolinguistics |
| Vol. 42 | Issue 3 | Article 15 | Second Language Development in Its Time: Expanding Our Scope of Inquiry |
| Vol. 42 | Issue 3 | Article 16 | “We Were Not at School Today”: First-Person Pronouns and Discursive Construction of Identities by Emerging Middle-Class Chinese Parents |
| Vol. 42 | Issue 3 | Article 17 | Teaching to, with, and Against the Test: Language Teaching and Teacher Identity Under Institutional Neoliberalization |
| Vol. 42 | Issue 3 | Article 18 | Writer Identity Construction Revisited: Stance, Voice, Self, and Identity in Academic Written Discourse |
| Vol. 42 | Issue 3 | Article 19 | Personal and Social Voices in Written Discourse Revisited |
| Vol. 42 | Issue 3 | Article 20 | Chinese MA Student Writers’ Identity Construction in Citation Practices |
| Vol. 42 | Issue 3 | Article 21 | A Corpus-Based Comparative Study of Generality in Chinese EFL Students’ and International Scholars’ Stance in Academic Writing |
| Vol. 42 | Issue 4 | Article 22 | Quintilian’s Institutes of Oratory: Classical Rhetoric and English Language Education in China |
| Vol. 42 | Issue 4 | Article 23 | What Characterizes Chinese Students’ Exposition Besides Deduction and Induction?: A Comparative Rhetoric Perspective |
| Vol. 42 | Issue 4 | Article 24 | Intelligibility in Chinese English Spoken in Central China |
| Vol. 42 | Issue 4 | Article 25 | Metadiscourse Use in L2 Student Essay Writing: A Longitudinal Cross-Contextual Comparison |
| Vol. 42 | Issue 4 | Article 26 | A Corpus-Based Comparative Study on Lexical Bundles in Native and Chinese Scholars’ English Abstracts—Taking Linguistics and Chemistry as an Example |
| Vol. 42 | Issue 4 | Article 27 | Scaffolding Students’ Self-Assessment of Their English Essays with Annotated Samples: A Mixed-Methods Study |
| Vol. 42 | Issue 4 | Article 28 | On Translation of Cultural Images in Chang Hen Ge from the Perspective of Reception Theory |
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