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张莲

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Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach

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Affiliation of Author(s):英语学院

Journal:Language Teaching Research

Funded by:国家社科基金项目

Indexed by:Journal paper

Document Code:6D536607C7F7406E846B366FDD5DCB18

Number of Words:13000

Translation or Not:no

Date of Publication:2020-02-20

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