The study examines the effects of teacher’s using authentic texts on EFL students’ cognitive reading engagement related to four variables including (i) reading comprehension, (ii) oral response to reading, (iii) reaction paragraph, and (iv) students’ perceptions of learning to read. Participants included 52 Vietnamese undergraduate students of EFL pre-intermediate level. The data of the study were collected through reading tests for the first three variables and a 32- item questionnaire for the fourth variable. Results revealed that students in the experimental condition achieved significantly better understanding of reading comprehension after the intervention course. In terms of reflection after reading and creating a reaction paragraph, the holistic quality of oral response and the reaction paragraph was significantly improved for both groups from a peer rating. However, students in the experimental group showed a more dramatic increase. Moreover, the findings of the questionnaire showed that students in the intervention course achieved a more positive perception of their learning to read.
{"title":"Investigating Effects of Teacher’s Using Authentic Texts on Cognitive Reading Engagement of Vietnamese EFL Students","authors":"Huu Phat Nguyen, N. Huynh, Phuong Nam T. Nguyen","doi":"10.22158/eltls.v5n3p10","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p10","url":null,"abstract":"The study examines the effects of teacher’s using authentic texts on EFL students’ cognitive reading engagement related to four variables including (i) reading comprehension, (ii) oral response to reading, (iii) reaction paragraph, and (iv) students’ perceptions of learning to read. Participants included 52 Vietnamese undergraduate students of EFL pre-intermediate level. The data of the study were collected through reading tests for the first three variables and a 32- item questionnaire for the fourth variable. Results revealed that students in the experimental condition achieved significantly better understanding of reading comprehension after the intervention course. In terms of reflection after reading and creating a reaction paragraph, the holistic quality of oral response and the reaction paragraph was significantly improved for both groups from a peer rating. However, students in the experimental group showed a more dramatic increase. Moreover, the findings of the questionnaire showed that students in the intervention course achieved a more positive perception of their learning to read.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127960706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Love Songs of Tsangyang Gyatso is a masterpiece in the world of Tibetan poetry. In recent years, scholars have analysed and studied it from different perspectives and from different disciplines, but there have been fewer studies on its English translation. From the perspective of semiotics, the study analyses different translations of Love Songs of Tsangyang Gyatso, and takes semiotics as a theoretical basis and methodological support, providing a new perspective for translation studies.
{"title":"On the Translation of the Love Songs of Tsangyang Gyatso from the Perspective of Semiotics","authors":"Li Siyuan, Ou Xiaolin","doi":"10.22158/eltls.v5n3p1","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p1","url":null,"abstract":"The Love Songs of Tsangyang Gyatso is a masterpiece in the world of Tibetan poetry. In recent years, scholars have analysed and studied it from different perspectives and from different disciplines, but there have been fewer studies on its English translation. From the perspective of semiotics, the study analyses different translations of Love Songs of Tsangyang Gyatso, and takes semiotics as a theoretical basis and methodological support, providing a new perspective for translation studies.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116809980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
China has been promoting English teaching activities since the 1960s with the goal of cultivating a global perspective and proficiency among the younger generation. Despite decades of teaching, issues such as the inconsistent use of British and American pronunciation and the incorrect use of tenses in Chinese English persist and have not seen improvement. This paper delves into a comprehensive study from the perspective of the differences between English teaching in China and foreign countries, specifically exploring the relationship between Chinese English and educational methods while analyzing the underlying logic and differences in Chinese and Western English teaching methods. This paper starts with the scientific laws of language acquisition and aims to provide practical solutions to address Chinese English problems and other language-related issues, and offers valuable insights into the innovation and development of Chinese English teaching in the future.
{"title":"A Brief Talk on Chinglish from the Level of Teaching Methods","authors":"Song Siyu, Zhou Jing (Instructor)","doi":"10.22158/eltls.v5n2p200","DOIUrl":"https://doi.org/10.22158/eltls.v5n2p200","url":null,"abstract":"China has been promoting English teaching activities since the 1960s with the goal of cultivating a global perspective and proficiency among the younger generation. Despite decades of teaching, issues such as the inconsistent use of British and American pronunciation and the incorrect use of tenses in Chinese English persist and have not seen improvement. This paper delves into a comprehensive study from the perspective of the differences between English teaching in China and foreign countries, specifically exploring the relationship between Chinese English and educational methods while analyzing the underlying logic and differences in Chinese and Western English teaching methods. This paper starts with the scientific laws of language acquisition and aims to provide practical solutions to address Chinese English problems and other language-related issues, and offers valuable insights into the innovation and development of Chinese English teaching in the future.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114726295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this research is to improve the writing abilities of students through a concentrated emphasis on discourse patterns, content, coherence, and language suitability. The conceptual framework of the process genre approach informed the design of the course. The framework outlines the developmental stages of learners, beginning with the acquisition and understanding of knowledge, followed by its analysis, and culminating in the application of knowledge in a creative manner. Furthermore, it provides precise directives for the implementation of said principles. An academic curriculum that is based on genre should include a comprehensive understanding of discourse genres and their intricate characteristics. Proficiency in language and expertise in the subject matter are necessary for teachers to effectively utilize genre analysis in the field of education. The results indicate that educators should underscore to pupils that the attainment of English language proficiency entails the cultivation of communicative proficiency in diverse settings, alongside the acquisition of reading and writing proficiencies.
{"title":"Teaching Activities for English Writing: Based on a Process Genre","authors":"Xiaowei Zhou","doi":"10.22158/eltls.v5n2p208","DOIUrl":"https://doi.org/10.22158/eltls.v5n2p208","url":null,"abstract":"The objective of this research is to improve the writing abilities of students through a concentrated emphasis on discourse patterns, content, coherence, and language suitability. The conceptual framework of the process genre approach informed the design of the course. The framework outlines the developmental stages of learners, beginning with the acquisition and understanding of knowledge, followed by its analysis, and culminating in the application of knowledge in a creative manner. Furthermore, it provides precise directives for the implementation of said principles. An academic curriculum that is based on genre should include a comprehensive understanding of discourse genres and their intricate characteristics. Proficiency in language and expertise in the subject matter are necessary for teachers to effectively utilize genre analysis in the field of education. The results indicate that educators should underscore to pupils that the attainment of English language proficiency entails the cultivation of communicative proficiency in diverse settings, alongside the acquisition of reading and writing proficiencies.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116551613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite significant progress made in machine translation technology and the ongoing efforts in practical and commercial application of neural machine translation systems, their performance in vertical fields remains unsatisfactory. To avoid misunderstandings and excessive expectations of a specific machine translation system, this research selected legal texts as its real data research object. The text translation tasks were accomplished using two popular neural machine translation systems, DeepL and Metasota, both domestically and internationally, and evaluated using internationally recognized BLEU algorithm to reflect their Chinese-to-English translation performance in legal fields. Based on the determined BLEU score, the study adopted an artificial analysis method to analyze the grammatical aspects of the machine translation output, including the accuracy of terminology usage, word order, subject-verb agreement, sentence structure, tense, and voice to enable readers to have a rational understanding of the gap between machine translation and human translation in legal text translation, and objectively assess the application and future development prospects of machine translation in legal text fields. The experimental results indicate that machine translation systems still face challenges in achieving high-quality legal text translations and meeting practical needs, and that further post-translation editing research is needed to improve the accuracy of legal text translation.
{"title":"Quality Evaluation of C-E Translation of Legal Texts by Mainstream Machine Translation Systems—An Example of DeepL and Metasota","authors":"Ashley Yu","doi":"10.22158/eltls.v5n2p180","DOIUrl":"https://doi.org/10.22158/eltls.v5n2p180","url":null,"abstract":"Despite significant progress made in machine translation technology and the ongoing efforts in practical and commercial application of neural machine translation systems, their performance in vertical fields remains unsatisfactory. To avoid misunderstandings and excessive expectations of a specific machine translation system, this research selected legal texts as its real data research object. The text translation tasks were accomplished using two popular neural machine translation systems, DeepL and Metasota, both domestically and internationally, and evaluated using internationally recognized BLEU algorithm to reflect their Chinese-to-English translation performance in legal fields. Based on the determined BLEU score, the study adopted an artificial analysis method to analyze the grammatical aspects of the machine translation output, including the accuracy of terminology usage, word order, subject-verb agreement, sentence structure, tense, and voice to enable readers to have a rational understanding of the gap between machine translation and human translation in legal text translation, and objectively assess the application and future development prospects of machine translation in legal text fields. The experimental results indicate that machine translation systems still face challenges in achieving high-quality legal text translations and meeting practical needs, and that further post-translation editing research is needed to improve the accuracy of legal text translation.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129623277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study analyzes the challenges faced by 90 English language learners enrolled in a Chinese educational institution. It compares high-level and low-level listeners and investigates strategies for students to improve their listening skills. Data was gathered through a questionnaire and an interview that prompted recollection. The initial method assesses students’ attention abilities, while the latter is self-reflective. In the listening phase, participants utilized sensory recall strategies and oral expressiveness to stimulate internal cognitive processes. The researcher also interviewed an instructor to gain insight into Chinese students’ listening difficulties and strategies from an educational standpoint. Hybrid methods enhanced research reliability. Quantitative data was analyzed using SPSS. Transcription, decoding, and qualitative analysis were conducted. Distinct strategies are employed by high- and low-level Chinese listeners, as revealed by the study. Listening problems exhibit significant variability. The study found that poor listening skills can hinder language proficiency, including the ability to articulate sounds, modulate pitch, and control tension. The primary objective of this study is to assess the incidence of listening comprehension strategies through a combination of qualitative and quantitative approaches. The study aims to investigate the listening comprehension of L2 learners from the viewpoints of both the learners and the instructor.
{"title":"A Study on the Use of Listening Strategies and Listening Barriers of Chinese Training Institution Learners","authors":"Xiaowei Zhou","doi":"10.22158/eltls.v5n2p129","DOIUrl":"https://doi.org/10.22158/eltls.v5n2p129","url":null,"abstract":"This study analyzes the challenges faced by 90 English language learners enrolled in a Chinese educational institution. It compares high-level and low-level listeners and investigates strategies for students to improve their listening skills. Data was gathered through a questionnaire and an interview that prompted recollection. The initial method assesses students’ attention abilities, while the latter is self-reflective. In the listening phase, participants utilized sensory recall strategies and oral expressiveness to stimulate internal cognitive processes. The researcher also interviewed an instructor to gain insight into Chinese students’ listening difficulties and strategies from an educational standpoint. Hybrid methods enhanced research reliability. Quantitative data was analyzed using SPSS. Transcription, decoding, and qualitative analysis were conducted. Distinct strategies are employed by high- and low-level Chinese listeners, as revealed by the study. Listening problems exhibit significant variability. The study found that poor listening skills can hinder language proficiency, including the ability to articulate sounds, modulate pitch, and control tension. The primary objective of this study is to assess the incidence of listening comprehension strategies through a combination of qualitative and quantitative approaches. The study aims to investigate the listening comprehension of L2 learners from the viewpoints of both the learners and the instructor.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126272388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chinese tourism has been revised since the Covid-19 quarantine policy was abolished. Tourism institutions are going to continue to attract inbound and international tourists by using tourism promotional materials. Tourism commonly seems like an intercultural communication process. Therefore, translating Chinese tourism promotional materials into English with good quality should be highlighted, such as leaflets, brochures, websites, etc. However, while promotional discourse in the tourism industry has been developed for many years, previous studies indicated that some English translations of tourism promotional materials fail to achieve very promotional efficacy, or worse, leave a negative impression on international tourists. This paper aims to focus on analyzing the translation errors of tourism promotional materials and improve them from Eco-translatology perspective, namely Three-dimensional Transformation. Finally, the findings argue that the essential reason for the translation errors is ascribed to the lack of persuasive tourism skills and the non-consideration of Anglophone tourists’ characteristics.
{"title":"Can Translation Evolve? Translation Errors of Chinese-to-English Tourism Promotional Materials from Eco-Translatology Perspectives","authors":"Tobias Lee","doi":"10.22158/eltls.v5n2p151","DOIUrl":"https://doi.org/10.22158/eltls.v5n2p151","url":null,"abstract":"Chinese tourism has been revised since the Covid-19 quarantine policy was abolished. Tourism institutions are going to continue to attract inbound and international tourists by using tourism promotional materials. Tourism commonly seems like an intercultural communication process. Therefore, translating Chinese tourism promotional materials into English with good quality should be highlighted, such as leaflets, brochures, websites, etc. However, while promotional discourse in the tourism industry has been developed for many years, previous studies indicated that some English translations of tourism promotional materials fail to achieve very promotional efficacy, or worse, leave a negative impression on international tourists. This paper aims to focus on analyzing the translation errors of tourism promotional materials and improve them from Eco-translatology perspective, namely Three-dimensional Transformation. Finally, the findings argue that the essential reason for the translation errors is ascribed to the lack of persuasive tourism skills and the non-consideration of Anglophone tourists’ characteristics.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115665624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study adopts two assumptions about abstract lexical structure. One is that lexical structure is modular: lexical information is organized into subsystems pointing to different levels of linguistic structure, and parts of lexical structure can be split and recombined. The other concerns the sources of morphemes actually occurring in surface strings. As commonly recognized, abstract lexical structure contains three levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. This study argues that abstract lexical structure becomes “complex” because the bilingual mental lexicon contains lemmas (i.e., abstract entries about lexemes) from different sources, such as learners’ first language, their target language, and their interlanguage. By adopting a multi-layered speech production model (Levelt, 1989; Myers-Scotton & Jake, 2001; Wei, 2002, 2015, 2020), it further argues that different types of morphemes are accessed at different levels of language production, resulting in different degrees of learning difficulty (an implicational hierarchy of second language morpheme acquisition) and different types of learner errors in interlanguage production. The typical instances of learner errors for the study are collected from interlanguage performance by adult second language learners with various first language backgrounds. This study aims to explore the nature of the bilingual mental lexicon and mechanisms of interlanguage development.
{"title":"Bilingual Complex Abstract Lexical Structure and Its Relevance to Interlanguage Studies","authors":"Longxing Wei","doi":"10.22158/eltls.v5n2p162","DOIUrl":"https://doi.org/10.22158/eltls.v5n2p162","url":null,"abstract":"This study adopts two assumptions about abstract lexical structure. One is that lexical structure is modular: lexical information is organized into subsystems pointing to different levels of linguistic structure, and parts of lexical structure can be split and recombined. The other concerns the sources of morphemes actually occurring in surface strings. As commonly recognized, abstract lexical structure contains three levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. This study argues that abstract lexical structure becomes “complex” because the bilingual mental lexicon contains lemmas (i.e., abstract entries about lexemes) from different sources, such as learners’ first language, their target language, and their interlanguage. By adopting a multi-layered speech production model (Levelt, 1989; Myers-Scotton & Jake, 2001; Wei, 2002, 2015, 2020), it further argues that different types of morphemes are accessed at different levels of language production, resulting in different degrees of learning difficulty (an implicational hierarchy of second language morpheme acquisition) and different types of learner errors in interlanguage production. The typical instances of learner errors for the study are collected from interlanguage performance by adult second language learners with various first language backgrounds. This study aims to explore the nature of the bilingual mental lexicon and mechanisms of interlanguage development.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122299423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As an emerging discipline, ecolinguistics has been of considerable interest to scholars at home and abroad in different fields, with the deterioration of global ecological situation and the improvement of people’s ecological awareness. Ecolinguistics should be concerned not only with the studies on the relationship among human, nature and society, but also with the studies on the language itself, such as sound, form and meaning. Therefore, taking as a theoretical framework attitude system, a subsystem of Appraisal Theory, this paper will analyze how the attitudinal resources are distributed and then reveal the ecological meaning and the hidden ideology embodied in news reports as well as explore how environmental news reports affect human ecological awareness and the ecological environment in terms of environmental news reports selectively collected from China Daily in 2022.
{"title":"Ecological Discourse Analysis of Environmental News Reports: A Case Study of China Daily (2022)","authors":"Min-hwa Zhou","doi":"10.22158/eltls.v5n2p118","DOIUrl":"https://doi.org/10.22158/eltls.v5n2p118","url":null,"abstract":"As an emerging discipline, ecolinguistics has been of considerable interest to scholars at home and abroad in different fields, with the deterioration of global ecological situation and the improvement of people’s ecological awareness. Ecolinguistics should be concerned not only with the studies on the relationship among human, nature and society, but also with the studies on the language itself, such as sound, form and meaning. Therefore, taking as a theoretical framework attitude system, a subsystem of Appraisal Theory, this paper will analyze how the attitudinal resources are distributed and then reveal the ecological meaning and the hidden ideology embodied in news reports as well as explore how environmental news reports affect human ecological awareness and the ecological environment in terms of environmental news reports selectively collected from China Daily in 2022.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125579124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Metaphor, as a conceptual and cognitive tool, plays an important role in language learning and teaching. Based on the related research on metaphor, this paper discusses the performance of metaphor in foreign language learning and teaching and the relationship between them. This paper discusses the relationship between metaphor and foreign language learning from three aspects: vocabulary, foreign language communicative competence and culture. Finally, this paper summarizes the implications of metaphor for foreign language teaching: developing metaphoric awareness, strengthening metaphoric competence and using metaphor analysis in teaching evaluation.
{"title":"Metaphor in Foreign Language Learning and Teaching and its Implications","authors":"Zhu Miao","doi":"10.22158/eltls.v5n2p85","DOIUrl":"https://doi.org/10.22158/eltls.v5n2p85","url":null,"abstract":"Metaphor, as a conceptual and cognitive tool, plays an important role in language learning and teaching. Based on the related research on metaphor, this paper discusses the performance of metaphor in foreign language learning and teaching and the relationship between them. This paper discusses the relationship between metaphor and foreign language learning from three aspects: vocabulary, foreign language communicative competence and culture. Finally, this paper summarizes the implications of metaphor for foreign language teaching: developing metaphoric awareness, strengthening metaphoric competence and using metaphor analysis in teaching evaluation.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129855756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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