Flávia G. Calaça de Souza, Rosana Costa de Oliveira, Tatiana Ramalho Barbosa
In order to avoid repetition of noun phrases in a sentence the use of anaphora is present in most languages. In English, for example, Reinhart and Reuland (1993) pointed out that syntactic anaphora, besides natural, is guided by c-command (Chomsky, 1981) and related to syntactic factors, and logophoric anaphora is guided by extra-syntactic information. This study aims to observe the influence of c-command in Brazilian Portuguese syntactic anaphora “a si mesmo (a)” during language processing, as well as verify the acceptability of the logophoric anaphora “ele mesmo”. For this, two psycholinguistic experiments were made that showed the influence of c-command during the reading of the anaphora “a si mesmo (a)” and that the sentences with logophoric anaphora “ele mesmo” are considered acceptable in Brazilian Portuguese.
为了避免名词短语在句子中重复，大多数语言都使用回指。以英语为例，Reinhart和Reuland(1993)指出，句法性回指除自然外，还受c-command (Chomsky, 1981)的引导，与句法因素有关，而词性回指受句法外信息的引导。本研究旨在观察c命令对巴西葡萄牙语句法回指“a si mesmo (a)”在语言加工过程中的影响，并验证义指回指“ele mesmo”的可接受性。为此，我们进行了两项心理语言学实验，证明了c命令在巴西葡萄牙语中对回指“a si mesmo (a)”的影响，以及带词回指“ele mesmo”的句子被认为是可以接受的。
{"title":"Syntactic and Logophoric Anaphora Under the Perspective of Experimental Syntax","authors":"Flávia G. Calaça de Souza, Rosana Costa de Oliveira, Tatiana Ramalho Barbosa","doi":"10.5296/elr.v9i2.21294","DOIUrl":"https://doi.org/10.5296/elr.v9i2.21294","url":null,"abstract":"In order to avoid repetition of noun phrases in a sentence the use of anaphora is present in most languages. In English, for example, Reinhart and Reuland (1993) pointed out that syntactic anaphora, besides natural, is guided by c-command (Chomsky, 1981) and related to syntactic factors, and logophoric anaphora is guided by extra-syntactic information. This study aims to observe the influence of c-command in Brazilian Portuguese syntactic anaphora “a si mesmo (a)” during language processing, as well as verify the acceptability of the logophoric anaphora “ele mesmo”. For this, two psycholinguistic experiments were made that showed the influence of c-command during the reading of the anaphora “a si mesmo (a)” and that the sentences with logophoric anaphora “ele mesmo” are considered acceptable in Brazilian Portuguese.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"44 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138592384","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 paper presents a mixed-methods study that investigates the effectiveness of gamification in mobile language learning applications. The study explores how gamification elements influence language learning outcomes, motivation, and engagement. The specific game used in this study is “LanguageQuest,” a gamified language learning application that incorporates interactive activities, challenges, rewards, and progress tracking features. The study employs a combination of qualitative and quantitative methods to gather data from language learners who used the LanguageQuest app. The findings provide valuable insights into the impact of gamification on language learning and offer implications for language educators and app developers.
{"title":"Exploring the Effectiveness of Gamification in Mobile Language Learning Applications: A Mixed-Methods Study","authors":"Fakhereh Safatian","doi":"10.5296/elr.v9i2.21425","DOIUrl":"https://doi.org/10.5296/elr.v9i2.21425","url":null,"abstract":"This paper presents a mixed-methods study that investigates the effectiveness of gamification in mobile language learning applications. The study explores how gamification elements influence language learning outcomes, motivation, and engagement. The specific game used in this study is “LanguageQuest,” a gamified language learning application that incorporates interactive activities, challenges, rewards, and progress tracking features. The study employs a combination of qualitative and quantitative methods to gather data from language learners who used the LanguageQuest app. The findings provide valuable insights into the impact of gamification on language learning and offer implications for language educators and app developers.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"79 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138590685","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 the importance attributed to the teaching of English in Algeria which covers the diverse language building blocks namely speaking, writing, reading and listening, students experience constant difficulties with the listening skills. In reality, the listening instruction provided fails to include the strategies that help less-effective learners to understand the oral input with confidence and without any anxiety. Therefore, with the perspective to investigate how listening tasks are processed by EFL learners, an assessment of this proficiency was achieved via adopting a listening test, a questionnaire and a retrospective interview. The results of this investigation helped to uncover the strategies used by Algerian students to overcome their learning difficulties and process the aural input.
{"title":"Assessing Algerian EFL Learners’ Metacognitive Strategy Use in Listening Comprehension","authors":"Siham Bouzar Fodil-Cherif","doi":"10.5296/elr.v9i2.21300","DOIUrl":"https://doi.org/10.5296/elr.v9i2.21300","url":null,"abstract":"Despite the importance attributed to the teaching of English in Algeria which covers the diverse language building blocks namely speaking, writing, reading and listening, students experience constant difficulties with the listening skills. In reality, the listening instruction provided fails to include the strategies that help less-effective learners to understand the oral input with confidence and without any anxiety. Therefore, with the perspective to investigate how listening tasks are processed by EFL learners, an assessment of this proficiency was achieved via adopting a listening test, a questionnaire and a retrospective interview. The results of this investigation helped to uncover the strategies used by Algerian students to overcome their learning difficulties and process the aural input.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139341338","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}
Arvee Grace Sejas Magdayao, Jorge Paelma Fabonan, T. Tajolosa, Red Gel Linn Castillo Injan
Amidst the risk brought by the COVID-19 pandemic in the Philippines, the country’s educators, students, and schools managed to continue education through distance learning. This study explored the effects of teacher home visit tutoring on improving high school students’ performance in mathematics. A researcher-constructed pre-test and post-test and a modified adopted survey questionnaire were personally administered to the respondents. Through the use of MS 365 Excel and Jeffrey’s Amazing Statistical Program or JASP software, it was found that there was a significant difference between the respondents’ scores before and after the home visitation tutoring. Further, respondents perceived an improvement in their performance after being home tutored by their teachers, and positively perceived the suitability and timeliness of the tutoring strategy.
在新冠肺炎大流行给菲律宾带来的风险中，该国的教育工作者、学生和学校设法通过远程学习继续接受教育。摘要本研究探讨教师家访辅导对高中生数学成绩的提升效果。研究者自行设计了一份前测和后测问卷，并采用了一份修改后的调查问卷。通过使用MS 365 Excel和Jeffrey ' s Amazing Statistical Program或JASP软件，发现被调查者在家访辅导前后的得分有显著差异。此外，受访者认为教师在家辅导后他们的表现有所改善，并积极地认为家教策略的适用性和及时性。
{"title":"Impact of Teacher Home Visit Tutoring on High School Students’ Mathematics Performance: Basis for Adopting an Intervention Program for Struggling Learners During the Pandemic","authors":"Arvee Grace Sejas Magdayao, Jorge Paelma Fabonan, T. Tajolosa, Red Gel Linn Castillo Injan","doi":"10.5296/elr.v9i1.21006","DOIUrl":"https://doi.org/10.5296/elr.v9i1.21006","url":null,"abstract":"Amidst the risk brought by the COVID-19 pandemic in the Philippines, the country’s educators, students, and schools managed to continue education through distance learning. This study explored the effects of teacher home visit tutoring on improving high school students’ performance in mathematics. A researcher-constructed pre-test and post-test and a modified adopted survey questionnaire were personally administered to the respondents. Through the use of MS 365 Excel and Jeffrey’s Amazing Statistical Program or JASP software, it was found that there was a significant difference between the respondents’ scores before and after the home visitation tutoring. Further, respondents perceived an improvement in their performance after being home tutored by their teachers, and positively perceived the suitability and timeliness of the tutoring strategy.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114307284","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 current study tries to test the assumption that the use of meaningful drills and contextualized reading comprehension passages lead to better understanding of relative clauses. The study is based on the idea that meaning and contexts are necessary for learning to take place. It also aims to empirically test the effect of meaningful drills proposed by Christina Paulston on the acquisition of relative clauses. A sample of (30) first year undergraduate students of English took part in this study. The participants were divided equally into experimental and control group. The sample performances were matched based on their scores in the pre and posttest. After doing the pretest the experimental students received a short handout with relative clauses presented in short reading passages to read for themselves. Students of the experimental group had to identify and discover for themselves the occurrences of relative clauses in the reading passages. The reading passages are followed by meaningful drills on relative clauses. Three weeks later, the students in both groups took a posttest on relative clauses. Based on the tests results the authors have concluded that inserting context and meaning leads to better understanding of the grammar pattern being investigated.
{"title":"Meaningful Drills and Contextualized Reading Passages to Understand Relative Clauses","authors":"A. Mustafa, Abdelbadie Ahmed Fadellah","doi":"10.5296/elr.v9i1.21026","DOIUrl":"https://doi.org/10.5296/elr.v9i1.21026","url":null,"abstract":"The current study tries to test the assumption that the use of meaningful drills and contextualized reading comprehension passages lead to better understanding of relative clauses. The study is based on the idea that meaning and contexts are necessary for learning to take place. It also aims to empirically test the effect of meaningful drills proposed by Christina Paulston on the acquisition of relative clauses. A sample of (30) first year undergraduate students of English took part in this study. The participants were divided equally into experimental and control group. The sample performances were matched based on their scores in the pre and posttest. After doing the pretest the experimental students received a short handout with relative clauses presented in short reading passages to read for themselves. Students of the experimental group had to identify and discover for themselves the occurrences of relative clauses in the reading passages. The reading passages are followed by meaningful drills on relative clauses. Three weeks later, the students in both groups took a posttest on relative clauses. Based on the tests results the authors have concluded that inserting context and meaning leads to better understanding of the grammar pattern being investigated.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130306938","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}
English language learning programs are always evolving to suit the needs of the changing demands of the learners. In Saudi Arabia, English programs are solely focused on achieving language proficiency through teaching learners’ vocabulary and grammar only, excluding other important language constructs such as pragmatics. This research investigates the relationship between pragmatic proficiency and language proficiency by administering an MDCT (multiple-choice discourse completion task) survey test on 80 Saudi health track students who are enrolled in King Abdul-Aziz English language institution. The test questions were adopted from Çetınavci and Öztürk’s original MDCT instrument, designed to focus on testing knowledge of implied meaning “implicatures”. The results were analyzed using SPSS to measure the correlation between pragmatic proficiency and language proficiency and observe the most difficult implicature the students found. The findings indicate that there is no linear relationship between the students’ English proficiency and their pragmatic proficiency.
{"title":"The Role of Pragmatic Competence in the Language Proficiency of Saudi EFL Learners","authors":"Futoon Naif Al-Hozali","doi":"10.5296/elr.v9i1.20945","DOIUrl":"https://doi.org/10.5296/elr.v9i1.20945","url":null,"abstract":"English language learning programs are always evolving to suit the needs of the changing demands of the learners. In Saudi Arabia, English programs are solely focused on achieving language proficiency through teaching learners’ vocabulary and grammar only, excluding other important language constructs such as pragmatics. This research investigates the relationship between pragmatic proficiency and language proficiency by administering an MDCT (multiple-choice discourse completion task) survey test on 80 Saudi health track students who are enrolled in King Abdul-Aziz English language institution. The test questions were adopted from Çetınavci and Öztürk’s original MDCT instrument, designed to focus on testing knowledge of implied meaning “implicatures”. The results were analyzed using SPSS to measure the correlation between pragmatic proficiency and language proficiency and observe the most difficult implicature the students found. The findings indicate that there is no linear relationship between the students’ English proficiency and their pragmatic proficiency.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"27 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":"133577597","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 global COVID-19 pandemic has had a profound impact on social interaction and has forced schools to adapt to new realities. Teachers, who had previously only taught in face-to-face settings, were suddenly required to adopt and adjust to remote teaching due to pandemic restrictions. This article reflects on the experiences of foreign language teachers in different online teaching formats during this period. Theoretical foundations for this research include authors such as Bakhtin (2005, 2003), Machado and Abreu-Tardelli (2009), and Bronckart (1999). This exploratory and qualitative study utilized a structured questionnaire as a methodological approach (Gil, 2008). The aim of the survey was to gather information about the online teaching formats used by teachers and their self-evaluation of their teaching skills and knowledge during this time. The study found that a re-evaluation of teaching strategies was necessary, requiring the use of a broader range of pedagogical tools to achieve success in online teaching. The data generated indicated that a re-framing of teaching was necessary, compelling professional instrumentalization and appropriation of a wider range of pedagogical tools under the extreme circumstances that were faced.
{"title":"Online Classes in a Pandemic Context: A (re) Framing of Language Teaching?","authors":"Katarina Queiroga Duarte, T. R. Barbosa","doi":"10.5296/elr.v9i1.20925","DOIUrl":"https://doi.org/10.5296/elr.v9i1.20925","url":null,"abstract":"The global COVID-19 pandemic has had a profound impact on social interaction and has forced schools to adapt to new realities. Teachers, who had previously only taught in face-to-face settings, were suddenly required to adopt and adjust to remote teaching due to pandemic restrictions. This article reflects on the experiences of foreign language teachers in different online teaching formats during this period. Theoretical foundations for this research include authors such as Bakhtin (2005, 2003), Machado and Abreu-Tardelli (2009), and Bronckart (1999). This exploratory and qualitative study utilized a structured questionnaire as a methodological approach (Gil, 2008). The aim of the survey was to gather information about the online teaching formats used by teachers and their self-evaluation of their teaching skills and knowledge during this time. The study found that a re-evaluation of teaching strategies was necessary, requiring the use of a broader range of pedagogical tools to achieve success in online teaching. The data generated indicated that a re-framing of teaching was necessary, compelling professional instrumentalization and appropriation of a wider range of pedagogical tools under the extreme circumstances that were faced.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130857172","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 pandemic has changed many physical activities involved in the internationalization of higher education process, such as academic mobility. This study investigated how virtual mobility (VM) can contribute to a more cooperative and inclusive internationalization process with more opportunities for the academic communities involved. With that aim, the perceptions of students from a university in the Global South involved in a VM program with a university from the Global North in the 2021/2022 academic year were analyzed. Data were collected through questionnaires and group interviews and analyzed qualitatively to discuss the affordances of VM for more inclusive and cooperative relationships between universities from the Global South and North. Overall, results of the study suggest that although the VM program was designed by the university in the Global North without the cooperation of the university from the Global South, the students involved were positively impacted by their participation in the program and collaboration with students from the Global North, which in turn, contributed to their knowledge and research topic development.
{"title":"Towards More Cooperative/Inclusive Internationalization: Insights from a South/North Virtual Mobility Project","authors":"A. Mendes, K. Finardi","doi":"10.5296/elr.v9i1.20924","DOIUrl":"https://doi.org/10.5296/elr.v9i1.20924","url":null,"abstract":"The pandemic has changed many physical activities involved in the internationalization of higher education process, such as academic mobility. This study investigated how virtual mobility (VM) can contribute to a more cooperative and inclusive internationalization process with more opportunities for the academic communities involved. With that aim, the perceptions of students from a university in the Global South involved in a VM program with a university from the Global North in the 2021/2022 academic year were analyzed. Data were collected through questionnaires and group interviews and analyzed qualitatively to discuss the affordances of VM for more inclusive and cooperative relationships between universities from the Global South and North. Overall, results of the study suggest that although the VM program was designed by the university in the Global North without the cooperation of the university from the Global South, the students involved were positively impacted by their participation in the program and collaboration with students from the Global North, which in turn, contributed to their knowledge and research topic development.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128091265","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 study aimed to investigate the role of technological creative photography in the framework of contemporary education in training students’ knowledge, skills, and abilities at the College of Basic Education in Kuwait. The study used the survey analytical descriptive method. The study sample consisted of (278) students from the College of Basic Education, who were randomly selected. The researcher prepared to identify the role of technological creative photography, and it confirmed its sincerity and consistency The results showed that there were no statistically significant differences (= 0.05) attributable to the effect of gender on technological creative photography.
{"title":"The Role of Technological Creative Photography in the Framework of Contemporary Education in the Training of the Knowledge, Skills, and Abilities of Students in the College of Basic Education in Kuwait","authors":"Ahmad Alfailakawi, A. Al-Anzi","doi":"10.5296/elr.v9i1.20845","DOIUrl":"https://doi.org/10.5296/elr.v9i1.20845","url":null,"abstract":"The study aimed to investigate the role of technological creative photography in the framework of contemporary education in training students’ knowledge, skills, and abilities at the College of Basic Education in Kuwait. The study used the survey analytical descriptive method. The study sample consisted of (278) students from the College of Basic Education, who were randomly selected. The researcher prepared to identify the role of technological creative photography, and it confirmed its sincerity and consistency The results showed that there were no statistically significant differences (= 0.05) attributable to the effect of gender on technological creative photography.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122394425","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 study aimed to investigate the trends of university students in the College of Basic Education towards the use of interactive blackboard technology in education in Kuwait. The researcher used the scan descriptive method, the sample was selected randomly, and they prepared a questionnaire to measure the trends of university students towards the use of the interactive blackboard, and the resolution consisted of (32) paragraphs. The study sample consisted of (393) students from College of Basic Education. The results showed that the trends of university students of Basic Education were highly positive towards the use of interactive blackboard technology in education, as the averages of arithmetic ranged from (2.95 to 4.17), and the results also showed no statistically significant differences a ≤ 0.05 attributable to the effect of gender.
{"title":"Trends of University Students in the College of Basic Education Towards the Use of Interactive Blackboard Technology in Education in Kuwait 2020/2021","authors":"Ahmad Alfailakawi","doi":"10.5296/elr.v8i2.20447","DOIUrl":"https://doi.org/10.5296/elr.v8i2.20447","url":null,"abstract":"The study aimed to investigate the trends of university students in the College of Basic Education towards the use of interactive blackboard technology in education in Kuwait. The researcher used the scan descriptive method, the sample was selected randomly, and they prepared a questionnaire to measure the trends of university students towards the use of the interactive blackboard, and the resolution consisted of (32) paragraphs. The study sample consisted of (393) students from College of Basic Education. The results showed that the trends of university students of Basic Education were highly positive towards the use of interactive blackboard technology in education, as the averages of arithmetic ranged from (2.95 to 4.17), and the results also showed no statistically significant differences a ≤ 0.05 attributable to the effect of gender.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131539904","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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