Language is a social phenomenon. It helps us to interact with the world around us. The prevailing content explores and emphasizes the idea of language as a significantly active agent which indoctrinates learners and excludes people from minorities through English Language textbook of Class 9 published by Sindh Textbook Board of Sindh, Pakistan. The study used Fair Clough’s model of CDA 1995 (Critical Discourse Analysis) as a tool to reveal the hidden ideologies behind the language used in the textbook. English, in Pakistan, is used as a language-learning subject in the context of L2. However, the language used in textbooks imposes certain ideological connotations in not only an implicit but also explicit manner. Rahman (2002).The language textbooks indoctrinate learners by propagating hidden agendas such as excessive promotion of Islamization and glorification of war and war heroes to name just a few. The study recommends language textbooks to focus on developing language skills and enlarging the lingual capabilities of the learners instead of selling indoctrination and constricting the critical abilities of the learners. In order to meet the needs of a modern world, balance curriculum contents should be designed for the learners. It is highly suggested to the designers and policy makers, to focus on language learning items and content, instead of content-oriented textbooks. The research will be beneficial in the domain of education and for fellow researchers as they would be able to discern in clear terms why indoctrination should be discouraged in the process of education; language should only be taught without distortion.
{"title":"Indoctrination and Islamization in Higher Secondary Curriculum in Pakistan: A Case Study of Sindh Textbook Board of Pakistan","authors":"Razia Kazim, Shabana Sartaj, S. Memon","doi":"10.5296/ELR.V5I1.14535","DOIUrl":"https://doi.org/10.5296/ELR.V5I1.14535","url":null,"abstract":"Language is a social phenomenon. It helps us to interact with the world around us. The prevailing content explores and emphasizes the idea of language as a significantly active agent which indoctrinates learners and excludes people from minorities through English Language textbook of Class 9 published by Sindh Textbook Board of Sindh, Pakistan. The study used Fair Clough’s model of CDA 1995 (Critical Discourse Analysis) as a tool to reveal the hidden ideologies behind the language used in the textbook. English, in Pakistan, is used as a language-learning subject in the context of L2. However, the language used in textbooks imposes certain ideological connotations in not only an implicit but also explicit manner. Rahman (2002).The language textbooks indoctrinate learners by propagating hidden agendas such as excessive promotion of Islamization and glorification of war and war heroes to name just a few. The study recommends language textbooks to focus on developing language skills and enlarging the lingual capabilities of the learners instead of selling indoctrination and constricting the critical abilities of the learners. In order to meet the needs of a modern world, balance curriculum contents should be designed for the learners. It is highly suggested to the designers and policy makers, to focus on language learning items and content, instead of content-oriented textbooks. The research will be beneficial in the domain of education and for fellow researchers as they would be able to discern in clear terms why indoctrination should be discouraged in the process of education; language should only be taught without distortion.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115062991","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}
Speaking as a skill constitutes a real hurdle to overcome by both the teacher and the learner. In other words, the teacher has to find appropriate procedures to help the learner with while the latter has to find a way to master the language. Thus, this article attempts to highlight the concept of speaking; likewise, it tries to deal with the issues relevant to the appropriate teaching of speaking to learners of English as a foreign language (EFL) such as consciousness-raising strategies and oral error correction.
{"title":"Issues in Teaching Speaking to EFL Learners","authors":"S. Bouzar","doi":"10.5296/ELR.V5I1.14705","DOIUrl":"https://doi.org/10.5296/ELR.V5I1.14705","url":null,"abstract":"Speaking as a skill constitutes a real hurdle to overcome by both the teacher and the learner. In other words, the teacher has to find appropriate procedures to help the learner with while the latter has to find a way to master the language. Thus, this article attempts to highlight the concept of speaking; likewise, it tries to deal with the issues relevant to the appropriate teaching of speaking to learners of English as a foreign language (EFL) such as consciousness-raising strategies and oral error correction.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"238 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116466644","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 aims at investigating Saudi university English as a foreign language (EFL) teaching assistants’ linguistic, pedagogic and technological needs. The sample of the study involves (52) female and (32) male teaching assistants all working in the department of English language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) in the second semester of the academic year 2016-2017. The study employed a questionnaire to answer the research questions. The results demonstrated that Saudi teaching assistants are in dire need to improve their competences. Based on their responses, technological competence ranks as the most needed skill which indicates that they were willing to implement Computer Assisted Language Learning (CALL) in their classroom. The study also showed that linguistic competence was the second most needed competence while the pedagogic competence is the third most needed skill to be mastered. Saudi teaching assistants need systematic assessment of the linguistic, pedagogic and technological competences as the core criteria for success in the teaching process.
{"title":"Needs Assessment of Saudi University EFL Teaching Assistants","authors":"N. M. Freihat, Rana A. Alshowaier","doi":"10.5296/ELR.V5I1.14485","DOIUrl":"https://doi.org/10.5296/ELR.V5I1.14485","url":null,"abstract":"This study aims at investigating Saudi university English as a foreign language (EFL) teaching assistants’ linguistic, pedagogic and technological needs. The sample of the study involves (52) female and (32) male teaching assistants all working in the department of English language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) in the second semester of the academic year 2016-2017. The study employed a questionnaire to answer the research questions. The results demonstrated that Saudi teaching assistants are in dire need to improve their competences. Based on their responses, technological competence ranks as the most needed skill which indicates that they were willing to implement Computer Assisted Language Learning (CALL) in their classroom. The study also showed that linguistic competence was the second most needed competence while the pedagogic competence is the third most needed skill to be mastered. Saudi teaching assistants need systematic assessment of the linguistic, pedagogic and technological competences as the core criteria for success in the teaching process.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127342891","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 is aimed to describe how God is conceptualized through metaphors in The Book of Psalms by adopting the theory of conceptual metaphor (Lakkof & Johnson, 1980). After identifying all metaphorical verses of the Psalms, they can be classified into four main metaphors functioning to portray the image of God: (1) GOD IS REFUGE, (2) GOD IS SHEPHERD, (3) GOD IS SAVIOR and (4) GOD IS KING. Mapping and Blending methods are applied to reveal the meaning of those metaphors, provided with cultural and socio-historical context existing in the source domain.Findings from this study are (1) metaphors in the Psalms have function as religious language to express spiritual experience in relation with transcendent or divine reality. (2) Through metaphors God as target domain is conceptualized by means of real things as source domain.
{"title":"Conceptualization of God in the Book of Psalm: A Study of Metaphor Based on Cognitive Theory","authors":"Paul Subiyanto, I. Yadnya, A. Mbete, F. M. Brata","doi":"10.5296/ELR.V5I1.14594","DOIUrl":"https://doi.org/10.5296/ELR.V5I1.14594","url":null,"abstract":"This study is aimed to describe how God is conceptualized through metaphors in The Book of Psalms by adopting the theory of conceptual metaphor (Lakkof & Johnson, 1980). After identifying all metaphorical verses of the Psalms, they can be classified into four main metaphors functioning to portray the image of God: (1) GOD IS REFUGE, (2) GOD IS SHEPHERD, (3) GOD IS SAVIOR and (4) GOD IS KING. Mapping and Blending methods are applied to reveal the meaning of those metaphors, provided with cultural and socio-historical context existing in the source domain.Findings from this study are (1) metaphors in the Psalms have function as religious language to express spiritual experience in relation with transcendent or divine reality. (2) Through metaphors God as target domain is conceptualized by means of real things as source domain.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"10 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132611229","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}
Javed Iqbal Mirani, Shokat Ali Lohar, Abdul Razaque Lanjwan Jat, M. Faheem
The use of computer technology has become compulsory in education particularly in foreign language teaching and learning. It is known as Computer Assisted Language Learning (CALL). Language teachers and learners usually take more interest to utilize technology like mobile phone, computer, and internet in their teaching and learning. CALL has unlocked innovative dimensions in learning. Further, CALL offers advanced learning and teaching methods such as Audio–Video, Cognitive and Communicative approaches. Learning with help of CALL improves students’ cognitive and communicative abilities more as compare to traditional methods of teaching and learning. Cognitive learning makes learner responsible for his own learning and communicative approach improves learner communication skills in the language. It is necessary to consider major aspects of CALL. This paper discusses detail information about Computer Assisted Language Learning (CALL). The overview focus is especially on the development of CALL, Challenges and Future Impact on language teaching and learning.
{"title":"A Review of Computer-Assisted Language Learning (CALL): Development, Challenges, and Future Impact","authors":"Javed Iqbal Mirani, Shokat Ali Lohar, Abdul Razaque Lanjwan Jat, M. Faheem","doi":"10.5296/ELR.V5I1.14515","DOIUrl":"https://doi.org/10.5296/ELR.V5I1.14515","url":null,"abstract":"The use of computer technology has become compulsory in education particularly in foreign language teaching and learning. It is known as Computer Assisted Language Learning (CALL). Language teachers and learners usually take more interest to utilize technology like mobile phone, computer, and internet in their teaching and learning. CALL has unlocked innovative dimensions in learning. Further, CALL offers advanced learning and teaching methods such as Audio–Video, Cognitive and Communicative approaches. Learning with help of CALL improves students’ cognitive and communicative abilities more as compare to traditional methods of teaching and learning. Cognitive learning makes learner responsible for his own learning and communicative approach improves learner communication skills in the language. It is necessary to consider major aspects of CALL. This paper discusses detail information about Computer Assisted Language Learning (CALL). The overview focus is especially on the development of CALL, Challenges and Future Impact on language teaching and learning.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133728895","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}
Decisions around Language Policy and Planning are made around the world, every day, both formally by governments and informally by academics, community leaders, subjects etc. With regard to the underlying concept of what would be Language Policy, this objective essay goes into some points, such as: what are its bases and its assumptions; (1989), Johnson (2013), Ricento (2006), Lagares (2018), among others, seeking to propose a brief theoretical-methodological outline for a better understanding of the area that engenders the country in various instances of social life.
每天，世界各地都在制定有关语言政策和规划的决定，有正式的政府，也有非正式的学者、社区领袖、学科等。关于什么是语言政策的基本概念，这篇客观的文章探讨了一些观点，例如:它的基础和假设是什么;(1989)， Johnson (2013)， Ricento (2006)， Lagares(2018)等，试图提出一个简短的理论方法大纲，以便更好地理解在社会生活的各种情况下产生国家的区域。
{"title":"A Reflection on the Concepts and the Perceptions of Language Policy","authors":"Sweder Souza, Francisco Javier Calvo del Olmo","doi":"10.5296/ELR.V5I1.14506","DOIUrl":"https://doi.org/10.5296/ELR.V5I1.14506","url":null,"abstract":"Decisions around Language Policy and Planning are made around the world, every day, both formally by governments and informally by academics, community leaders, subjects etc. With regard to the underlying concept of what would be Language Policy, this objective essay goes into some points, such as: what are its bases and its assumptions; (1989), Johnson (2013), Ricento (2006), Lagares (2018), among others, seeking to propose a brief theoretical-methodological outline for a better understanding of the area that engenders the country in various instances of social life.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115033206","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 present study aimed at finding out the valuing strategies used by EFL teachers to enhance student’s creativity in writing. The present study made use of a qualitative approach to obtain data from the Discovery School students in Amman, Jordan and to determine the answers to the research questions. This study was carried out in the one hundred branches of Discovery Schools (DSs) located in Amman, Jordan for the Academic year 2018/2019. Using a convenience sample, ten EFL teachers were chosen as a sampling for the current study. The present study conducted interviews with EFL teachers and observed them. The participants were selected from the first secondary cycle as the cycle holds significance. To check the trustworthiness and credibility of qualitative data, the researcher utilized two strategies, triangulation and member check. The interview data analysis showed that eight teachers believed that using the strategy was important. On a negative note, the results from the observation showed that only three teachers actually employed this strategy among their teaching techniques. Further research is recommended on the same topic in different settings.
{"title":"The Use of Valuing Strategies into Enhancing Creativity in EFL Writing","authors":"Luqman M Rababah, A. Banikalef","doi":"10.5296/ELR.V5I1.14507","DOIUrl":"https://doi.org/10.5296/ELR.V5I1.14507","url":null,"abstract":"The present study aimed at finding out the valuing strategies used by EFL teachers to enhance student’s creativity in writing. The present study made use of a qualitative approach to obtain data from the Discovery School students in Amman, Jordan and to determine the answers to the research questions. This study was carried out in the one hundred branches of Discovery Schools (DSs) located in Amman, Jordan for the Academic year 2018/2019. Using a convenience sample, ten EFL teachers were chosen as a sampling for the current study. The present study conducted interviews with EFL teachers and observed them. The participants were selected from the first secondary cycle as the cycle holds significance. To check the trustworthiness and credibility of qualitative data, the researcher utilized two strategies, triangulation and member check. The interview data analysis showed that eight teachers believed that using the strategy was important. On a negative note, the results from the observation showed that only three teachers actually employed this strategy among their teaching techniques. Further research is recommended on the same topic in different settings.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131038614","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 present research aims at identifying the way teachers in the Greek private sector become aware of their students’ needs and how they implement this knowledge in course and syllabus design. More specifically, teachers’ beliefs on the role and effectiveness of needs analysis in course and syllabus design were explored through both qualitative and quantitative research methods. The reason for conducting a study of this kind and caliber is the fact that syllabuses are mainly test-oriented within the context of Teaching English as a Foreign Language (TEFL) in private institutes in Greece, as obtaining certificates is the primary goal, and teachers are asked to align courses and syllabuses to their students’ needs. The findings revealed that teachers acknowledge the significance of needs analysis and implement their findings in course design. They also revealed the methods they use in order to become aware of their students’ needs. These results will benefit EFL teachers who want to maximize their potential and facilitate their students’ learning.
{"title":"Needs Analysis in EFL Teaching in Greece: The Teachers’ Stance","authors":"Marina Chatzikyriakou, M. Zafiri","doi":"10.5296/ELR.V5I1.14191","DOIUrl":"https://doi.org/10.5296/ELR.V5I1.14191","url":null,"abstract":"The present research aims at identifying the way teachers in the Greek private sector become aware of their students’ needs and how they implement this knowledge in course and syllabus design. More specifically, teachers’ beliefs on the role and effectiveness of needs analysis in course and syllabus design were explored through both qualitative and quantitative research methods. The reason for conducting a study of this kind and caliber is the fact that syllabuses are mainly test-oriented within the context of Teaching English as a Foreign Language (TEFL) in private institutes in Greece, as obtaining certificates is the primary goal, and teachers are asked to align courses and syllabuses to their students’ needs. The findings revealed that teachers acknowledge the significance of needs analysis and implement their findings in course design. They also revealed the methods they use in order to become aware of their students’ needs. These results will benefit EFL teachers who want to maximize their potential and facilitate their students’ learning.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"280 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123433234","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 highlights Edward Said’s ideology for discerning literary texts that followed the colonial period as a post-colonial discourse. Though some scholars disapprove that notion, Said holds the view that literature is a product of contested social and economic relationships. The West attempts to represent the East and consequently dominates it, not only for knowledge but for political power as well. He assures the worldliness of texts and their interferences with disciplines, cultures and history. Thus, the post-colonial critic should consider the post-colonial literature that might take the form of traditional European literature or the role of the migrant writer in portraying the experience of their countries. The pot-colonial theory with its focus on the misrepresentation of the colonized by the colonizer and the former’s attitude of resistance, draws new lines for literature and suggests a way of reading which resists imperialist ideologies.
{"title":"Edward Said: Post-colonial Discourse and Its Impact on Literature","authors":"Naifa Al Mtairi","doi":"10.5296/ELR.V5I1.14287","DOIUrl":"https://doi.org/10.5296/ELR.V5I1.14287","url":null,"abstract":"This paper highlights Edward Said’s ideology for discerning literary texts that followed the colonial period as a post-colonial discourse. Though some scholars disapprove that notion, Said holds the view that literature is a product of contested social and economic relationships. The West attempts to represent the East and consequently dominates it, not only for knowledge but for political power as well. He assures the worldliness of texts and their interferences with disciplines, cultures and history. Thus, the post-colonial critic should consider the post-colonial literature that might take the form of traditional European literature or the role of the migrant writer in portraying the experience of their countries. The pot-colonial theory with its focus on the misrepresentation of the colonized by the colonizer and the former’s attitude of resistance, draws new lines for literature and suggests a way of reading which resists imperialist ideologies.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"221 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115654900","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}
Thomas Hardy is one of the most outstanding novelists who have made great contribution to the English literature. In his literature creations, he attached great importance to the relationship between man and nature, males and females. In his close observations, he not only sensed the close relationship between women and nature, but also integrated them together into a whole unity. He believed that women are the integral part of nature, and women are more sensitive to blending into the nature. In the male-dominated world, women have the same suffering fate with nature in human civilization, which tends to be isolated and lonely. Hardy advocates to rebuild the respect for women and nature, which is embodied in his feminism conciousness. This paper attempts to study Tess of the D’Urbervilles from the perspective of feminism, centered on the analysis of the affinity between Tess D’Urbervilles and nature. Tess D’Urbervilles is a suffering daughter of nature, she has an uncanny similariry with nature, and she is the womanized nature, therefore, Tess is naturalized in the whole novel.
{"title":"Tess D’Urbervilles—A Suffering Daughter of Nature","authors":"Qin Liu","doi":"10.5296/elr.v4i2.14115","DOIUrl":"https://doi.org/10.5296/elr.v4i2.14115","url":null,"abstract":"Thomas Hardy is one of the most outstanding novelists who have made great contribution to the English literature. In his literature creations, he attached great importance to the relationship between man and nature, males and females. In his close observations, he not only sensed the close relationship between women and nature, but also integrated them together into a whole unity. He believed that women are the integral part of nature, and women are more sensitive to blending into the nature. In the male-dominated world, women have the same suffering fate with nature in human civilization, which tends to be isolated and lonely. Hardy advocates to rebuild the respect for women and nature, which is embodied in his feminism conciousness. This paper attempts to study Tess of the D’Urbervilles from the perspective of feminism, centered on the analysis of the affinity between Tess D’Urbervilles and nature. Tess D’Urbervilles is a suffering daughter of nature, she has an uncanny similariry with nature, and she is the womanized nature, therefore, Tess is naturalized in the whole novel.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129654153","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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