Pub Date : 2015-09-27DOI: 10.5746/LEIA/15/V6/I1/A2/KEA_MENG_KEUK
Leaph Kea, C. Meng, C. Keuk
Standardized tests, in particular TOEFL and IELTS, have been used widely in contemporary ELT education in Cambodia, and research has shown that Cambodians perceive IELTS as a key “gate-keeping mechanism” for gaining overseas scholarships and pursuing education abroad. However, understanding exactly how these tests are used by teachers has yet to be explored and is the subject of this investigation. Twelve teachers from six universities in Phnom Penh participated in one-on-one semi-structured interviews to determine their perceptions of these tests and how they are used. The findings show that TOEFL or IELTS were viewed as desirable as classroom learning tools and as a valid and reliable tool for assessment, but were sometimes used erroneously as assessments for meeting course objectives. The authors argue that teachers require further training in assessments before the use of standardized tests in classrooms can be effective.
{"title":"Cambodian ELT University Practitioners’ Use of Standardized Tests for Practice and Assessment","authors":"Leaph Kea, C. Meng, C. Keuk","doi":"10.5746/LEIA/15/V6/I1/A2/KEA_MENG_KEUK","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I1/A2/KEA_MENG_KEUK","url":null,"abstract":"Standardized tests, in particular TOEFL and IELTS, have been used widely in contemporary ELT education in Cambodia, and research has shown that Cambodians perceive IELTS as a key “gate-keeping mechanism” for gaining overseas scholarships and pursuing education abroad. However, understanding exactly how these tests are used by teachers has yet to be explored and is the subject of this investigation. Twelve teachers from six universities in Phnom Penh participated in one-on-one semi-structured interviews to determine their perceptions of these tests and how they are used. The findings show that TOEFL or IELTS were viewed as desirable as classroom learning tools and as a valid and reliable tool for assessment, but were sometimes used erroneously as assessments for meeting course objectives. The authors argue that teachers require further training in assessments before the use of standardized tests in classrooms can be effective.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123144997","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}
Pub Date : 2015-09-27DOI: 10.5746/LEIA/15/V6/I1/A1/KIMURA_MIDDLECAMP
Kelly Kimura, John Middlecamp
While we are extremely grateful to be part of such a generous pan-Asia and global network, LEiA’s editorial focus, beginning with this issue, is shifting more toward the ASEAN (Association of Southeast Asian Nations) region, particularly Cambodia and the other developing countries within ASEAN. While we will continue to welcome articles from throughout Asia and professional input from around the world, our aim is to have the content of the journal increasingly reflect the ASEAN region’s interests and needs. Fortunately, the emergence of a larger, more sophisticated TESOL research community in Southeast Asia now makes this possible. It also allows us to better represent the ASEAN region in the changing makeup of our editorial team, which will gradually take place as new members based in the region come on board in forthcoming issues.
{"title":"A New Step for Language Education in Asia","authors":"Kelly Kimura, John Middlecamp","doi":"10.5746/LEIA/15/V6/I1/A1/KIMURA_MIDDLECAMP","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I1/A1/KIMURA_MIDDLECAMP","url":null,"abstract":"While we are extremely grateful to be part of such a generous pan-Asia and global network, LEiA’s editorial focus, beginning with this issue, is shifting more toward the ASEAN (Association of Southeast Asian Nations) region, particularly Cambodia and the other developing countries within ASEAN. While we will continue to welcome articles from throughout Asia and professional input from around the world, our aim is to have the content of the journal increasingly reflect the ASEAN region’s interests and needs. Fortunately, the emergence of a larger, more sophisticated TESOL research community in Southeast Asia now makes this possible. It also allows us to better represent the ASEAN region in the changing makeup of our editorial team, which will gradually take place as new members based in the region come on board in forthcoming issues.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125277472","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}
Pub Date : 2015-09-27DOI: 10.5746/LEIA/15/V6/I1/A7/GRAHAM
Keith M. Graham
This research study examines the effects of the cover, copy, and compare (CCC) spelling study method on Taiwanese junior high students enrolled in an upperbeginner level English as a Foreign Language course. Data were collected on the change in scores between four tests. Test results show a slight difference between a control group and experimental group in gains of correctly spelled words between the pretest and the posttest. However in two delayed posttests, the experimental group retained their gains slightly better than the control group. The results suggest that CCC may help English learners retain studied spelling words, but further research is required to confirm its effectiveness.
{"title":"An Investigation of the Cover, Copy, and Compare Method for EFL Spelling","authors":"Keith M. Graham","doi":"10.5746/LEIA/15/V6/I1/A7/GRAHAM","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I1/A7/GRAHAM","url":null,"abstract":"This research study examines the effects of the cover, copy, and compare (CCC) spelling study method on Taiwanese junior high students enrolled in an upperbeginner level English as a Foreign Language course. Data were collected on the change in scores between four tests. Test results show a slight difference between a control group and experimental group in gains of correctly spelled words between the pretest and the posttest. However in two delayed posttests, the experimental group retained their gains slightly better than the control group. The results suggest that CCC may help English learners retain studied spelling words, but further research is required to confirm its effectiveness.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115981039","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}
Pub Date : 2015-09-27DOI: 10.5746/LEIA/15/V6/I1/A3/NGUYEN_EDWARDS
Thu Ha T Nguyen, E. Edwards
Academic writing is considered an essential skill for academic success not only for undergraduate study but also for students’ further education and professional development. This writing genre has certain characteristics often lacking in students’ research writing. This study explores two characteristics in students’ research proposals, nominalization and lexical density (LD), after the students completed courses on academic writing and Second Language Research (SLR) in their second year at a Vietnamese pedagogical university. It also investigates the effectiveness of writing training in increasing students’ performance regarding the use of given features. The findings, obtained from analyzing students’ proposals and recorded interviews, suggest that students lacked awareness regarding features of academic writing and not much attention had been paid to linguistic aspects, though explicitly taught, when writing the proposals. The implications of this study will be relevant to academic writing teachers and course designers, as well as language teaching researchers.
{"title":"An Investigation of Nominalization and Lexical Density in Undergraduate Research Proposals","authors":"Thu Ha T Nguyen, E. Edwards","doi":"10.5746/LEIA/15/V6/I1/A3/NGUYEN_EDWARDS","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I1/A3/NGUYEN_EDWARDS","url":null,"abstract":"Academic writing is considered an essential skill for academic success not only for undergraduate study but also for students’ further education and professional development. This writing genre has certain characteristics often lacking in students’ research writing. This study explores two characteristics in students’ research proposals, nominalization and lexical density (LD), after the students completed courses on academic writing and Second Language Research (SLR) in their second year at a Vietnamese pedagogical university. It also investigates the effectiveness of writing training in increasing students’ performance regarding the use of given features. The findings, obtained from analyzing students’ proposals and recorded interviews, suggest that students lacked awareness regarding features of academic writing and not much attention had been paid to linguistic aspects, though explicitly taught, when writing the proposals. The implications of this study will be relevant to academic writing teachers and course designers, as well as language teaching researchers.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"77 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114318375","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}
Pub Date : 2015-09-27DOI: 10.5746/LEIA/15/V6/I1/A6/HA
Xuan Van Ha
Request performances can be influenced by contextual factors. This paper examines the explanations of the request formulations of six Vietnamese learners of English in Australia. The retrospective interviews provide interesting insights into learners’ request wording, such as the underlying motivations and reasoning, that are not apparent in traditional analyses of the forms. First, an analysis of learners’ contextual perceptions shows that age differences, perceptions of the relative role relationship, and the formality of the situation influence their request formulation. Second, learners’ judgements of politeness and their reported use of politeness devices suggest that learners may rely on supportive moves to manage harmony with their interlocutors. Therefore, the study suggests that appeal to alternative sociopragmatic interpretations could be the main reason for the differences in making requests between Vietnamese learners of English and English native speakers. The findings may advocate the explicit teaching of request speech acts for Vietnamese learners.
{"title":"Explanations of request formulations by Vietnamese learners of English in Australia","authors":"Xuan Van Ha","doi":"10.5746/LEIA/15/V6/I1/A6/HA","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I1/A6/HA","url":null,"abstract":"Request performances can be influenced by contextual factors. This paper examines the explanations of the request formulations of six Vietnamese learners of English in Australia. The retrospective interviews provide interesting insights into learners’ request wording, such as the underlying motivations and reasoning, that are not apparent in traditional analyses of the forms. First, an analysis of learners’ contextual perceptions shows that age differences, perceptions of the relative role relationship, and the formality of the situation influence their request formulation. Second, learners’ judgements of politeness and their reported use of politeness devices suggest that learners may rely on supportive moves to manage harmony with their interlocutors. Therefore, the study suggests that appeal to alternative sociopragmatic interpretations could be the main reason for the differences in making requests between Vietnamese learners of English and English native speakers. The findings may advocate the explicit teaching of request speech acts for Vietnamese learners.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130582039","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}
Pub Date : 2015-09-27DOI: 10.5746/LEIA/15/V6/I1/A5/INAYATI
Nina Inayati
This paper aims to investigate the implementation of English Independent Study (EIS) activities in English as a Foreign Language (EFL) educational contexts. In this study, 32 pre-intermediate to upper-intermediate participants attending a course named Basic Skill Course at an Indonesian university were introduced to the concept of and strategies for pursuing EIS. This investigation focused on analyzing the students’ choice and perceptions of EIS activities and the continuity of the initiative. The findings show that students are more inclined to do receptive skill activities as opposed to those of productive skills for their EIS, students generally perceive EIS activities positively, and almost all students continued EIS activities on their own after they finished the semester. Some insights on how teachers could optimize students’ motivation to do EIS activities are offered, such as providing extensive resources for independent study and devising various schemes to promote such activities among students.
{"title":"Promoting English Independent Study for EFL University Students in Indonesia","authors":"Nina Inayati","doi":"10.5746/LEIA/15/V6/I1/A5/INAYATI","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I1/A5/INAYATI","url":null,"abstract":"This paper aims to investigate the implementation of English Independent Study (EIS) activities in English as a Foreign Language (EFL) educational contexts. In this study, 32 pre-intermediate to upper-intermediate participants attending a course named Basic Skill Course at an Indonesian university were introduced to the concept of and strategies for pursuing EIS. This investigation focused on analyzing the students’ choice and perceptions of EIS activities and the continuity of the initiative. The findings show that students are more inclined to do receptive skill activities as opposed to those of productive skills for their EIS, students generally perceive EIS activities positively, and almost all students continued EIS activities on their own after they finished the semester. Some insights on how teachers could optimize students’ motivation to do EIS activities are offered, such as providing extensive resources for independent study and devising various schemes to promote such activities among students.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129229060","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}
Pub Date : 2015-02-19DOI: 10.5746/LEIA/14/V5/I2/A06/HILLIARD
A. Hilliard
In light of the importance of intercultural communicative competence in today's global society, this study examined the topics, images, audio material, hidden ideologies, perspectives, cultural information, and cultural activities in four English language textbooks from a pedagogical perspective. Overall, the four textbooks were shown to include a limited scope of topics, under-represent a variety of minority groups in the culture represented, contain a limited range of accents in their audio material, generally lack in-depth cultural information, and contain a paucity of cultural activities targeting the development of students' intercultural communicative skills. The study concludes that textbook publishers need to improve the cultural representation of minorities, variety of accents included in audio material, depth of cultural information, and effectiveness of cultural activities in their English language textbooks. Furthermore, teachers must be aware of hidden stereotypes, values, and ideologies to overcome the pedagogical limitations of the cultural information and activities of language textbooks.
{"title":"A Critical Examination of Representation and Culture in Four English Language Textbooks","authors":"A. Hilliard","doi":"10.5746/LEIA/14/V5/I2/A06/HILLIARD","DOIUrl":"https://doi.org/10.5746/LEIA/14/V5/I2/A06/HILLIARD","url":null,"abstract":"In light of the importance of intercultural communicative competence in today's global society, this study examined the topics, images, audio material, hidden ideologies, perspectives, cultural information, and cultural activities in four English language textbooks from a pedagogical perspective. Overall, the four textbooks were shown to include a limited scope of topics, under-represent a variety of minority groups in the culture represented, contain a limited range of accents in their audio material, generally lack in-depth cultural information, and contain a paucity of cultural activities targeting the development of students' intercultural communicative skills. The study concludes that textbook publishers need to improve the cultural representation of minorities, variety of accents included in audio material, depth of cultural information, and effectiveness of cultural activities in their English language textbooks. Furthermore, teachers must be aware of hidden stereotypes, values, and ideologies to overcome the pedagogical limitations of the cultural information and activities of language textbooks.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"313 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124443921","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}
Pub Date : 2015-02-19DOI: 10.5746/LEIA/14/V5/I2/A08/BROWN
Jeffrey Brown
As the number of English for academic purposes (EAP) programs in East and Southeast Asia has increased, so too has discussion about the importance of critical thinking (CT) skills for students enrolled on these courses. To become critical thinkers, students require sustained thematic input in addition to explanation and demonstration of relevant skills, thereby making content-based instruction an ideal approach to prepare students for both the linguistic and cognitive demands of English-medium higher education. Based on this principle and a specific framework of CT skills, the instructional model described here was delivered to 46 students enrolled on a pre-master’s program. Results of a post-term questionnaire revealed that students responded positively to the curriculum and thought that it facilitated improvement of their English and CT skills and prepared them for future academic study. Implications for practitioners currently teaching or considering teaching a content-based or CTfocused EAP course are also discussed.
{"title":"A Content-Based Model for Developing Critical Thinking and Language Skills in EAP","authors":"Jeffrey Brown","doi":"10.5746/LEIA/14/V5/I2/A08/BROWN","DOIUrl":"https://doi.org/10.5746/LEIA/14/V5/I2/A08/BROWN","url":null,"abstract":"As the number of English for academic purposes (EAP) programs in East and Southeast Asia has increased, so too has discussion about the importance of critical thinking (CT) skills for students enrolled on these courses. To become critical thinkers, students require sustained thematic input in addition to explanation and demonstration of relevant skills, thereby making content-based instruction an ideal approach to prepare students for both the linguistic and cognitive demands of English-medium higher education. Based on this principle and a specific framework of CT skills, the instructional model described here was delivered to 46 students enrolled on a pre-master’s program. Results of a post-term questionnaire revealed that students responded positively to the curriculum and thought that it facilitated improvement of their English and CT skills and prepared them for future academic study. Implications for practitioners currently teaching or considering teaching a content-based or CTfocused EAP course are also discussed.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"193 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132868154","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}
Pub Date : 2015-02-19DOI: 10.5746/LEIA/14/V5/I2/A04/CHAN
Virak Chan
As part of professional and course development, a 16-week action research project was carried out in one academic writing class at a university in Phnom Penh, Cambodia. Twenty-four students participated in this research. Students were initially introduced to a structure of a summary-response genre, and were encouraged to read a local newspaper, The Cambodia Daily, every weekday. Each week, students were required to submit one journal entry, in which they summarized one piece of news of their interest and responded to it. At the end of the 16 weeks, analysis of the contents of students’ writing showed increase in their social awareness reflected in the sources of news they read and improvement in their ability to give critical responses to news they read. Implications for the use of journal and genre approach are discussed at the end of this paper.
{"title":"Integrating Social Awareness Through Reading and Writing: A Classroom Action Research","authors":"Virak Chan","doi":"10.5746/LEIA/14/V5/I2/A04/CHAN","DOIUrl":"https://doi.org/10.5746/LEIA/14/V5/I2/A04/CHAN","url":null,"abstract":"As part of professional and course development, a 16-week action research project was carried out in one academic writing class at a university in Phnom Penh, Cambodia. Twenty-four students participated in this research. Students were initially introduced to a structure of a summary-response genre, and were encouraged to read a local newspaper, The Cambodia Daily, every weekday. Each week, students were required to submit one journal entry, in which they summarized one piece of news of their interest and responded to it. At the end of the 16 weeks, analysis of the contents of students’ writing showed increase in their social awareness reflected in the sources of news they read and improvement in their ability to give critical responses to news they read. Implications for the use of journal and genre approach are discussed at the end of this paper.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116166462","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}
Pub Date : 2015-02-19DOI: 10.5746/LEIA/14/V5/I2/A02/ROUAULT
G. Rouault
Many researchers understand that publications are a necessary evil that they must negotiate as members of the academy for employment, promotion, and fulfilling research grant requirements. The expectations and requirements for successful submission to academic journals can often be daunting and may seem shrouded in secrecy. This paper looks to clarify the guidelines for getting articles published, outlines approaches to targeting appropriate journals, and improves upon understanding the reviewing and revision process. Drawing largely from a panel discussion featuring international journal editors, the elements of peer reviewing in publications, the scope and purpose of academic periodicals, and various research paper types are covered together with acceptance rates, response times, and APA style conventions. Along with new developments in academic publishing, the editors’ advice shared here should help demystify the process for the authors in Asian contexts willing to take up the challenge to submit research papers and articles for publication.
{"title":"Writing for Academic Publication: Advice Drawn from Experienced International Journal Editors","authors":"G. Rouault","doi":"10.5746/LEIA/14/V5/I2/A02/ROUAULT","DOIUrl":"https://doi.org/10.5746/LEIA/14/V5/I2/A02/ROUAULT","url":null,"abstract":"Many researchers understand that publications are a necessary evil that they must negotiate as members of the academy for employment, promotion, and fulfilling research grant requirements. The expectations and requirements for successful submission to academic journals can often be daunting and may seem shrouded in secrecy. This paper looks to clarify the guidelines for getting articles published, outlines approaches to targeting appropriate journals, and improves upon understanding the reviewing and revision process. Drawing largely from a panel discussion featuring international journal editors, the elements of peer reviewing in publications, the scope and purpose of academic periodicals, and various research paper types are covered together with acceptance rates, response times, and APA style conventions. Along with new developments in academic publishing, the editors’ advice shared here should help demystify the process for the authors in Asian contexts willing to take up the challenge to submit research papers and articles for publication.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132520758","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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