Editorial is one of news genres aiming for opinion making and persuading. These functions determine that there are abundant evaluative resources in this genre. Exploring evaluative resources in the editorial could be conducive to understanding editorial text better and providing sensible suggestions for English learners to produce effectively persuasive writings. In view of this, the present study sets out to analyze the generic structure of the editorial Free money, then examine usage patterns of APPRAISAL resources in this text, and finally explore variations of APPRAISAL resources at different stages of the genre of this text. All APPRAISAL resources were coded based on APPRAISAL system and analyzed from quantitative and qualitative perspectives. It shows that Free money employed discussion genre with exposition and challenge embedded in the Background stage. An investigation into the usage of APPRAISAL resources found that negative ATTITUDE resources were mainly used to form the prosody of the text; more negation and concession resources within ENGAGEMENT were deployed to contract the dialogue; far more force raising GRADUATION resources were applied to amplify the evaluation. The APPRAISAL resources used at different stages of the editorial demonstrate distinct features with the aim of serving specific function of each stage. For instance, attribution resources were used in Issue stage to expand the dialogue and engage the readers; invoked resources were primarily employed in Background stage to make the statement objective; far more negative impressions in Side stage indicated the author’s concern, and more inscribed resources in Resolution stage manifested author’s attitude and made the conclusion impressive.
{"title":"Generic structure and APPRAISAL resources in the editorial article Free money","authors":"Zedong Zhao, Chunyu Hu","doi":"10.18063/fls.v3i1.1246","DOIUrl":"https://doi.org/10.18063/fls.v3i1.1246","url":null,"abstract":"Editorial is one of news genres aiming for opinion making and persuading. These functions determine that there are abundant evaluative resources in this genre. Exploring evaluative resources in the editorial could be conducive to understanding editorial text better and providing sensible suggestions for English learners to produce effectively persuasive writings. In view of this, the present study sets out to analyze the generic structure of the editorial Free money, then examine usage patterns of APPRAISAL resources in this text, and finally explore variations of APPRAISAL resources at different stages of the genre of this text. All APPRAISAL resources were coded based on APPRAISAL system and analyzed from quantitative and qualitative perspectives. It shows that Free money employed discussion genre with exposition and challenge embedded in the Background stage. An investigation into the usage of APPRAISAL resources found that negative ATTITUDE resources were mainly used to form the prosody of the text; more negation and concession resources within ENGAGEMENT were deployed to contract the dialogue; far more force raising GRADUATION resources were applied to amplify the evaluation. The APPRAISAL resources used at different stages of the editorial demonstrate distinct features with the aim of serving specific function of each stage. For instance, attribution resources were used in Issue stage to expand the dialogue and engage the readers; invoked resources were primarily employed in Background stage to make the statement objective; far more negative impressions in Side stage indicated the author’s concern, and more inscribed resources in Resolution stage manifested author’s attitude and made the conclusion impressive.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129612626","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 combination of construction grammar and dialogic syntax in cognitive linguistics facilitates a novel cognitive-functional approach to investigating dialogues, which highlights the engagement of interlocutors and aims to examine the cognitive motivation and mechanism underlying the resonances and temporary constructions in utterance pairs. Nevertheless, studies on dialogic construction grammar are scarce and unsystematic, some of which concern theoretical explanation instead of practical application with sufficient data. As a result, it is demanding to testify its explanatory force in diverse types of utterance pairs in natural language. Basically grounded on the monograph Dialogic Construction Grammar: A Theoretical Framework and Its Application, this review sorts out the development of dialogic construction grammar, and manages to presents how the Event domain-based Schema-Instance model is constructed to explore the cognitive mechanism of common types of utterance pairs, particulary, wh-question and answer pairs, namely wh-dialogues, with the intention to explain how dialogic construction grammar theory is applied to investigate the cognitive-functional properties of common utterance pairs in linguistic communication, at the same time pointing out the future work that might be done in the studies on construction grammar.
{"title":"A cognitive-functional approach to utterance pairs: A critical review of dialogic construction grammar","authors":"Yujing Li","doi":"10.18063/fls.v3i1.1255","DOIUrl":"https://doi.org/10.18063/fls.v3i1.1255","url":null,"abstract":"The combination of construction grammar and dialogic syntax in cognitive linguistics facilitates a novel cognitive-functional approach to investigating dialogues, which highlights the engagement of interlocutors and aims to examine the cognitive motivation and mechanism underlying the resonances and temporary constructions in utterance pairs. Nevertheless, studies on dialogic construction grammar are scarce and unsystematic, some of which concern theoretical explanation instead of practical application with sufficient data. As a result, it is demanding to testify its explanatory force in diverse types of utterance pairs in natural language. Basically grounded on the monograph Dialogic Construction Grammar: A Theoretical Framework and Its Application, this review sorts out the development of dialogic construction grammar, and manages to presents how the Event domain-based Schema-Instance model is constructed to explore the cognitive mechanism of common types of utterance pairs, particulary, wh-question and answer pairs, namely wh-dialogues, with the intention to explain how dialogic construction grammar theory is applied to investigate the cognitive-functional properties of common utterance pairs in linguistic communication, at the same time pointing out the future work that might be done in the studies on construction grammar.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114473128","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 article engages with several recent books about language and literature, with a general focus on the early modern period in Europe. One of these books discusses language study in early modern England. Another examines the histories of words relating to ‘ingenuity’. The third provides a theoretical look at the aphorism with a wide historical scope but with some chapters relating to early modern literature. Each is of general interest for linguistic and literary scholars.
{"title":"Early Modern European Languages and Literature: A Short Review","authors":"D. Porter","doi":"10.18063/fls.v2i1.1204","DOIUrl":"https://doi.org/10.18063/fls.v2i1.1204","url":null,"abstract":"This article engages with several recent books about language and literature, with a general focus on the early modern period in Europe. One of these books discusses language study in early modern England. Another examines the histories of words relating to ‘ingenuity’. The third provides a theoretical look at the aphorism with a wide historical scope but with some chapters relating to early modern literature. Each is of general interest for linguistic and literary scholars.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125356728","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 examines the generalizability of research in the areas of instruction; learning; and transfer of learning to the role these play in the area of the use of strategic competencies in foreign language contexts (FLC). While previous studies have tended towards a focus on learner variables, this study includes the conditions of applicability with a task that can impact learning and transfer as well. The contributions of both variables, learner and task, were investigated through note-taking strategy instruction and transfer, to ascertain the effect on reading comprehension of textual materials in the English as a foreign language (EFL) classroom. Learning was measured as a precursor to transfer. In order to investigate the role of instruction and transfer in the transfer of strategy use, a mixed design using both qualitative and quantitative approaches for design and analysis was used. Findings suggest that the relationship between instruction and transfer as represented by strategy use and task performance is a multidimensional one, and that there are implications for language learning instruction in the foreign language classroom.
{"title":"Strategy Instruction and Transfer in the EFL Classroom","authors":"R. Najar","doi":"10.18063/fls.v1i1.1086","DOIUrl":"https://doi.org/10.18063/fls.v1i1.1086","url":null,"abstract":"This study examines the generalizability of research in the areas of instruction; learning; and transfer of learning to the role these play in the area of the use of strategic competencies in foreign language contexts (FLC). While previous studies have tended towards a focus on learner variables, this study includes the conditions of applicability with a task that can impact learning and transfer as well. The contributions of both variables, learner and task, were investigated through note-taking strategy instruction and transfer, to ascertain the effect on reading comprehension of textual materials in the English as a foreign language (EFL) classroom. Learning was measured as a precursor to transfer. In order to investigate the role of instruction and transfer in the transfer of strategy use, a mixed design using both qualitative and quantitative approaches for design and analysis was used. Findings suggest that the relationship between instruction and transfer as represented by strategy use and task performance is a multidimensional one, and that there are implications for language learning instruction in the foreign language classroom.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123837768","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 motion-emotion metaphor and its social cognitive mechanism are explored, for the first time, with a comparison between Mandarin Chinese, the Yi language and English. The interaction between motions and emotions is the key to do the research from the perspective of cognitive functionalism. Cognitive functionalism argues that language reflects people’s consciousness, and the cognitive aspect of language interacts with the communicative function of language very well. According to this argument, motion-emotion metaphor, as a popular language phenomenon, can testify to such interactions. The comparative analysis of motion-emotion metaphors, from the perspective of cognitive functionalism, in this paper has proved to take the following aspects into consideration: the subjects’ experiences of physical motions and their effects on objects; the universality and the specificity of such experience; the emotions’ observable traits and their related motions; the common knowledge and normal beliefs among the motions’ subjects and their surrounding contexts.
{"title":"Research on Motion-emotion Metaphor and its Social Cognitive Mechanism－A Case Study of Chinese Mandarin, Yi Language and English","authors":"Hongbo Li","doi":"10.18063/fls.v1i1.1085","DOIUrl":"https://doi.org/10.18063/fls.v1i1.1085","url":null,"abstract":"Chinese motion-emotion metaphor and its social cognitive mechanism are explored, for the first time, with a comparison between Mandarin Chinese, the Yi language and English. The interaction between motions and emotions is the key to do the research from the perspective of cognitive functionalism. Cognitive functionalism argues that language reflects people’s consciousness, and the cognitive aspect of language interacts with the communicative function of language very well. According to this argument, motion-emotion metaphor, as a popular language phenomenon, can testify to such interactions. The comparative analysis of motion-emotion metaphors, from the perspective of cognitive functionalism, in this paper has proved to take the following aspects into consideration: the subjects’ experiences of physical motions and their effects on objects; the universality and the specificity of such experience; the emotions’ observable traits and their related motions; the common knowledge and normal beliefs among the motions’ subjects and their surrounding contexts.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131503344","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}
Within the theoretical frameworks of cognitive linguistics and cognitive construction grammar, this papertakes the pair of a WH-question and one of its answers in contemporary spoken English as the research object and regards such pairs as WH-dialogic constructions. In this study we construct an Event-based Schema-Instance Cognitive Model (ESI model) to analyze the cognitive-functional properties of this category of dialogic constructions. The discoursal expansion and textual cohesion in discourse achieved through the application of such dialogic constructions indicate that the usage of WH-dialogic constructions is one of the basic cognitive strategies for human beings to construe the objective world.
{"title":"The Cognitive-Functional Properties of English WH-dialogic Constructions in Discourse","authors":"Guocai Zeng","doi":"10.18063/fls.v1i1.1080","DOIUrl":"https://doi.org/10.18063/fls.v1i1.1080","url":null,"abstract":"Within the theoretical frameworks of cognitive linguistics and cognitive construction grammar, this papertakes the pair of a WH-question and one of its answers in contemporary spoken English as the research object and regards such pairs as WH-dialogic constructions. In this study we construct an Event-based Schema-Instance Cognitive Model (ESI model) to analyze the cognitive-functional properties of this category of dialogic constructions. The discoursal expansion and textual cohesion in discourse achieved through the application of such dialogic constructions indicate that the usage of WH-dialogic constructions is one of the basic cognitive strategies for human beings to construe the objective world. ","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131497193","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}
Doctoral writing has been concerned by linguistic scholars and the practitioners of English for academic purposes. This review explores the literature on doctoral writing which got published in peer-reviewed international journals of English between 2010 and 2019 to examine three questions: (1) From which perspectives do the recent researches adopt when examining doctoral writing of the ESOL students? (2) What methodology do the authors apply to research doctoral writing? (3) What kind of text or resource was analyzed by the authors? The goal of the review is to provide the pedagogical suggestions to the future teaching of doctoral writing and viable supports for the writing practice of doctoral students by a comprehensive analysis of the current research. After the overall search on Scopus, 210 titles and abstracts have been searched out through a combination of search terms. The inclusion and exclusion criteria have been used to identify the qualified articles for this study and disqualify the possibly irrelevant articles from the included. Ultimately, 82 articles have been confirmed to be further reviewed for the solution of research questions. This review indicates the relationship between doctoral writing and pedagogical and social context is complex, and thus necessary supports from inside and outside of doctoral community need to be given to improve the writing competence of doctoral students.
{"title":"Investigation into the Research on Doctoral Writing: A Synthesis of Recent Research (2010-2019)","authors":"Xia Guo","doi":"10.18063/fls.v1i1.1083","DOIUrl":"https://doi.org/10.18063/fls.v1i1.1083","url":null,"abstract":"Doctoral writing has been concerned by linguistic scholars and the practitioners of English for academic purposes. This review explores the literature on doctoral writing which got published in peer-reviewed international journals of English between 2010 and 2019 to examine three questions: (1) From which perspectives do the recent researches adopt when examining doctoral writing of the ESOL students? (2) What methodology do the authors apply to research doctoral writing? (3) What kind of text or resource was analyzed by the authors? The goal of the review is to provide the pedagogical suggestions to the future teaching of doctoral writing and viable supports for the writing practice of doctoral students by a comprehensive analysis of the current research. After the overall search on Scopus, 210 titles and abstracts have been searched out through a combination of search terms. The inclusion and exclusion criteria have been used to identify the qualified articles for this study and disqualify the possibly irrelevant articles from the included. Ultimately, 82 articles have been confirmed to be further reviewed for the solution of research questions. This review indicates the relationship between doctoral writing and pedagogical and social context is complex, and thus necessary supports from inside and outside of doctoral community need to be given to improve the writing competence of doctoral students.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114548706","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 modern semiotic world has undergone dramatic changes. Due to the development of technology, a wide range of media and mode are now available to sign makers, facilitating as well as requiring translations within and across semiotic systems. This research takes a social semiotic multimodal approach to study translation practices in educational situations in China. It explores how meaning is translated from EFL textbook to classroom teaching in Chinese universities, from the aspects of pedagogy, semiosis and effects. Focusing on translation, this article analyzes how pedagogy is redesigned in terms of situated practice, overt instruction, critical framing, and transformed practice. Based on the analysis of semiotic resources available in textbook and classrooms, this article discusses the functional loads of modes, patterns of mode combinations, translation categories, and semiotic strategies for realizing multiliteracies pedagogy. Finally, the effects of translation are explored in terms of pedagogy, sentient perception, cognitive process, physical features, and dissemination quality.
{"title":"Translation from EFL Textbook to Classroom: Pedagogy, Semiosis and Strategy","authors":"Tao Qu","doi":"10.18063/fls.v1i1.1089","DOIUrl":"https://doi.org/10.18063/fls.v1i1.1089","url":null,"abstract":"The modern semiotic world has undergone dramatic changes. Due to the development of technology, a wide range of media and mode are now available to sign makers, facilitating as well as requiring translations within and across semiotic systems. This research takes a social semiotic multimodal approach to study translation practices in educational situations in China. It explores how meaning is translated from EFL textbook to classroom teaching in Chinese universities, from the aspects of pedagogy, semiosis and effects. Focusing on translation, this article analyzes how pedagogy is redesigned in terms of situated practice, overt instruction, critical framing, and transformed practice. Based on the analysis of semiotic resources available in textbook and classrooms, this article discusses the functional loads of modes, patterns of mode combinations, translation categories, and semiotic strategies for realizing multiliteracies pedagogy. Finally, the effects of translation are explored in terms of pedagogy, sentient perception, cognitive process, physical features, and dissemination quality.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122213292","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 a representative of southwestern Mandarin, the Chengdu dialect has its own distinctive pitch features in phonology of tone and intonation. Research on the pronunciation and lexical tone of the Chengdu dialect has a long history with a certain amount of theoretical results. However, research on intonation of Chengdu dialect is still rare. The writer provides an acoustic analysis of research into intonational pitch features of interrogative and declarative sentences of Chengdu dialect, discussing the F0 contour at the final syllable (character) of each sentence to find out if the statement or question mood is carried by the edge tone as well as the pitch perturbation between lexical tone and intonation on it. The results of this acoustic analysis show that there exist statement and question mood of Chengdu dialect carried by the final syllable within an intonational phrase as well as the perturbation on the final syllable (character) by the coexistence of its lexical tone and intonation.
{"title":"Intonational Pitch Features of Interrogatives and Declaratives in Chengdu Dialect","authors":"Hong-Wen Jiang","doi":"10.18063/fls.v1i1.1082","DOIUrl":"https://doi.org/10.18063/fls.v1i1.1082","url":null,"abstract":"As a representative of southwestern Mandarin, the Chengdu dialect has its own distinctive pitch features in phonology of tone and intonation. Research on the pronunciation and lexical tone of the Chengdu dialect has a long history with a certain amount of theoretical results. However, research on intonation of Chengdu dialect is still rare. The writer provides an acoustic analysis of research into intonational pitch features of interrogative and declarative sentences of Chengdu dialect, discussing the F0 contour at the final syllable (character) of each sentence to find out if the statement or question mood is carried by the edge tone as well as the pitch perturbation between lexical tone and intonation on it. The results of this acoustic analysis show that there exist statement and question mood of Chengdu dialect carried by the final syllable within an intonational phrase as well as the perturbation on the final syllable (character) by the coexistence of its lexical tone and intonation.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132741273","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}
Catchwords spread rapidly because of their simple form and strong replicability. New catchwords enter our daily life every once in a while. Therefore, the study of catchwords is extremely urgent, because the study of language is the study of human life. This article takes the catchword ‘wo keneng yudao le jia N’ (I might encounter fake N) as an example to discuss its internal structure (which has been largely ignored in the existing research). The focus is on the study of the adjective ‘fake’ and its combined meaning with the noun after. Based on this, the meaning generation mechanism of the catchword is analyzed, including the relationship between necessity and probability, the evolution of meaning of the catchword, and the precipitation of construction meaning. Finally, the philosophical basis of communicative mechanism of the catchword is clarified. The main line of this study is to provide philosophical foundation for the popularity of catchwords.
{"title":"A Philosophical Investigation of Catchwords in Chinese","authors":"Qiao Huang","doi":"10.18063/fls.v1i1.1088","DOIUrl":"https://doi.org/10.18063/fls.v1i1.1088","url":null,"abstract":"Catchwords spread rapidly because of their simple form and strong replicability. New catchwords enter our daily life every once in a while. Therefore, the study of catchwords is extremely urgent, because the study of language is the study of human life. This article takes the catchword ‘wo keneng yudao le jia N’ (I might encounter fake N) as an example to discuss its internal structure (which has been largely ignored in the existing research). The focus is on the study of the adjective ‘fake’ and its combined meaning with the noun after. Based on this, the meaning generation mechanism of the catchword is analyzed, including the relationship between necessity and probability, the evolution of meaning of the catchword, and the precipitation of construction meaning. Finally, the philosophical basis of communicative mechanism of the catchword is clarified. The main line of this study is to provide philosophical foundation for the popularity of catchwords.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133366844","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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