Abstract This article reviews the achievements and challenges that appear from attempts to integrate the studies of the semiotic and the social. Based on an analysis of the projects of Social Semiotics, semiotic sociology, and sociosemiotic approach to culture, it is suggested that the development of sociosemiotics could be represented (both retrospectively and prospectively) as trajectories of two frontiers. These are the frontier of sociosemiotic material and the frontier of sociosemiotic methodology. The frontier of sociosemiotic material represents how social semiotics progresses in broadening its scope by extending the set of materials which are considered as objects of sociosemiotic analysis. The frontier of sociosemiotic methodology describes how semiotic tools are integrated with other methodologies of social studies. The article shows what key steps have already been made to transcend the boundaries between social and semiotic research, and what directions are possible for further integration of social and semiotic sciences.
{"title":"Sociosemiotic Frontiers. Achievements, Challenges, and Prospects of Converging Semiotic and Social","authors":"Ivan Fomin","doi":"10.2478/lf-2020-0012","DOIUrl":"https://doi.org/10.2478/lf-2020-0012","url":null,"abstract":"Abstract This article reviews the achievements and challenges that appear from attempts to integrate the studies of the semiotic and the social. Based on an analysis of the projects of Social Semiotics, semiotic sociology, and sociosemiotic approach to culture, it is suggested that the development of sociosemiotics could be represented (both retrospectively and prospectively) as trajectories of two frontiers. These are the frontier of sociosemiotic material and the frontier of sociosemiotic methodology. The frontier of sociosemiotic material represents how social semiotics progresses in broadening its scope by extending the set of materials which are considered as objects of sociosemiotic analysis. The frontier of sociosemiotic methodology describes how semiotic tools are integrated with other methodologies of social studies. The article shows what key steps have already been made to transcend the boundaries between social and semiotic research, and what directions are possible for further integration of social and semiotic sciences.","PeriodicalId":354532,"journal":{"name":"Linguistic Frontiers","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121693733","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}
Abstract The age of transdiscipinarity has brought along the fading of boundaries between disciplines. This has engaged both the fusion of metalanguages that are used for the description of cultures and sign-processes, and the launch of novel proposals for metalinguistic vocabularies. In the case of the study of culture, communication and sign-processes, it is natural that all such developments are connected with the paradigm of semiotics. At times the relevant metalinguistic and methodological proposals challenge traditional semiotic vocabulary, methods and methodological truths. This has brought along the need to recall the semiotic roots of the study of semiosis and communication, and to review transdisciplinary metalanguage in order to avoid possible misinterpretations or unnecessary repetitions of the established agreements in the paradigm of semiotics as a possible ground for transdisciplinary study of human interaction and cultural processes. However, besides occasional theoretical confusion, the spread of the semiotic methodology and vocabulary across applied scholarship has enriched semiotics in its faculties of field studies.
{"title":"Sociosemiotics and Metalanguage: The Case of Translanguaging","authors":"Anti Randviir","doi":"10.2478/lf-2020-0015","DOIUrl":"https://doi.org/10.2478/lf-2020-0015","url":null,"abstract":"Abstract The age of transdiscipinarity has brought along the fading of boundaries between disciplines. This has engaged both the fusion of metalanguages that are used for the description of cultures and sign-processes, and the launch of novel proposals for metalinguistic vocabularies. In the case of the study of culture, communication and sign-processes, it is natural that all such developments are connected with the paradigm of semiotics. At times the relevant metalinguistic and methodological proposals challenge traditional semiotic vocabulary, methods and methodological truths. This has brought along the need to recall the semiotic roots of the study of semiosis and communication, and to review transdisciplinary metalanguage in order to avoid possible misinterpretations or unnecessary repetitions of the established agreements in the paradigm of semiotics as a possible ground for transdisciplinary study of human interaction and cultural processes. However, besides occasional theoretical confusion, the spread of the semiotic methodology and vocabulary across applied scholarship has enriched semiotics in its faculties of field studies.","PeriodicalId":354532,"journal":{"name":"Linguistic Frontiers","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128330635","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}
Abstract The code is meaningless unless translated. (Monod 1971, 143) We address issues of a description of the origin and evolution of the genetic code from the semiotics standpoint. Developing the concept of codepoiesis introduced by M. Barbieri, a new idea of semio-poiesis is proposed. Semio-poiesis, a recursive auto-referential processing of a semiotic system, becomes a form of organization of the bio-world when and while notions of meaning and aiming are introduced into it. The description of the genetic code as a semiotic system (grammar and vocabulary) allows us to apply the method of internal reconstruction to it: on the basis of heterogeneity and irregularity of the current state, to explicate possible previous states and various ways of forming coding and textualization mechanisms. The revealed patterns and irregularities are consistent with hypotheses about the origin and evolution of the genetic code.
{"title":"From Matter to Form: the Evolution of the Genetic Code as Semio-Poiesis","authors":"S. Zolyan","doi":"10.2478/lf-2020-0014","DOIUrl":"https://doi.org/10.2478/lf-2020-0014","url":null,"abstract":"Abstract The code is meaningless unless translated. (Monod 1971, 143) We address issues of a description of the origin and evolution of the genetic code from the semiotics standpoint. Developing the concept of codepoiesis introduced by M. Barbieri, a new idea of semio-poiesis is proposed. Semio-poiesis, a recursive auto-referential processing of a semiotic system, becomes a form of organization of the bio-world when and while notions of meaning and aiming are introduced into it. The description of the genetic code as a semiotic system (grammar and vocabulary) allows us to apply the method of internal reconstruction to it: on the basis of heterogeneity and irregularity of the current state, to explicate possible previous states and various ways of forming coding and textualization mechanisms. The revealed patterns and irregularities are consistent with hypotheses about the origin and evolution of the genetic code.","PeriodicalId":354532,"journal":{"name":"Linguistic Frontiers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125847647","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}
Abstract The premise of this paper is that there are three distinct and hierarchical ‘categories of knowledge’ (Pharoah 2018). The first of these is physiological knowledge which is acquired over generations through the interaction between replicating lineages and the environment. This interaction facilitates the evolution of meaningful physiological structures, forms, functions, and qualitative ascriptions. Second, there is phenomenal knowledge which is qualified by the utilisation of real-time experience to effect an individuated spatiotemporal subjective perspective. This capability requires sophisticated cognitive capabilities. Conceptual knowledge is the third category and constitutes a network of abstracted principles about the spatiotemporal and phenomenal world of experience. From this starting premise, I argue that human knowledge can still be viewed as impoverished because of the absence of the next category which has not yet emerged. I suggest that this category will be apparent when a fuller understanding is acquired concerning the dynamic nature of concept construction and structuring. This will demand a transdisciplinary and multimodal approach.
{"title":"Advancements in the Evolution of Human Capacities to Know","authors":"Mark Pharoah","doi":"10.2478/lf-2020-0016","DOIUrl":"https://doi.org/10.2478/lf-2020-0016","url":null,"abstract":"Abstract The premise of this paper is that there are three distinct and hierarchical ‘categories of knowledge’ (Pharoah 2018). The first of these is physiological knowledge which is acquired over generations through the interaction between replicating lineages and the environment. This interaction facilitates the evolution of meaningful physiological structures, forms, functions, and qualitative ascriptions. Second, there is phenomenal knowledge which is qualified by the utilisation of real-time experience to effect an individuated spatiotemporal subjective perspective. This capability requires sophisticated cognitive capabilities. Conceptual knowledge is the third category and constitutes a network of abstracted principles about the spatiotemporal and phenomenal world of experience. From this starting premise, I argue that human knowledge can still be viewed as impoverished because of the absence of the next category which has not yet emerged. I suggest that this category will be apparent when a fuller understanding is acquired concerning the dynamic nature of concept construction and structuring. This will demand a transdisciplinary and multimodal approach.","PeriodicalId":354532,"journal":{"name":"Linguistic Frontiers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129710106","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}
Abstract This article contributes to this special journal issue by developing concepts and methods from social semiotics to analyse, interpret and comment on text and ideas from the issue plus an RFS-project on interdisciplinarity, knowledge transfer and methodology convergence within and across STEM and HASS disciplines. It follows and extends this project’s focus on three disciplines, politics, biology and linguistics, and connects them with emerging features of contemporary knowledge production, especially complex, problematic relations between scientific and non-scientific knowledges, and new forms of operations of power on knowledge. The article develops a modified Kuhnian framework to argue that this project can be understood as a significant intervention into a currently unfolding crisis and opportunity in knowledge. It diagnoses crises of knowledge that stem from inadequacies in traditional disciplinary organisations when confronted by challenges and “wicked problems” arising from the scale and complexity of a hyper-connected world. It sees new opportunities arising from new forms of disciplinary organization, constituted by metadisciplinary structures and functions, within a Kuhnian framework of paradigms and metaparadigms. It uses social semiotics as tool and case study, to show how disciplines can evolve into metadisciplines, and demonstrate the productivity of metadisciplines within meta- paradigm processes.
{"title":"Knowledge, complexity, power: social semiotics as metadiscipline","authors":"B. Hodge","doi":"10.2478/lf-2020-0011","DOIUrl":"https://doi.org/10.2478/lf-2020-0011","url":null,"abstract":"Abstract This article contributes to this special journal issue by developing concepts and methods from social semiotics to analyse, interpret and comment on text and ideas from the issue plus an RFS-project on interdisciplinarity, knowledge transfer and methodology convergence within and across STEM and HASS disciplines. It follows and extends this project’s focus on three disciplines, politics, biology and linguistics, and connects them with emerging features of contemporary knowledge production, especially complex, problematic relations between scientific and non-scientific knowledges, and new forms of operations of power on knowledge. The article develops a modified Kuhnian framework to argue that this project can be understood as a significant intervention into a currently unfolding crisis and opportunity in knowledge. It diagnoses crises of knowledge that stem from inadequacies in traditional disciplinary organisations when confronted by challenges and “wicked problems” arising from the scale and complexity of a hyper-connected world. It sees new opportunities arising from new forms of disciplinary organization, constituted by metadisciplinary structures and functions, within a Kuhnian framework of paradigms and metaparadigms. It uses social semiotics as tool and case study, to show how disciplines can evolve into metadisciplines, and demonstrate the productivity of metadisciplines within meta- paradigm processes.","PeriodicalId":354532,"journal":{"name":"Linguistic Frontiers","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131221201","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}
Abstract This article’s purpose is to analyse the derived forms of term frère in French culture, where its correspondent is frérot, and in Italian culture, where the correspondent is fratè. We will try to show how and why, if yes or not, the two terms represent the same realities in both languages; if there is a same semantic extension and how the speakers of both languages use the two derived forms in their conversations. This study is contrastive, and its objective is also to define convergences and divergences of the use of the two forms fratè and frérot in the languages under analysis, that is to say French and Italian.
{"title":"Termes d’adresse dans la société contemporaine: deux cultures à l’aune du regard du chercheur","authors":"Danut-Grigore Gavris","doi":"10.2478/lf-2020-0006","DOIUrl":"https://doi.org/10.2478/lf-2020-0006","url":null,"abstract":"Abstract This article’s purpose is to analyse the derived forms of term frère in French culture, where its correspondent is frérot, and in Italian culture, where the correspondent is fratè. We will try to show how and why, if yes or not, the two terms represent the same realities in both languages; if there is a same semantic extension and how the speakers of both languages use the two derived forms in their conversations. This study is contrastive, and its objective is also to define convergences and divergences of the use of the two forms fratè and frérot in the languages under analysis, that is to say French and Italian.","PeriodicalId":354532,"journal":{"name":"Linguistic Frontiers","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117032437","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}
Abstract Reading is a complex function that affects our daily living. It requires the cooperation of many structures and functions and is influenced by many different factors. One of the factors influencing the word reading process may be the characteristics of the word, such as its frequency of use in the language, its length, orthographic neighbourhood, and others. These characteristics can affect the speed and accuracy of reading in readers with and without learning disability. The following paper presents some aspects of our current research focused on the influence of the properties of the word on their reading in the Czech language environment. The concept of orthographic neighbourhood will be explained in more detail including some specifics in its calculation and use in the Czech language.
{"title":"Orthographic neighbourhood in Czech language and its use in research of reading impairment","authors":"M. Ptáčková, K. Vitásková","doi":"10.2478/lf-2020-0007","DOIUrl":"https://doi.org/10.2478/lf-2020-0007","url":null,"abstract":"Abstract Reading is a complex function that affects our daily living. It requires the cooperation of many structures and functions and is influenced by many different factors. One of the factors influencing the word reading process may be the characteristics of the word, such as its frequency of use in the language, its length, orthographic neighbourhood, and others. These characteristics can affect the speed and accuracy of reading in readers with and without learning disability. The following paper presents some aspects of our current research focused on the influence of the properties of the word on their reading in the Czech language environment. The concept of orthographic neighbourhood will be explained in more detail including some specifics in its calculation and use in the Czech language.","PeriodicalId":354532,"journal":{"name":"Linguistic Frontiers","volume":"28 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120888028","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}
Abstract This paper argues that Russian Formalism is to be considered a constitutive part of the international empiriocritical movement—Ernst Mach (1838—1916) and Richard Avenarius’s (1843—1896). The conceptual parallelism between Empiriocriticism and Formalism is striking indeed. Thus, the cornerstones of the empiriocritical approach—the concept of series [Reihe] and the concept of elements [Elemente], understood as sensations [Empfindungen]—are plainly recognizable within formalist theories: the notion of ‘series’ (for example, the notion of ‘literary series’ or ‘poetic series’, leading to the famous concept of ‘literariness’, literaturnost’) and the very formalist idea of a necessarily perceptible character of aesthetic form are only two, most famous, examples of this astonishing affinity. Here are some of the most striking convergences between Empiriocriticism and Formalism: the relativity of any knowledge; continuity between knowledge and perception; the pragmatic dominant; the leitmotif of ‘the Unsalvageable Ego’. Besides, the paper seeks to situate Russian Formalism within European Aesthetic German-speaking Formalism. This kind of formalism formulates some basic oppositions correlated to different types of forming being associated with specific means and specific formal devices to affect them. In this context, particular morphological features result in producing particular feelings conceived in the spatial or syntactic perspective. From its German-speaking analogue, Russian Formalism has inherited this relational and spatial definition of feelings and, largely speaking, of emotionality within art. Indeed, both formalisms treat emotion as a ‘non-subjective’, ‘kinetic’, ‘syntactic’ phenomenon located on the surface of aesthetic objects.
{"title":"European Formalism and Empiriocriticism: Formalism within the International Empiriocritical Movement","authors":"Serge Tchougounnikov","doi":"10.2478/lf-2020-0004","DOIUrl":"https://doi.org/10.2478/lf-2020-0004","url":null,"abstract":"Abstract This paper argues that Russian Formalism is to be considered a constitutive part of the international empiriocritical movement—Ernst Mach (1838—1916) and Richard Avenarius’s (1843—1896). The conceptual parallelism between Empiriocriticism and Formalism is striking indeed. Thus, the cornerstones of the empiriocritical approach—the concept of series [Reihe] and the concept of elements [Elemente], understood as sensations [Empfindungen]—are plainly recognizable within formalist theories: the notion of ‘series’ (for example, the notion of ‘literary series’ or ‘poetic series’, leading to the famous concept of ‘literariness’, literaturnost’) and the very formalist idea of a necessarily perceptible character of aesthetic form are only two, most famous, examples of this astonishing affinity. Here are some of the most striking convergences between Empiriocriticism and Formalism: the relativity of any knowledge; continuity between knowledge and perception; the pragmatic dominant; the leitmotif of ‘the Unsalvageable Ego’. Besides, the paper seeks to situate Russian Formalism within European Aesthetic German-speaking Formalism. This kind of formalism formulates some basic oppositions correlated to different types of forming being associated with specific means and specific formal devices to affect them. In this context, particular morphological features result in producing particular feelings conceived in the spatial or syntactic perspective. From its German-speaking analogue, Russian Formalism has inherited this relational and spatial definition of feelings and, largely speaking, of emotionality within art. Indeed, both formalisms treat emotion as a ‘non-subjective’, ‘kinetic’, ‘syntactic’ phenomenon located on the surface of aesthetic objects.","PeriodicalId":354532,"journal":{"name":"Linguistic Frontiers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114203845","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}
Abstract Self-assessment reports are a type of alternative assessment and provide a gateway of formative assessment by which learners get opportunities to reflect on their learning process and assess it, provided they are aware of their abilities and progress. In this exploratory study, we examine the self-assessment reports of 12 adult ESL learners enrolled in an Indian university programme where they assess the course content and language gains (reading and writing) from the course. Based on a mixed method of analysis, the learners were found to use exemplification to suit their discourse style. A quantitative analysis showed that the learners were using a variety of exemplification techniques like (i) brief examples with (a) phrases and (b) sentences; (ii) extended examples; and (iii) testimonials to support and argue for their assessments. Furthermore, the learners were found to use these different types of exemplification according to the levels of unity or coherence in their reports, which were at three levels – low (16 %), medium (50 %), and high unity (34 %). For instance, the presence of the first two sub-types of exemplification was found to be more frequent across the learners of low and medium unity whereas the last two types were more prevalent in the high text unity group of learners. A one-way goodness of fit chi-square test revealed that the two frequent sub-types were well distributed for the entire group as well as for the learners whose essays achieved low and medium unity while for the learners who achieved high unity the distribution was equal. Furthermore, a qualitative analysis of a few excerpts showed the types and purposes of using exemplification with 23 % overt and 77 % null markers; it was interesting to note that the null markers did not affect the communicative content of the reports as the learners were found to use other syntactic strategies to mark the presence of exemplification like listing of ideas and using wh-question markers preceding the ideas. A few instances of personalized anecdotal experiences showed that learners were using exemplification to substantiate their arguments at a high level. What is implied from this analysis is that such semi-formal self-assessment reports can be used for two purposes: to assess a course and document learner growth and orientation towards learning, and through the assessment task, trigger a linguistic gain such as develop argumentation skills in adult ESL learners.
{"title":"Use of exemplification in ESL students’ self-assessment reports: Can they help to argue better?","authors":"Lina Mukhopadhyay","doi":"10.2478/lf-2020-0003","DOIUrl":"https://doi.org/10.2478/lf-2020-0003","url":null,"abstract":"Abstract Self-assessment reports are a type of alternative assessment and provide a gateway of formative assessment by which learners get opportunities to reflect on their learning process and assess it, provided they are aware of their abilities and progress. In this exploratory study, we examine the self-assessment reports of 12 adult ESL learners enrolled in an Indian university programme where they assess the course content and language gains (reading and writing) from the course. Based on a mixed method of analysis, the learners were found to use exemplification to suit their discourse style. A quantitative analysis showed that the learners were using a variety of exemplification techniques like (i) brief examples with (a) phrases and (b) sentences; (ii) extended examples; and (iii) testimonials to support and argue for their assessments. Furthermore, the learners were found to use these different types of exemplification according to the levels of unity or coherence in their reports, which were at three levels – low (16 %), medium (50 %), and high unity (34 %). For instance, the presence of the first two sub-types of exemplification was found to be more frequent across the learners of low and medium unity whereas the last two types were more prevalent in the high text unity group of learners. A one-way goodness of fit chi-square test revealed that the two frequent sub-types were well distributed for the entire group as well as for the learners whose essays achieved low and medium unity while for the learners who achieved high unity the distribution was equal. Furthermore, a qualitative analysis of a few excerpts showed the types and purposes of using exemplification with 23 % overt and 77 % null markers; it was interesting to note that the null markers did not affect the communicative content of the reports as the learners were found to use other syntactic strategies to mark the presence of exemplification like listing of ideas and using wh-question markers preceding the ideas. A few instances of personalized anecdotal experiences showed that learners were using exemplification to substantiate their arguments at a high level. What is implied from this analysis is that such semi-formal self-assessment reports can be used for two purposes: to assess a course and document learner growth and orientation towards learning, and through the assessment task, trigger a linguistic gain such as develop argumentation skills in adult ESL learners.","PeriodicalId":354532,"journal":{"name":"Linguistic Frontiers","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128369573","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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