Pub Date : 2024-03-25DOI: 10.22363/2521-442x-2024-8-1-115-126
Mitike Asrat
This study aims to elucidate the subject and non-subject agreement mechanisms within Yemsa relative clauses, an area not comprehensively covered by existing research. By analysing these agreement forms, the study seeks to bridge the identified gap in the understanding of Yemsa’s syntactic structures. The research questions guiding this study focus on the mechanisms through which subject agreements are manifested in Yemsa's relative clauses and the morphological markers they employ, alongside an examination of how non-subject agreements within these clauses diverge from subject agreements. The data were collected through the elicitation technique through informant interviews about subject and non-subject agreements in the Yemsa relative clauses. The data were analysed using a descriptive approach. The person-marker inventories are suffixes. Siewierska’s Prominence Hierarchy works in Yemsa. The order of the suffixes is modifier > head. Person markers simultaneously indicate masculine and feminine referents and numbers. Siewierska’s Predicate Hierarchy works on Yemsa. The suffix element -nà appears in the relative verbs. The word order in the relative clause is (O)VS. The nominative case is unmarked, whereas the accusative case is marked. The subject argument is expressed in the same manner as an independent clause. The description of the subject and the non-subject agreement in the Yemsa relative clauses has significant implications for developing the general features of Omotic and Afroasiatic languages. The study will serve as an input for the preparation of pedagogical materials in the language.
{"title":"The subject and non-subject agreements in the Yemsa relative clauses","authors":"Mitike Asrat","doi":"10.22363/2521-442x-2024-8-1-115-126","DOIUrl":"https://doi.org/10.22363/2521-442x-2024-8-1-115-126","url":null,"abstract":"This study aims to elucidate the subject and non-subject agreement mechanisms within Yemsa relative clauses, an area not comprehensively covered by existing research. By analysing these agreement forms, the study seeks to bridge the identified gap in the understanding of Yemsa’s syntactic structures. The research questions guiding this study focus on the mechanisms through which subject agreements are manifested in Yemsa's relative clauses and the morphological markers they employ, alongside an examination of how non-subject agreements within these clauses diverge from subject agreements. The data were collected through the elicitation technique through informant interviews about subject and non-subject agreements in the Yemsa relative clauses. The data were analysed using a descriptive approach. The person-marker inventories are suffixes. Siewierska’s Prominence Hierarchy works in Yemsa. The order of the suffixes is modifier > head. Person markers simultaneously indicate masculine and feminine referents and numbers. Siewierska’s Predicate Hierarchy works on Yemsa. The suffix element -nà appears in the relative verbs. The word order in the relative clause is (O)VS. The nominative case is unmarked, whereas the accusative case is marked. The subject argument is expressed in the same manner as an independent clause. The description of the subject and the non-subject agreement in the Yemsa relative clauses has significant implications for developing the general features of Omotic and Afroasiatic languages. The study will serve as an input for the preparation of pedagogical materials in the language.","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":" 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140210234","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 : 2024-03-25DOI: 10.22363/2521-442x-2024-8-1-101-114
Bambang Irfani, Aisling O’Boyle
Oral corrective feedback (OCF) is considered a salient pedagogical process which teachers use to assist students to enhance their language learning. Less is known about which feedback practices students prefer or consider effective for particular language learning processes. From a sociocultural perspective, this study investigated the extent of congruency between teacher practices and student preferences for OCF in Islamic Senior High Schools in Indonesia. Using a mixed-methods approach, quantitative data were collected from 444 students using a five-point Likert scale and administered across one province. Complementary data were collected from classroom observations, teacher interviews and student focus groups. The analyses of these multiple datasets illustrate that teacher practices are not congruent with student preferences for OCF. Findings show that students favour feedback on vocabulary errors, whereas in practice, teachers respond more often to pronunciation errors. Students prefer negotiated feedback, but in practice teachers mostly use clarification requests. The groups are aligned in relation to one area; students indicate a preference for teacher feedback, likewise teachers’ practice demonstrably favours teacher feedback. Pedagogically, the findings indicate a need for teachers to transform their conceptual understanding and practices of OCF to better support student collaboration and mutual meaningful scaffolding for L2 development.
{"title":"Teacher practices and student preferences of oral corrective feedback in Indonesian EFL classrooms: A Vygotskian perspective","authors":"Bambang Irfani, Aisling O’Boyle","doi":"10.22363/2521-442x-2024-8-1-101-114","DOIUrl":"https://doi.org/10.22363/2521-442x-2024-8-1-101-114","url":null,"abstract":"Oral corrective feedback (OCF) is considered a salient pedagogical process which teachers use to assist students to enhance their language learning. Less is known about which feedback practices students prefer or consider effective for particular language learning processes. From a sociocultural perspective, this study investigated the extent of congruency between teacher practices and student preferences for OCF in Islamic Senior High Schools in Indonesia. Using a mixed-methods approach, quantitative data were collected from 444 students using a five-point Likert scale and administered across one province. Complementary data were collected from classroom observations, teacher interviews and student focus groups. The analyses of these multiple datasets illustrate that teacher practices are not congruent with student preferences for OCF. Findings show that students favour feedback on vocabulary errors, whereas in practice, teachers respond more often to pronunciation errors. Students prefer negotiated feedback, but in practice teachers mostly use clarification requests. The groups are aligned in relation to one area; students indicate a preference for teacher feedback, likewise teachers’ practice demonstrably favours teacher feedback. Pedagogically, the findings indicate a need for teachers to transform their conceptual understanding and practices of OCF to better support student collaboration and mutual meaningful scaffolding for L2 development.","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":" 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140210191","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 : 2024-03-25DOI: 10.22363/2521-442x-2024-8-1-9-19
Mahmood Yenkimaleki, V. V. van Heuven
The present study investigated the use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners. Two groups of students were formed. All of them studied English as a foreign language at the BA level at Bu-Ali Sina University, Iran. Participants were assigned to groups at random. Participants took a pre-test of listening comprehension skills before starting the programme. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, argumentation-based learning by the iBrainstorm application. The total instruction time was the same for two groups, i.e., 32 hours. Students then took a post-test and, a month later, a delayed post-test in listening comprehension skills. The results show that the use of the iBrainstorm app significantly improved the students’ listening comprehension skills, and significantly more so than those of the control group. These results have pedagogical implications for curriculum designers, material producers, and all who are involved in language study and pedagogy.
{"title":"The use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners","authors":"Mahmood Yenkimaleki, V. V. van Heuven","doi":"10.22363/2521-442x-2024-8-1-9-19","DOIUrl":"https://doi.org/10.22363/2521-442x-2024-8-1-9-19","url":null,"abstract":"The present study investigated the use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners. Two groups of students were formed. All of them studied English as a foreign language at the BA level at Bu-Ali Sina University, Iran. Participants were assigned to groups at random. Participants took a pre-test of listening comprehension skills before starting the programme. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, argumentation-based learning by the iBrainstorm application. The total instruction time was the same for two groups, i.e., 32 hours. Students then took a post-test and, a month later, a delayed post-test in listening comprehension skills. The results show that the use of the iBrainstorm app significantly improved the students’ listening comprehension skills, and significantly more so than those of the control group. These results have pedagogical implications for curriculum designers, material producers, and all who are involved in language study and pedagogy.","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140210102","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 : 2024-03-25DOI: 10.22363/2521-442x-2024-8-1-54-65
Muchamad Sholakhuddin Al Fajri, Ikmi Nur Oktavianti
Stance, a crucial aspect of academic writing, is complex and vital for both beginner and advanced writers. However, L2 English learners and experienced writers frequently struggle with using stance markers effectively. Currently, there remains a scarcity of research comparing the utilisation of stance markers in applied linguistics research articles between native English professional writers and L1 Indonesian speakers. This study aims to fill this gap by investigating similarities and differences in the deployment of stance markers in applied linguistics research articles by authors with L1 Indonesian and L1 English backgrounds and discussing the educational implications derived from the analysis results. The analysis involves two corpora: the Indonesian academic corpus (IAC), comprising articles authored by L1 Indonesians, and the English academic corpus (EAC), consisting of articles by native English speakers. The study investigates various types of stance markers and their distribution across the corpora, revealing significant differences in their usage. L2 English authors employ more boosters and attitude markers, while L1 English writers use more hedges and self-mentions, with the most notable disparities observed in the usage of self-references. These findings underscore the necessity for educators, particularly within the Indonesian context, to sensitise learners to the discursive norms surrounding the use of stance markers in applied linguistics research articles and provide targeted instruction to enhance English learners’ proficiency in employing stance markers effectively.
{"title":"Stance expressions in applied linguistics research articles: A corpus-based contrastive study","authors":"Muchamad Sholakhuddin Al Fajri, Ikmi Nur Oktavianti","doi":"10.22363/2521-442x-2024-8-1-54-65","DOIUrl":"https://doi.org/10.22363/2521-442x-2024-8-1-54-65","url":null,"abstract":"Stance, a crucial aspect of academic writing, is complex and vital for both beginner and advanced writers. However, L2 English learners and experienced writers frequently struggle with using stance markers effectively. Currently, there remains a scarcity of research comparing the utilisation of stance markers in applied linguistics research articles between native English professional writers and L1 Indonesian speakers. This study aims to fill this gap by investigating similarities and differences in the deployment of stance markers in applied linguistics research articles by authors with L1 Indonesian and L1 English backgrounds and discussing the educational implications derived from the analysis results. The analysis involves two corpora: the Indonesian academic corpus (IAC), comprising articles authored by L1 Indonesians, and the English academic corpus (EAC), consisting of articles by native English speakers. The study investigates various types of stance markers and their distribution across the corpora, revealing significant differences in their usage. L2 English authors employ more boosters and attitude markers, while L1 English writers use more hedges and self-mentions, with the most notable disparities observed in the usage of self-references. These findings underscore the necessity for educators, particularly within the Indonesian context, to sensitise learners to the discursive norms surrounding the use of stance markers in applied linguistics research articles and provide targeted instruction to enhance English learners’ proficiency in employing stance markers effectively.","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140210268","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 : 2024-03-25DOI: 10.22363/2521-442x-2024-8-1-38-53
A. M. Pérez-Cabello, Michelle Teresa Quinn
The use of the mother tongue in foreign language lessons has always generated a wide debate on whether the use of L1 prevents students from learning a L2. This research shows what teachers of English as L2 in Spain think about this topic. First, we review the reasons to exclude the use of Spanish, as well as the reasons for its inclusion. This approach includes linguistic, social, and cultural factors intrinsic to the teaching/learning process. Information is collected using a mixed method approach. On the one hand, a questionnaire is designed to identify patterns and trends regarding the use of Spanish in the English classroom considering factual, behavioural, and attitudinal data. Each section is linked to research objectives. On the other, three specific qualitative methods are used: personal interviews, small focus group discussions and extension written narratives, where 12 questions are composed as a basis for the realisation of these three methods. The results of the study suggest that a prudent and judicious use of Spanish does not prevent or hinder the development of English learning in students. On the contrary, in many cases, it facilitates it since it provides the teacher with a powerful pedagogical resource. The study posits that the judicious employment of Spanish within the classroom setting yields positive outcomes and advocates for increased flexibility in its utilisation. However, it simultaneously points to the imperative that this flexibility should not detract from the primary objective of English language acquisition. This study has theoretical and practical implications in the design of formation syllabi for in-service and future teachers of L2 in L1 contexts.
{"title":"Spanish as a resource in the acquisition of English as a second language","authors":"A. M. Pérez-Cabello, Michelle Teresa Quinn","doi":"10.22363/2521-442x-2024-8-1-38-53","DOIUrl":"https://doi.org/10.22363/2521-442x-2024-8-1-38-53","url":null,"abstract":"The use of the mother tongue in foreign language lessons has always generated a wide debate on whether the use of L1 prevents students from learning a L2. This research shows what teachers of English as L2 in Spain think about this topic. First, we review the reasons to exclude the use of Spanish, as well as the reasons for its inclusion. This approach includes linguistic, social, and cultural factors intrinsic to the teaching/learning process. Information is collected using a mixed method approach. On the one hand, a questionnaire is designed to identify patterns and trends regarding the use of Spanish in the English classroom considering factual, behavioural, and attitudinal data. Each section is linked to research objectives. On the other, three specific qualitative methods are used: personal interviews, small focus group discussions and extension written narratives, where 12 questions are composed as a basis for the realisation of these three methods. The results of the study suggest that a prudent and judicious use of Spanish does not prevent or hinder the development of English learning in students. On the contrary, in many cases, it facilitates it since it provides the teacher with a powerful pedagogical resource. The study posits that the judicious employment of Spanish within the classroom setting yields positive outcomes and advocates for increased flexibility in its utilisation. However, it simultaneously points to the imperative that this flexibility should not detract from the primary objective of English language acquisition. This study has theoretical and practical implications in the design of formation syllabi for in-service and future teachers of L2 in L1 contexts.","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":" 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140210228","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 : 2024-03-25DOI: 10.22363/2521-442x-2024-8-1-20-37
Wafa Ahmed Farea, M. K. A. Singh
This research focuses on the needs analysis and perspectives in evaluating English for Specific Purposes (ESP) courses designed for medical students. The study intends to identify the medical students’ perceptions of the frequency and importance of using English language skills. Two different instruments, questionnaires and semi-structured interviews, were used to collect data. Respondents included 186 medical students, 4 ESP lecturers, and 10 Department of Medicine (DM) Subject Matter lecturers at Ibb University in Yemen. In this study, quantitative data were collected from three different subject groups (n=200) by means of three versions of the questionnaire. Correspondingly, some follow-up interviews, which were organised with a group of these three informants (n=29), complemented the data collection procedure. The collected data was analysed via the SPSS software package, followed by a qualitative data thematic analysis of semi-structured interviews. The findings showed some differences in which medical students believed the most frequent skills used are Listening and Reading, while their ESP and DM Subject Matter lecturers believed that medical students use Writing and Listening. The results revealed that although most of the English language skills and sub-skills in target needs were considered important or very important by all the participants, there were discrepancies in the preferences and priorities. The findings of this study are expected to be used as reference material for further research and give valuable considerations which may provide useful information for the ESP course designers to meet the target English needs of medical students in Yemen.
{"title":"A target English needs analysis on ESP course: Exploring medical students’ perceptions of necessities at a Yemeni university","authors":"Wafa Ahmed Farea, M. K. A. Singh","doi":"10.22363/2521-442x-2024-8-1-20-37","DOIUrl":"https://doi.org/10.22363/2521-442x-2024-8-1-20-37","url":null,"abstract":"This research focuses on the needs analysis and perspectives in evaluating English for Specific Purposes (ESP) courses designed for medical students. The study intends to identify the medical students’ perceptions of the frequency and importance of using English language skills. Two different instruments, questionnaires and semi-structured interviews, were used to collect data. Respondents included 186 medical students, 4 ESP lecturers, and 10 Department of Medicine (DM) Subject Matter lecturers at Ibb University in Yemen. In this study, quantitative data were collected from three different subject groups (n=200) by means of three versions of the questionnaire. Correspondingly, some follow-up interviews, which were organised with a group of these three informants (n=29), complemented the data collection procedure. The collected data was analysed via the SPSS software package, followed by a qualitative data thematic analysis of semi-structured interviews. The findings showed some differences in which medical students believed the most frequent skills used are Listening and Reading, while their ESP and DM Subject Matter lecturers believed that medical students use Writing and Listening. The results revealed that although most of the English language skills and sub-skills in target needs were considered important or very important by all the participants, there were discrepancies in the preferences and priorities. The findings of this study are expected to be used as reference material for further research and give valuable considerations which may provide useful information for the ESP course designers to meet the target English needs of medical students in Yemen.","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140209973","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 : 2024-03-25DOI: 10.22363/2521-442x-2024-8-1-127-129
Fangning Ren, Wei Xu
{"title":"Sounding out semantics: The limits of philosophy (book review)","authors":"Fangning Ren, Wei Xu","doi":"10.22363/2521-442x-2024-8-1-127-129","DOIUrl":"https://doi.org/10.22363/2521-442x-2024-8-1-127-129","url":null,"abstract":"","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":" 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140210196","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 : 2023-09-25DOI: 10.22363/2521-442x-2023-7-3-79-93
Soufiane Abouabdelkader, Hassan Abouabdelkader, Khalid Ben Kaddour
{"title":"The impact of presentation skills on Moroccan engineering students’ language abilities","authors":"Soufiane Abouabdelkader, Hassan Abouabdelkader, Khalid Ben Kaddour","doi":"10.22363/2521-442x-2023-7-3-79-93","DOIUrl":"https://doi.org/10.22363/2521-442x-2023-7-3-79-93","url":null,"abstract":"","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816532","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 : 2023-09-25DOI: 10.22363/2521-442x-2023-7-3-103-104
Barry Tomalin
{"title":"Everyday Shakespeare: Lines for life (a review)","authors":"Barry Tomalin","doi":"10.22363/2521-442x-2023-7-3-103-104","DOIUrl":"https://doi.org/10.22363/2521-442x-2023-7-3-103-104","url":null,"abstract":"","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"162 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135859145","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 : 2023-09-25DOI: 10.22363/2521-442x-2023-7-3-31-40
Asya S. Akopova
{"title":"English for Specific Purposes: Tailoring English language instruction for history majors","authors":"Asya S. Akopova","doi":"10.22363/2521-442x-2023-7-3-31-40","DOIUrl":"https://doi.org/10.22363/2521-442x-2023-7-3-31-40","url":null,"abstract":"","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135859152","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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