Pub Date : 2023-01-31DOI: 10.15738/kjell.23..202307.571
Youn-Gyu Park, Jong-Bok Kim
The English all-cleft construction, consisting of an all-cleft clause with a gap, a copula and an element licensed in the post-copula position, displays a filler-gap dependency with connectivity effect. In addition, previous literature asserts, unlike the pseudo-clef, the all-cleft construction cannot be predicational, casting several analytical and empirical questions. Key research questions include if the construction is derived from derivational processes or base-generated, what grammatical properties distinguish the construction from the related cleft constructions, and so forth. To answer some of these research questions, we have performed a comprehensive corpus investigation. Based on our corpus data, we suggest a construction-based approach to the English all-cleft that can account for its syntactic, semantic, and pragmatic properties, while capturing its shared properties with related cleft constructions like the pseudo-cleft.
{"title":"All-cleft constructions in English: A corpus-based approach","authors":"Youn-Gyu Park, Jong-Bok Kim","doi":"10.15738/kjell.23..202307.571","DOIUrl":"https://doi.org/10.15738/kjell.23..202307.571","url":null,"abstract":"The English all-cleft construction, consisting of an all-cleft clause with a gap, a copula and an element licensed in the post-copula position, displays a filler-gap dependency with connectivity effect. In addition, previous literature asserts, unlike the pseudo-clef, the all-cleft construction cannot be predicational, casting several analytical and empirical questions. Key research questions include if the construction is derived from derivational processes or base-generated, what grammatical properties distinguish the construction from the related cleft constructions, and so forth. To answer some of these research questions, we have performed a comprehensive corpus investigation. Based on our corpus data, we suggest a construction-based approach to the English all-cleft that can account for its syntactic, semantic, and pragmatic properties, while capturing its shared properties with related cleft constructions like the pseudo-cleft.","PeriodicalId":36216,"journal":{"name":"Korean Journal of English Language and Linguistics","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135440102","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 : 2023-01-31DOI: 10.15738/kjell.23..202307.587
Eunok Han, Kyungja Ahn
This study aims to investigate Korean elementary school teachers’ perceptions, experiences, and the factors related to teaching written English (reading and writing) for 3rd and 4th graders through a mixed-methods approach. A survey was conducted with 255 elementary school teachers, and in-depth interviews were also conducted with 8 participants. The data were quantitatively and qualitatively analyzed. The findings are as follows: (1) Teachers tend to prioritize spoken language over written language in teaching English for 3rd and 4th graders. (2) They reported using textbooks extensively in teaching written English, but they revealed difficulties teaching different levels of students in the classroom. (3) Teachers’ schooling, teacher education, and classroom teaching experiences influenced their perceptions and instructional practices of teaching reading and writing. In particular, the context-dependent and discontinuous nature of elementary teachers’ English instruction and the lack of professional development opportunities hindered teacher development in written language instruction. In order to develop English learners’ literacy skills emphasized in the revised national curriculum, it is necessary to support English teachers in raising their awareness of teaching written language and enhancing their expertise in written English instruction. Further important implications regarding teaching English literacy skills and English teachers’ professional development are discussed.
{"title":"Exploring Korean elementary teachers’ perceptions, experiences, and related factors of teaching written English for 3rd and 4th graders","authors":"Eunok Han, Kyungja Ahn","doi":"10.15738/kjell.23..202307.587","DOIUrl":"https://doi.org/10.15738/kjell.23..202307.587","url":null,"abstract":"This study aims to investigate Korean elementary school teachers’ perceptions, experiences, and the factors related to teaching written English (reading and writing) for 3rd and 4th graders through a mixed-methods approach. A survey was conducted with 255 elementary school teachers, and in-depth interviews were also conducted with 8 participants. The data were quantitatively and qualitatively analyzed. The findings are as follows: (1) Teachers tend to prioritize spoken language over written language in teaching English for 3rd and 4th graders. (2) They reported using textbooks extensively in teaching written English, but they revealed difficulties teaching different levels of students in the classroom. (3) Teachers’ schooling, teacher education, and classroom teaching experiences influenced their perceptions and instructional practices of teaching reading and writing. In particular, the context-dependent and discontinuous nature of elementary teachers’ English instruction and the lack of professional development opportunities hindered teacher development in written language instruction. In order to develop English learners’ literacy skills emphasized in the revised national curriculum, it is necessary to support English teachers in raising their awareness of teaching written language and enhancing their expertise in written English instruction. Further important implications regarding teaching English literacy skills and English teachers’ professional development are discussed.","PeriodicalId":36216,"journal":{"name":"Korean Journal of English Language and Linguistics","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135440103","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 : 2023-01-31DOI: 10.15738/kjell.23..202309.682
Dongho Kang
While the literature extensively discusses the benefits of form-focused instructions for grammatical aspects, there has been limited research exploring the impact of form-focused tasks on second language vocabulary acquisition. Therefore, the aim of this study was to investigate the effects of meaning-focused and form-focused (both non-contrastive and contrastive) tasks on the vocabulary learning of low and intermediate-level students in Korean college settings. The results revealed that the meaning-focused group demonstrated vocabulary learning gains only in the posttest, whereas both form-focused tasks resulted in significant improvement in both the posttest and delayed test. This suggests that students derived greater benefits from the form-focused tasks compared to the meaning-focused task in terms of L2 vocabulary learning. Additionally, the low proficiency group benefitted more from the non-contrastive form-focused task, while the intermediate group benefitted more from the contrastive form-focused task. The study will delve into the theoretical implications and discuss the pedagogical implications arising from these findings.
{"title":"A Study of Meaning-focused and Form-focused Tasks on L2 Vocabulary Acquisition of Low and Intermediate Levels","authors":"Dongho Kang","doi":"10.15738/kjell.23..202309.682","DOIUrl":"https://doi.org/10.15738/kjell.23..202309.682","url":null,"abstract":"While the literature extensively discusses the benefits of form-focused instructions for grammatical aspects, there has been limited research exploring the impact of form-focused tasks on second language vocabulary acquisition. Therefore, the aim of this study was to investigate the effects of meaning-focused and form-focused (both non-contrastive and contrastive) tasks on the vocabulary learning of low and intermediate-level students in Korean college settings. The results revealed that the meaning-focused group demonstrated vocabulary learning gains only in the posttest, whereas both form-focused tasks resulted in significant improvement in both the posttest and delayed test. This suggests that students derived greater benefits from the form-focused tasks compared to the meaning-focused task in terms of L2 vocabulary learning. Additionally, the low proficiency group benefitted more from the non-contrastive form-focused task, while the intermediate group benefitted more from the contrastive form-focused task. The study will delve into the theoretical implications and discuss the pedagogical implications arising from these findings.","PeriodicalId":36216,"journal":{"name":"Korean Journal of English Language and Linguistics","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135440121","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 : 2023-01-31DOI: 10.15738/kjell.23..202309.696
Hyunyoung Moon, Eun-Young Kwon, Kyeongmin Woo
This study investigated the intricate dynamics surrounding the public reception of the virtual influencer Rozy in South Korea, utilizing a text-mining approach on data extracted from popular platforms such as Naver, YouTube, and Instagram. Drawing from a vast corpus of user comments, the research revealed significant differences in public sentiments and narratives, a phenomenon distinctly modulated by the individual characteristics of each platform and varying degrees of user anonymity: Naver, offering the highest level of user anonymity, resulted in a lot of critical comments towards the virtual influencer, while YouTube centered more on technological discourse and Instagram gathered positive engagements. Additionally, this study showcased the development of an English wordlist by utilizing Python libraries for collecting corpus data from platforms such as Google News, YouTube, and Quora, which can be useful sources for learners in CLIL classrooms, fostering deeper engagement with the emergent influencer culture. It emphasized the necessity of a nuanced approach in data collection and analysis, recognizing the distinct characteristics of each platform and the content they host, thereby contributing significantly to CLIL pedagogy through the creation of an English wordlist developed from authentic materials, fostering enhanced learner engagement.
{"title":"Technology-Enhanced Suggestions for Customizing CLIL Materials: With the Topic of Virtual Humans","authors":"Hyunyoung Moon, Eun-Young Kwon, Kyeongmin Woo","doi":"10.15738/kjell.23..202309.696","DOIUrl":"https://doi.org/10.15738/kjell.23..202309.696","url":null,"abstract":"This study investigated the intricate dynamics surrounding the public reception of the virtual influencer Rozy in South Korea, utilizing a text-mining approach on data extracted from popular platforms such as Naver, YouTube, and Instagram. Drawing from a vast corpus of user comments, the research revealed significant differences in public sentiments and narratives, a phenomenon distinctly modulated by the individual characteristics of each platform and varying degrees of user anonymity: Naver, offering the highest level of user anonymity, resulted in a lot of critical comments towards the virtual influencer, while YouTube centered more on technological discourse and Instagram gathered positive engagements. Additionally, this study showcased the development of an English wordlist by utilizing Python libraries for collecting corpus data from platforms such as Google News, YouTube, and Quora, which can be useful sources for learners in CLIL classrooms, fostering deeper engagement with the emergent influencer culture. It emphasized the necessity of a nuanced approach in data collection and analysis, recognizing the distinct characteristics of each platform and the content they host, thereby contributing significantly to CLIL pedagogy through the creation of an English wordlist developed from authentic materials, fostering enhanced learner engagement.","PeriodicalId":36216,"journal":{"name":"Korean Journal of English Language and Linguistics","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135440380","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 : 2023-01-31DOI: 10.15738/kjell.23..202309.741
Mi-Kyong Kim
In alignment with the increasing importance of critical thinking skills and the transformative potential of text-based generative AI as educational tools within Project-Based Language Learning, this study aims to develop and explore a Critical-PBLL framework utilizing ChatGPT and Google Bard. This encompasses a comprehensive understanding of students' English learning experiences by implementing this framework over a six-week period, embedded into a college English class. The study involved a total of 20 students divided into four groups. Data from five sources, including 16 post-questionnaires, 16 reflection notes, 4 sets of group journals, 4 sets of group Social Network Service (SNS) communications, and 13 interviews, were analyzed. The findings of the study revealed that students had positive English learning experiences in various aspects: Constructing knowledge related to project topics and the English language; promoting reflective thinking; engaging in playful learning; and recognizing the teacher's role as a facilitator. On the other hand, students also reported negative learning experiences: Overreliance on ChatGPT and Google Bard, leading to reduced discussions; initial learning anxiety due to unfamiliarity with prompt literacy and critical thinking-based tasks; and technical limitations associated with ChatGPT. Some pedagogical implications include the collaborative development of prompt literacy guidelines with learners; the active utilization of English outputs generated by ChatGPT and Google Bard as valuable language learning resources within language learning models; and the collaborative establishment of guidelines with learners for the appropriate use of ChatGPT and Google Bard.
{"title":"Towards a Critical-PBLL utilizing ChatGPT and Google Bard within college English education","authors":"Mi-Kyong Kim","doi":"10.15738/kjell.23..202309.741","DOIUrl":"https://doi.org/10.15738/kjell.23..202309.741","url":null,"abstract":"In alignment with the increasing importance of critical thinking skills and the transformative potential of text-based generative AI as educational tools within Project-Based Language Learning, this study aims to develop and explore a Critical-PBLL framework utilizing ChatGPT and Google Bard. This encompasses a comprehensive understanding of students' English learning experiences by implementing this framework over a six-week period, embedded into a college English class. The study involved a total of 20 students divided into four groups. Data from five sources, including 16 post-questionnaires, 16 reflection notes, 4 sets of group journals, 4 sets of group Social Network Service (SNS) communications, and 13 interviews, were analyzed. The findings of the study revealed that students had positive English learning experiences in various aspects: Constructing knowledge related to project topics and the English language; promoting reflective thinking; engaging in playful learning; and recognizing the teacher's role as a facilitator. On the other hand, students also reported negative learning experiences: Overreliance on ChatGPT and Google Bard, leading to reduced discussions; initial learning anxiety due to unfamiliarity with prompt literacy and critical thinking-based tasks; and technical limitations associated with ChatGPT. Some pedagogical implications include the collaborative development of prompt literacy guidelines with learners; the active utilization of English outputs generated by ChatGPT and Google Bard as valuable language learning resources within language learning models; and the collaborative establishment of guidelines with learners for the appropriate use of ChatGPT and Google Bard.","PeriodicalId":36216,"journal":{"name":"Korean Journal of English Language and Linguistics","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135440381","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 : 2023-01-31DOI: 10.15738/kjell.23..202309.658
Min-Ju Sung, Sang-Ki Lee
Following a usage-based approach, this study examined whether different types of input frequency distribution (skewed first, skewed random, and balanced) would have differential effects on construction learning. Four classes of fifth-year elementary school students (n = 65) were randomly assigned to one of three treatment groups or one control group. Three tests were utilized to measure the learning effects and generalizability of the learned knowledge (a video clip selection task, an argument selection task, and a sentence selection task), immediately after the treatment and again one week later. Additionally, two aptitude measures were administered to assess the students’ language analytic ability and working memory capacity. The results showed that only the group exposed to a skewed first distribution retained the learned knowledge until the delayed posttest session. In terms of the aptitude measures, only working memory performance weakly correlated with the posttest comprehension scores. These findings suggest that English teachers could enhance the learning of grammatical rules by providing students with appropriate input that optimizes some important features such as frequency, input distribution, and students’ aptitude.
{"title":"Different types of input frequency distribution: Their effects on construction learning by elementary English learners in Korea","authors":"Min-Ju Sung, Sang-Ki Lee","doi":"10.15738/kjell.23..202309.658","DOIUrl":"https://doi.org/10.15738/kjell.23..202309.658","url":null,"abstract":"Following a usage-based approach, this study examined whether different types of input frequency distribution (skewed first, skewed random, and balanced) would have differential effects on construction learning. Four classes of fifth-year elementary school students (n = 65) were randomly assigned to one of three treatment groups or one control group. Three tests were utilized to measure the learning effects and generalizability of the learned knowledge (a video clip selection task, an argument selection task, and a sentence selection task), immediately after the treatment and again one week later. Additionally, two aptitude measures were administered to assess the students’ language analytic ability and working memory capacity. The results showed that only the group exposed to a skewed first distribution retained the learned knowledge until the delayed posttest session. In terms of the aptitude measures, only working memory performance weakly correlated with the posttest comprehension scores. These findings suggest that English teachers could enhance the learning of grammatical rules by providing students with appropriate input that optimizes some important features such as frequency, input distribution, and students’ aptitude.","PeriodicalId":36216,"journal":{"name":"Korean Journal of English Language and Linguistics","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135440378","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 : 2023-01-31DOI: 10.15738/kjell.23..202309.713
Yeon-Seung Kim
The goal of this paper is to declare that anti-locality based on the Spec-to-Spec Anti-Locality (SSAL) is not effective in accounting for that-trace effects. It is illustrated that there are many pieces of conceptual and empirical evidence against the SSAL. Accordingly, the anti-locality account for that-trace effects cannot be accepted. This paper proposes that what is crucial in alleviating that-trace effects is the property of intervening elements between CP and TP, not just the SSAL. Unfortunately this paper does not provide a comprehensive account covering all the examples regarding the adverb effect, topic islands, and fronted focus elements. With a simple conclusion that the anti-locality approach can never account for that-trace effects, we are looking forward to an analysis attributing a difference in the property of intervening elements between CP and TP to a structural difference based on a refined CP structure.
{"title":"Against Anti-Locality in A’-Movement","authors":"Yeon-Seung Kim","doi":"10.15738/kjell.23..202309.713","DOIUrl":"https://doi.org/10.15738/kjell.23..202309.713","url":null,"abstract":"The goal of this paper is to declare that anti-locality based on the Spec-to-Spec Anti-Locality (SSAL) is not effective in accounting for that-trace effects. It is illustrated that there are many pieces of conceptual and empirical evidence against the SSAL. Accordingly, the anti-locality account for that-trace effects cannot be accepted. This paper proposes that what is crucial in alleviating that-trace effects is the property of intervening elements between CP and TP, not just the SSAL. Unfortunately this paper does not provide a comprehensive account covering all the examples regarding the adverb effect, topic islands, and fronted focus elements. With a simple conclusion that the anti-locality approach can never account for that-trace effects, we are looking forward to an analysis attributing a difference in the property of intervening elements between CP and TP to a structural difference based on a refined CP structure.","PeriodicalId":36216,"journal":{"name":"Korean Journal of English Language and Linguistics","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135440119","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 : 2023-01-17DOI: 10.1017/s136067432200034x
R. Whitt
This article provides a corpus-driven overview of the ‘epistemic space’ surrounding the use of two lockwords of Early and Late Modern English writings on midwifery and childbirth, child and uterus. Rather than searching for epistemic stance markers themselves, this study employs the ‘bottom-up’ approach by examining the propositions containing these lockwords, and then seeing what particular epistemic meanings are signalled by the surrounding discourse context. Both treatises and periodicals representative of medical writing from the sixteenth through the eighteenth centuries are examined, thus allowing any diachronic trends characteristic of a period that witnessed much change in midwifery practices, and medicine more broadly, to be uncovered. Data are drawn from the Early Modern English Medical Texts (EMEMT) and Late Modern English Medical Texts (LMEMT) corpora.
{"title":"Epistemic space and key concepts in early and late modern medical discourse: an exploration of two genres","authors":"R. Whitt","doi":"10.1017/s136067432200034x","DOIUrl":"https://doi.org/10.1017/s136067432200034x","url":null,"abstract":"This article provides a corpus-driven overview of the ‘epistemic space’ surrounding the use of two lockwords of Early and Late Modern English writings on midwifery and childbirth, child and uterus. Rather than searching for epistemic stance markers themselves, this study employs the ‘bottom-up’ approach by examining the propositions containing these lockwords, and then seeing what particular epistemic meanings are signalled by the surrounding discourse context. Both treatises and periodicals representative of medical writing from the sixteenth through the eighteenth centuries are examined, thus allowing any diachronic trends characteristic of a period that witnessed much change in midwifery practices, and medicine more broadly, to be uncovered. Data are drawn from the Early Modern English Medical Texts (EMEMT) and Late Modern English Medical Texts (LMEMT) corpora.","PeriodicalId":36216,"journal":{"name":"Korean Journal of English Language and Linguistics","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87671947","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 : 2023-01-16DOI: 10.1017/s1360674322000363
C. Allen
{"title":"Kirsten Middeke, The Old English case system: Case and argument structure constructions (Brill's Studies in Historical Linguistics 12). Leiden and Boston: Brill, 2021. Pp. xvi + 421. ISBN 9789004435261.","authors":"C. Allen","doi":"10.1017/s1360674322000363","DOIUrl":"https://doi.org/10.1017/s1360674322000363","url":null,"abstract":"","PeriodicalId":36216,"journal":{"name":"Korean Journal of English Language and Linguistics","volume":"17 1","pages":"617 - 624"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89138629","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 : 2022-12-31DOI: 10.15811/jkl.2022..104.004
Hyung-yong Choi
{"title":"Arguing for the conversion of categories beyond the conversion of parts of speech","authors":"Hyung-yong Choi","doi":"10.15811/jkl.2022..104.004","DOIUrl":"https://doi.org/10.15811/jkl.2022..104.004","url":null,"abstract":"","PeriodicalId":36216,"journal":{"name":"Korean Journal of English Language and Linguistics","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78365282","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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