This pilot study explores the effects of virtual exchange in the higher education setting. The core goal is to investigate the potential new training environments in second or third-language learning and relate their use to competence enhancement and sustainability awareness. Through quantitative, qualitative and pre-/ post-test methods, the researchers detected a positive correlation between the online didactic experiment and the increased capacities of international learners. Moreover, this project has provided an exciting opportunity to compare the advancements of technology and humanities undergraduates from Spain and Croatia. Given the importance of intercultural cooperation among different nationalities, this interaction process offers a new communication channel linked to sustainability and competence context in English as a Foreign Language. Besides, the debate about online collaboration's role in foreign language course design has gained fresh insights and delivered experimental data worth further consideration.
{"title":"Objectius de desenvolupament sostenible i competències transversals mitjançant intercanvi virtual L2/3","authors":"Oksana Polyakova, Leonarda Lovrović","doi":"10.6035/languagev.7928","DOIUrl":"https://doi.org/10.6035/languagev.7928","url":null,"abstract":"This pilot study explores the effects of virtual exchange in the higher education setting. The core goal is to investigate the potential new training environments in second or third-language learning and relate their use to competence enhancement and sustainability awareness. Through quantitative, qualitative and pre-/ post-test methods, the researchers detected a positive correlation between the online didactic experiment and the increased capacities of international learners. Moreover, this project has provided an exciting opportunity to compare the advancements of technology and humanities undergraduates from Spain and Croatia. Given the importance of intercultural cooperation among different nationalities, this interaction process offers a new communication channel linked to sustainability and competence context in English as a Foreign Language. Besides, the debate about online collaboration's role in foreign language course design has gained fresh insights and delivered experimental data worth further consideration.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141799760","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}
Michelle Forcier, Gerrit Van Schalkwyk, and Jack L. Turban, present their multidisciplinary, collaborative volume Pediatric Gender Identity: Gender-affirming care for Transgender & Gender Diverse Youth in 2020. In it, the editors offer a broad overview of the current research, clinical recommendations, and conceptual frameworks in the field concerning affirmative care for transgender and gender diverse (TGD) youth. In addition, more insight is provided on diversity support and resiliency encouragement, along with discussions about primary and specialty care, neurodevelopmental and psychosocial needs of TGD, and recognized hormonal and surgical recommendations. In this review, I will describe the main contents of the volume according to four sections: foundational knowledge, psychosocial and supportive approaches, clinical care and treatment, and cultural and legal perspectives. The first section covers Chapters 1 to 4; the second section, from Chapter 5 to 10; the third section, from Chapter 11 to 17; the remaining chapters are discussed in the last section.
Michelle Forcier、Gerrit Van Schalkwyk 和 Jack L. Turban 介绍了他们的多学科合作专著《儿科性别认同》：2020 年变性和性别多元化青少年的性别确认护理》。在这本书中，编辑们广泛概述了当前有关变性和性别多元化（TGD）青少年平权护理的研究、临床建议和概念框架。此外，还就多样性支持和恢复力鼓励提供了更多见解，并讨论了初级和专科护理、TGD 的神经发育和社会心理需求，以及公认的激素和手术建议。在这篇综述中，我将按照基础知识、社会心理和支持方法、临床护理和治疗以及文化和法律视角这四个部分来描述这本书的主要内容。第一部分包括第 1 章至第 4 章；第二部分从第 5 章至第 10 章；第三部分从第 11 章至第 17 章；最后一部分讨论其余各章。
{"title":"Pediatric Gender Identity: Gender-affirming care for Transgender & Gender Diverse Youth","authors":"Sergio Peñalver Ferez","doi":"10.6035/languagev.8077","DOIUrl":"https://doi.org/10.6035/languagev.8077","url":null,"abstract":"Michelle Forcier, Gerrit Van Schalkwyk, and Jack L. Turban, present their multidisciplinary, collaborative volume Pediatric Gender Identity: Gender-affirming care for Transgender & Gender Diverse Youth in 2020. In it, the editors offer a broad overview of the current research, clinical recommendations, and conceptual frameworks in the field concerning affirmative care for transgender and gender diverse (TGD) youth. In addition, more insight is provided on diversity support and resiliency encouragement, along with discussions about primary and specialty care, neurodevelopmental and psychosocial needs of TGD, and recognized hormonal and surgical recommendations. In this review, I will describe the main contents of the volume according to four sections: foundational knowledge, psychosocial and supportive approaches, clinical care and treatment, and cultural and legal perspectives. The first section covers Chapters 1 to 4; the second section, from Chapter 5 to 10; the third section, from Chapter 11 to 17; the remaining chapters are discussed in the last section.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141799325","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 paper explores the implementation and impact of Project-Based Learning (PBL) in teaching English for Tourism in the Degree of Tourism at the University of A Coruña (Spain). Recognizing the growing importance of English proficiency in the flourishing Spanish tourism industry, this study aimed to enhance students' language skills and engage them in meaningful learning experiences. The results indicate that students exhibited high motivation and interest in PBL, showcasing the practical relevance of theoretical knowledge to their future careers. By adopting this innovative teaching approach, students not only improved their English fluency but also acquired crucial skills for the tourism sector. The research underscores the effectiveness of PBL with first-year students, demonstrating their ability to successfully complete 12-week projects that integrated practical application of course content and language acquisition. This study advocates for the continued use of PBL in foreign language education to bridge the gap between theoretical learning and real-world applications.
{"title":"Eficàcia del model d'aprenentatge basat en projectes en llengua anglesa en educació superior: Un cas pràctic al grau de Turisme","authors":"Ana Montoya Reyes","doi":"10.6035/languagev.7938","DOIUrl":"https://doi.org/10.6035/languagev.7938","url":null,"abstract":"This paper explores the implementation and impact of Project-Based Learning (PBL) in teaching English for Tourism in the Degree of Tourism at the University of A Coruña (Spain). Recognizing the growing importance of English proficiency in the flourishing Spanish tourism industry, this study aimed to enhance students' language skills and engage them in meaningful learning experiences. The results indicate that students exhibited high motivation and interest in PBL, showcasing the practical relevance of theoretical knowledge to their future careers. By adopting this innovative teaching approach, students not only improved their English fluency but also acquired crucial skills for the tourism sector. The research underscores the effectiveness of PBL with first-year students, demonstrating their ability to successfully complete 12-week projects that integrated practical application of course content and language acquisition. This study advocates for the continued use of PBL in foreign language education to bridge the gap between theoretical learning and real-world applications.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141799643","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 research investigates the crucial role of English Language Proficiency (ELP) in shaping career prospects amid Indonesia's dynamic job market. The study aims to comprehend the viewpoints of recent Indonesian university graduates on the significance of English proficiency for their professional growth, considering the escalating global interconnectedness where English is pivotal for professional communication. Conducted qualitatively with 30 graduates from diverse academic fields, the research reveals unanimous agreement among participants regarding the paramount importance of English proficiency in career advancement, particularly in international contexts. Despite this consensus, a significant gap exists between employers' expectations and graduates' actual capabilities, emphasizing the need for improved English language education at the university level. The study also highlights varied experiences of graduates in utilizing English across sectors, emphasizing its critical role in navigating professional challenges. The findings underscore the urgency for educational institutions to revise English language training to meet global economic demands. This adaptation aims to equip Indonesian graduates with practical language skills crucial for professional success and global competitiveness. The research advocates for policy and strategy revisions, encouraging policymakers and educational leaders to enhance language training frameworks in Indonesian universities for comprehensive career development.
{"title":"English Language Proficiency and Career Opportunities: Perceptions of Indonesian University Graduates","authors":"Muhamad Taufik Hidayat","doi":"10.6035/languagev.7933","DOIUrl":"https://doi.org/10.6035/languagev.7933","url":null,"abstract":"This research investigates the crucial role of English Language Proficiency (ELP) in shaping career prospects amid Indonesia's dynamic job market. The study aims to comprehend the viewpoints of recent Indonesian university graduates on the significance of English proficiency for their professional growth, considering the escalating global interconnectedness where English is pivotal for professional communication. Conducted qualitatively with 30 graduates from diverse academic fields, the research reveals unanimous agreement among participants regarding the paramount importance of English proficiency in career advancement, particularly in international contexts. Despite this consensus, a significant gap exists between employers' expectations and graduates' actual capabilities, emphasizing the need for improved English language education at the university level. The study also highlights varied experiences of graduates in utilizing English across sectors, emphasizing its critical role in navigating professional challenges. The findings underscore the urgency for educational institutions to revise English language training to meet global economic demands. This adaptation aims to equip Indonesian graduates with practical language skills crucial for professional success and global competitiveness. The research advocates for policy and strategy revisions, encouraging policymakers and educational leaders to enhance language training frameworks in Indonesian universities for comprehensive career development.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141801109","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 paper aims to describe how novice and professional marketers use appraisal resources in their spoken promotional texts. To achieve this aim, content analysis was applied. The data were gathered from the performance of novice and professional marketers in presenting spoken promotional texts and were analyzed by using Martin and White (2005)’s appraisal theory framework. The research findings revealed that both marketers had similarities and differences in using appraisal resources. In terms of similarity, both marketers used attitude resources, particularly appreciation resources the most. In terms of differences, the novice marketer had fewer types of appraisal resources than the professional marketer; the novice one also had fewer lexical items to demonstrate his evaluative stance than the professional marketer; and the novice marketer tended to create persuasive text with a less rigid structure. The research findings suggest ESP teachers should provide scaffolding strategies for students to practice using adequate appraisal resources to create a powerful persuasive text.
{"title":"Recursos de valoración en textos promocionales hablados: Principiantes frente a profesionales del marketing","authors":"Ni Putu Era Marsakawati, Fadhila Yonata","doi":"10.6035/languagev.7626","DOIUrl":"https://doi.org/10.6035/languagev.7626","url":null,"abstract":"This paper aims to describe how novice and professional marketers use appraisal resources in their spoken promotional texts. To achieve this aim, content analysis was applied. The data were gathered from the performance of novice and professional marketers in presenting spoken promotional texts and were analyzed by using Martin and White (2005)’s appraisal theory framework. The research findings revealed that both marketers had similarities and differences in using appraisal resources. In terms of similarity, both marketers used attitude resources, particularly appreciation resources the most. In terms of differences, the novice marketer had fewer types of appraisal resources than the professional marketer; the novice one also had fewer lexical items to demonstrate his evaluative stance than the professional marketer; and the novice marketer tended to create persuasive text with a less rigid structure. The research findings suggest ESP teachers should provide scaffolding strategies for students to practice using adequate appraisal resources to create a powerful persuasive text.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141801356","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}
Based on Sacks et al.'s (1978) turn-taking model, the research aims to determine how Vietnamese students managed their discourse. Two Vietnamese students were conveniently selected for the study, and their conversations were recorded, transcribed, and coded in the style of conversation analysis and deductive content analysis. The results show that in one-at-a-time talks, the male student used more devices and strategies than the female in taking turns. Also, both employed latching to reduce transition space most of the time. In overlapping talks, in most cases, the male student tended to employ repair strategies more frequently than the female. Nevertheless, the female student used more strategies in simultaneous talks than in one-at-a-time talks. The findings shed light on Vietnamese students' turn-taking styles, a great boon to English educators who should provide students with necessary interactional resources and rethink speaking assessments, including turn-taking strategies as a linguistic competency.
{"title":"Exploring the use of turn-taking and overlap resolution strategies among Vietnamese non-English major students","authors":"T. Truong","doi":"10.6035/languagev.7237","DOIUrl":"https://doi.org/10.6035/languagev.7237","url":null,"abstract":"Based on Sacks et al.'s (1978) turn-taking model, the research aims to determine how Vietnamese students managed their discourse. Two Vietnamese students were conveniently selected for the study, and their conversations were recorded, transcribed, and coded in the style of conversation analysis and deductive content analysis. The results show that in one-at-a-time talks, the male student used more devices and strategies than the female in taking turns. Also, both employed latching to reduce transition space most of the time. In overlapping talks, in most cases, the male student tended to employ repair strategies more frequently than the female. Nevertheless, the female student used more strategies in simultaneous talks than in one-at-a-time talks. The findings shed light on Vietnamese students' turn-taking styles, a great boon to English educators who should provide students with necessary interactional resources and rethink speaking assessments, including turn-taking strategies as a linguistic competency.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43046092","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}
It has been argued that narrative elements can be found throughout the history of English scientific writing. Narratives can be linked to specific genres; thus, learned texts for medical doctors were different from those directed to lay audiences (Taavitsainen, 2022). This article sets out to analyse a specific type of medical narrative, that of recipe collections, focusing for the purpose on the text housed in London, Wellcome Library, MS 213. The manuscript dates from the beginning of the seventeenth century (1606, more specifically) and gathers recipes “experienced and tryed by the speciall practize of Mrs Corlyon” (Moorat, 1962-1973).[1] The codex belonged to Alethea Howard (née Talbot), Countess of Arundel. The main aim of the study is to identify and examine narrative forms and functions as well as particular features in the collection of recipes held in MS Wellcome 213, which can contribute to the knowledge of recipes written by and for women during the early modern period. [1] This has been taken from the database description of the Library Catalogue of the Wellcome Collection, available at https://wellcomecollection.org/works/u3w8qbrt (date of access: February 2023).
{"title":"Narratology in Early Modern medical manuscripts: The Case of London, Wellcome Library, MS 213","authors":"Laura Esteban Segura","doi":"10.6035/languagev.7230","DOIUrl":"https://doi.org/10.6035/languagev.7230","url":null,"abstract":"It has been argued that narrative elements can be found throughout the history of English scientific writing. Narratives can be linked to specific genres; thus, learned texts for medical doctors were different from those directed to lay audiences (Taavitsainen, 2022). This article sets out to analyse a specific type of medical narrative, that of recipe collections, focusing for the purpose on the text housed in London, Wellcome Library, MS 213. The manuscript dates from the beginning of the seventeenth century (1606, more specifically) and gathers recipes “experienced and tryed by the speciall practize of Mrs Corlyon” (Moorat, 1962-1973).[1] The codex belonged to Alethea Howard (née Talbot), Countess of Arundel. The main aim of the study is to identify and examine narrative forms and functions as well as particular features in the collection of recipes held in MS Wellcome 213, which can contribute to the knowledge of recipes written by and for women during the early modern period. \u0000 \u0000[1] This has been taken from the database description of the Library Catalogue of the Wellcome Collection, available at https://wellcomecollection.org/works/u3w8qbrt (date of access: February 2023).","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41917558","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 paper examines stance matrices licensing that-clauses in a corpus of instructional texts authored by women during the nineteenth century, gathered under the label COWITE19. These matrices can reveal various aspects of the authors' assessment, involvement and understanding of the information they present. In other words, their use discloses the authors' evaluation of their text while conveying a wide range of interpersonal meanings without disregarding their organising potential as textual markers. The types of matrices explored in this article precede the that-clauses and generally contain information denoting authorial perspective and involvement. The data used to demonstrate their forms and functions derive from analysing all cases found in the Corpus of Women's Instructive Texts in English (1550–1900) (COWITE); for the current study, only the nineteenth-century sub-corpus, henceforth COWITE19, has been considered. This corpus exclusively comprises instructional texts penned by women during the nineteenth century. The findings reveal that although the corpus primarily encompasses recipes from a diverse range of registers, the authoritative voice of women is distinctly evident in the matrices analysed, conveying a series of interpersonal meanings that unequivocally highlight the experience of women writers and their adept command of the content and techniques being discussed.
{"title":"Stance matrices licensing that-clauses and interpersonal meaning in nineteenth-century women's instructive writing in English","authors":"Francisco Alonso-Almeida","doi":"10.6035/languagev.7254","DOIUrl":"https://doi.org/10.6035/languagev.7254","url":null,"abstract":"This paper examines stance matrices licensing that-clauses in a corpus of instructional texts authored by women during the nineteenth century, gathered under the label COWITE19. These matrices can reveal various aspects of the authors' assessment, involvement and understanding of the information they present. In other words, their use discloses the authors' evaluation of their text while conveying a wide range of interpersonal meanings without disregarding their organising potential as textual markers. The types of matrices explored in this article precede the that-clauses and generally contain information denoting authorial perspective and involvement. The data used to demonstrate their forms and functions derive from analysing all cases found in the Corpus of Women's Instructive Texts in English (1550–1900) (COWITE); for the current study, only the nineteenth-century sub-corpus, henceforth COWITE19, has been considered. This corpus exclusively comprises instructional texts penned by women during the nineteenth century. The findings reveal that although the corpus primarily encompasses recipes from a diverse range of registers, the authoritative voice of women is distinctly evident in the matrices analysed, conveying a series of interpersonal meanings that unequivocally highlight the experience of women writers and their adept command of the content and techniques being discussed.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43576149","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}
Stance in academic writing has been discussed extensively within the fields of discourse analysis andpragmatics (Alonso-Almeida, 2015; Hyland,2005; White, 2003). Thus, Hyland and Jiang (2016) identify certain linguistic elements that are said to be indexical of stance: hedges, boosters, attitude markers, and self-mentions. While that model aims at a macroscopic analysis, the present study is a microscopic one, and compares two scientific texts written by a male and a female author to detect possible differences in the way that these authors present themselves or give their opinions in their writings. To this end, we have sought to apply Hyland and Jiang’s (2016) three-aspects modelbutusing Cesiri’s inventory (2012) as a starting point. We have applied this adapted model to two samples from the Corpus of English Life Sciences Texts (CELiST), one of the subcorpus of the Coruña Corpus of English Scientific Writing. Both texts belong to the same genre, are dated at an almost identical time, and deal with similar subjects. The only difference is that one was written by a woman, Emily Gregory, and theother by a man, Alpheus Packard. Although these texts are part of an electronic corpus, on this occasion we will avoid the automatic analytical techniques of corpus linguistics asfaras possible. Rather, we will conduct a microscopic-level study by means of close reading, although some quantification of data will precede the qualitative analysis where this is useful. It is hoped that the qualitative focus presented in theanalysis might open up new paths in the study of stance.
{"title":"Stance in CELiST: A vindication of text - reading","authors":"Isabel Moskowich, Begoña Crespo García","doi":"10.6035/languagev.7186","DOIUrl":"https://doi.org/10.6035/languagev.7186","url":null,"abstract":"Stance in academic writing has been discussed extensively within the fields of discourse analysis andpragmatics (Alonso-Almeida, 2015; Hyland,2005; White, 2003). Thus, Hyland and Jiang (2016) identify certain linguistic elements that are said to be indexical of stance: hedges, boosters, attitude markers, and self-mentions. While that model aims at a macroscopic analysis, the present study is a microscopic one, and compares two scientific texts written by a male and a female author to detect possible differences in the way that these authors present themselves or give their opinions in their writings. To this end, we have sought to apply Hyland and Jiang’s (2016) three-aspects modelbutusing Cesiri’s inventory (2012) as a starting point. We have applied this adapted model to two samples from the Corpus of English Life Sciences Texts (CELiST), one of the subcorpus of the Coruña Corpus of English Scientific Writing. Both texts belong to the same genre, are dated at an almost identical time, and deal with similar subjects. The only difference is that one was written by a woman, Emily Gregory, and theother by a man, Alpheus Packard. Although these texts are part of an electronic corpus, on this occasion we will avoid the automatic analytical techniques of corpus linguistics asfaras possible. Rather, we will conduct a microscopic-level study by means of close reading, although some quantification of data will precede the qualitative analysis where this is useful. It is hoped that the qualitative focus presented in theanalysis might open up new paths in the study of stance.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49093498","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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