The aim of the research is to investigate the interdependence between dyslexia, self-efficacy, and foreign language instruction. The author of the study applied a mixed-method: quantitative and qualitative. The quantitative data were collected through self-efficacy questionnaires filled out by dyslexic and non-dyslexic students, and the qualitative data were collected during a case study conducted with a dyslexic student. The research findings in the first quantitative part of the study reveal that self-efficacy in dyslexic students is substantially lower than in non-dyslexic students. According to the results of the second mixed, quantitative - qualitative part of the study encompassing a case study, foreign language instruction has an impact on dyslexic students’ self-efficacy and appropriate language instruction rises self-efficacy in students with dyslexia.
{"title":"Dyslexia, Self-efficacy, and Language Instruction in Foreign Language Learning -- A Mixed Quantitive-qualitative Study","authors":"Bogusława Gosiewska-Turek","doi":"10.31261/tapsla.9501","DOIUrl":"https://doi.org/10.31261/tapsla.9501","url":null,"abstract":"The aim of the research is to investigate the interdependence between dyslexia, self-efficacy, and foreign language instruction. The author of the study applied a mixed-method: quantitative and qualitative. The quantitative data were collected through self-efficacy questionnaires filled out by dyslexic and non-dyslexic students, and the qualitative data were collected during a case study conducted with a dyslexic student. The research findings in the first quantitative part of the study reveal that self-efficacy in dyslexic students is substantially lower than in non-dyslexic students. According to the results of the second mixed, quantitative - qualitative part of the study encompassing a case study, foreign language instruction has an impact on dyslexic students’ self-efficacy and appropriate language instruction rises self-efficacy in students with dyslexia.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43662505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to explore the missing link between English textbooks used in high schools (9th-12th grades) and English university entrance exams (2010-2019) in Turkey on lexical and syntactic complexity levels by using corpus linguistics tools: AntWordProfiler, TAALED, and the L2 Syntactic Complexity Analyzer (L2SCA). Official textbooks and complementary materials obtained from the Ministry of National Education have been compared against the official university entrance exams from the past decade. The results show that: (i) differences in lexical sophistication level can be observed between the two corpora, the lexical sophistication level of the exam corpus was higher than that of the textbook corpus, (ii) there is a statistically significant difference between the two corpora in terms of lexical diversity, the exam corpus has a significantly higher level of lexical diversity than the textbook corpus, (iii) statistically significant differences also existed between the two corpora regarding the syntactic complexity indices. The syntactic complexity level of the exam corpus was higher than that of the textbook corpus. The findings suggest that Turkish high school students who have to learn English with the official textbooks throughout their high school years will have to tackle low-frequency and more sophisticated words at a higher level of syntactic complexity at the time of taking the nationwide exam. This, in return, creates a negative backwash effect, distorts their approach to L2, and raises other concerns about the misalignment between the official language education materials and nationwide exams.
{"title":"A Corpus-based Analysis of High School English Textbooks and English University Entrance Exams in Turkey","authors":"T. Gedik, Yağmur Su Kolsal","doi":"10.31261/tapsla.9152","DOIUrl":"https://doi.org/10.31261/tapsla.9152","url":null,"abstract":"This study aims to explore the missing link between English textbooks used in high schools (9th-12th grades) and English university entrance exams (2010-2019) in Turkey on lexical and syntactic complexity levels by using corpus linguistics tools: AntWordProfiler, TAALED, and the L2 Syntactic Complexity Analyzer (L2SCA). Official textbooks and complementary materials obtained from the Ministry of National Education have been compared against the official university entrance exams from the past decade. The results show that: (i) differences in lexical sophistication level can be observed between the two corpora, the lexical sophistication level of the exam corpus was higher than that of the textbook corpus, (ii) there is a statistically significant difference between the two corpora in terms of lexical diversity, the exam corpus has a significantly higher level of lexical diversity than the textbook corpus, (iii) statistically significant differences also existed between the two corpora regarding the syntactic complexity indices. The syntactic complexity level of the exam corpus was higher than that of the textbook corpus. The findings suggest that Turkish high school students who have to learn English with the official textbooks throughout their high school years will have to tackle low-frequency and more sophisticated words at a higher level of syntactic complexity at the time of taking the nationwide exam. This, in return, creates a negative backwash effect, distorts their approach to L2, and raises other concerns about the misalignment between the official language education materials and nationwide exams.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41691783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The growing number of EMI courses offered across Europe is increasing the opportunities for student exchanges. This study follows the progress of three students from Universitat de Lleida after their Erasmus experience at three different European universities, two in Milano and one in Macerata. The students took a monological English oral test before and after their stay abroad, and fluency and accuracy measures have been calculated from it. The students were also interviewed and participated in FG discussions. The measures from the two students who went to Milano show an improvement in their English level, whereas the student who went to Macerata performs even worse on his return. However, the experience from the two students in Milano was substantially different from the one who went to Macerata. Using the ethnographic information and the qualitative data available, we bring forward arguments that can help to account for these different outcomes.
{"title":"Catalan Law and Business Students in Italy:","authors":"Xavier Martin-Rubió, Irati Diert-Boté","doi":"10.31261/tapsla.10482","DOIUrl":"https://doi.org/10.31261/tapsla.10482","url":null,"abstract":"The growing number of EMI courses offered across Europe is increasing the opportunities for student exchanges. This study follows the progress of three students from Universitat de Lleida after their Erasmus experience at three different European universities, two in Milano and one in Macerata. The students took a monological English oral test before and after their stay abroad, and fluency and accuracy measures have been calculated from it. The students were also interviewed and participated in FG discussions. The measures from the two students who went to Milano show an improvement in their English level, whereas the student who went to Macerata performs even worse on his return. However, the experience from the two students in Milano was substantially different from the one who went to Macerata. Using the ethnographic information and the qualitative data available, we bring forward arguments that can help to account for these different outcomes.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42979484","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}
There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.
{"title":"The Relationship between Attention and Extraneous Load","authors":"Christopher Hughes, J. Costley, C. Lange","doi":"10.31261/TAPSLA.9986","DOIUrl":"https://doi.org/10.31261/TAPSLA.9986","url":null,"abstract":"There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction. ","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44726188","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}
Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.
{"title":"Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary","authors":"Alejandra Montero-SaizAja","doi":"10.31261/TAPSLA.8594","DOIUrl":"https://doi.org/10.31261/TAPSLA.8594","url":null,"abstract":"Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary. \u0000 ","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43862084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates how praising students’ success in tasks affects the performance of other students who were not successful. Possible and impossible crossword puzzles were used as an experiment to engender fixed mindsets in half of the sample. The average time to complete a crossword puzzle at the pretest was compared to the average time to complete the same puzzle at the posttest. The results showed that students given possible crossword puzzles were able to make significant improvements in the speed with which they could complete the puzzle at the posttest stage. However, such improvements in performance were not seen among the students who had been temporarily primed into a fixed mindset during the experiment through the use of the impossible crossword puzzles. Reasons behind these results as well as pedagogical implications related to effective ways of giving praise and other feedback will be discussed.
{"title":"Praise in the EFL Classroom","authors":"Adrian Leis","doi":"10.31261/TAPSLA.9098","DOIUrl":"https://doi.org/10.31261/TAPSLA.9098","url":null,"abstract":"This study investigates how praising students’ success in tasks affects the performance of other students who were not successful. Possible and impossible crossword puzzles were used as an experiment to engender fixed mindsets in half of the sample. The average time to complete a crossword puzzle at the pretest was compared to the average time to complete the same puzzle at the posttest. The results showed that students given possible crossword puzzles were able to make significant improvements in the speed with which they could complete the puzzle at the posttest stage. However, such improvements in performance were not seen among the students who had been temporarily primed into a fixed mindset during the experiment through the use of the impossible crossword puzzles. Reasons behind these results as well as pedagogical implications related to effective ways of giving praise and other feedback will be discussed.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47257729","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}
Positive psychology has been introduced to the applied linguistics literature with the broad goal of improving the experience of language learners and teachers through a variety of interventions (MacIntyre & Mercer, 2014; Gabryś-Barker & Gałajda, 2016). “The aim of positive psychology is to catalyze a change in psychology from preoccupation only with repairing the worst things in life to also building the best qualities in life” (Seligman &Csikszentmihalyi, 2000, p. 5). One significant contribution of this young field has been a series of empirically-tested positive psychology interventions (PPIs) that have been shown to increase positive emotion, reduce distress, and/or improve well-being (Seligman, Steen, Park, & Peterson, 2005; Sin & Lyubormirsky, 2009). In the present research, we examine one application of a PPI involving a focus on using character strengths as a way to address language anxiety. Through a case study analysis, we demonstrate the ways that this intervention was beneficial for the student.
{"title":"Using Character Strengths to Address English Writing Anxiety","authors":"T. Gregersen, P. MacIntyre, R. Buck","doi":"10.31261/TAPSLA.8431","DOIUrl":"https://doi.org/10.31261/TAPSLA.8431","url":null,"abstract":"Positive psychology has been introduced to the applied linguistics literature with the broad goal of improving the experience of language learners and teachers through a variety of interventions (MacIntyre & Mercer, 2014; Gabryś-Barker & Gałajda, 2016). “The aim of positive psychology is to catalyze a change in psychology from preoccupation only with repairing the worst things in life to also building the best qualities in life” (Seligman &Csikszentmihalyi, 2000, p. 5). One significant contribution of this young field has been a series of empirically-tested positive psychology interventions (PPIs) that have been shown to increase positive emotion, reduce distress, and/or improve well-being (Seligman, Steen, Park, & Peterson, 2005; Sin & Lyubormirsky, 2009). In the present research, we examine one application of a PPI involving a focus on using character strengths as a way to address language anxiety. Through a case study analysis, we demonstrate the ways that this intervention was beneficial for the student. \u0000 ","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42363830","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}
In Japanese, onomatopoeia are an important element in expressing feelings and experiences. They are difficult for students of Japanese to acquire, especially the nuances. Herein, we propose an e-learning system to improve the efficiency of teaching the nuances – both explicit and tacit – to non-native speakers of Japanese in three steps. We synthesized a new learning strategy available to students leaning Japanese onomatopoeia using narrative strategies to mimic the learning methods used by native speakers. This was achieved by firstly teaching the formal rules representing the explicit nuances. Secondly, the students created new onomatopoeic words by utilizing those formal rules. Finally, feedback was provided by evaluating the onomatopoeias created through the support system of narrative strategies to provide implicit teaching. To verify the effectiveness of the proposed method and the learning system, we conducted an experiment involving two groups of subjects. While Group A got feedback about the appropriateness of their onomatopoeic constructions from the native speakers’ narrative interpretations, Group B just reviewed the database material like in a traditional classroom. Results indicate our e-learning system has a significant effect on the acquisition of a working understanding of onomatopoeia.
{"title":"Learning Japanese Onomatopoeia through a Narrative-Evaluation E-Learning System","authors":"Xiao-yang Li","doi":"10.31261/TAPSLA.8514","DOIUrl":"https://doi.org/10.31261/TAPSLA.8514","url":null,"abstract":"In Japanese, onomatopoeia are an important element in expressing feelings and experiences. They are difficult for students of Japanese to acquire, especially the nuances. Herein, we propose an e-learning system to improve the efficiency of teaching the nuances – both explicit and tacit – to non-native speakers of Japanese in three steps. We synthesized a new learning strategy available to students leaning Japanese onomatopoeia using narrative strategies to mimic the learning methods used by native speakers. This was achieved by firstly teaching the formal rules representing the explicit nuances. Secondly, the students created new onomatopoeic words by utilizing those formal rules. Finally, feedback was provided by evaluating the onomatopoeias created through the support system of narrative strategies to provide implicit teaching. To verify the effectiveness of the proposed method and the learning system, we conducted an experiment involving two groups of subjects. While Group A got feedback about the appropriateness of their onomatopoeic constructions from the native speakers’ narrative interpretations, Group B just reviewed the database material like in a traditional classroom. Results indicate our e-learning system has a significant effect on the acquisition of a working understanding of onomatopoeia.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43047700","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}
{"title":"Book review: Timothy Reagan, Linguistic Legitimacy and Social Justice","authors":"Katarzyna Molek-Kozakowska","doi":"10.31261/TAPSLA.8456","DOIUrl":"https://doi.org/10.31261/TAPSLA.8456","url":null,"abstract":"na abstract","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41651050","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 focuses on the analysis of the lexical and semantic influences of L2 (Catalan) on the L1 (Amazigh) in a basic semantic field: parts of the body. Based on the observation that our participants show differences in their L1 usage related to the amount of time they have been in contact with Catalan, our goal is to analyze and describe these differences to see if they are the consequence of a transfer from the L2 conceptual system. This paper is a qualitative study with a sample size of 14 participants whose L1 is Amazigh and who live in Catalonia. The results show that there are cases of semantic and conceptual influence, although to a lesser degree than in other studies that do not analyze data from basic semantic fields. We will also show that there are extralinguistic factors that influence these transfers (the status of the languages involved and certain characteristics of the speakers).
{"title":"Conceptual and Linguistic Transfer from L2 (Catalan) to L1 (Amazigh) within the Context of Migration","authors":"Carla Ferrerós Pagès","doi":"10.31261/TAPSLA.9285","DOIUrl":"https://doi.org/10.31261/TAPSLA.9285","url":null,"abstract":"This paper focuses on the analysis of the lexical and semantic influences of L2 (Catalan) on the L1 (Amazigh) in a basic semantic field: parts of the body. Based on the observation that our participants show differences in their L1 usage related to the amount of time they have been in contact with Catalan, our goal is to analyze and describe these differences to see if they are the consequence of a transfer from the L2 conceptual system. This paper is a qualitative study with a sample size of 14 participants whose L1 is Amazigh and who live in Catalonia. The results show that there are cases of semantic and conceptual influence, although to a lesser degree than in other studies that do not analyze data from basic semantic fields. We will also show that there are extralinguistic factors that influence these transfers (the status of the languages involved and certain characteristics of the speakers).","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45479029","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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