Abstract The article discusses figurative use of expressions from the domains of INVASION and HOUSE in media discourse on the European migrant crisis. The conceptual metaphors MIGRATION AS AN INVASION and the COMMON EUROPEAN HOUSE, which are inextricably related in the segments of the real discourse on migration, have strong rhetorical power and serve as a means of promoting antimigrant ideologies. The aim of this paper is to identify the instances of deliberate use of the aforementioned metaphors in British and Bosnian-Herzegovinian papers and describe their use in the media with the aim of changing addressees’ perspectives on an important issue such as migration.
{"title":"The Migration as an Invasion and the Common European House metaphors in media discourse","authors":"Mersina Mujagić","doi":"10.2478/exell-2022-0009","DOIUrl":"https://doi.org/10.2478/exell-2022-0009","url":null,"abstract":"Abstract The article discusses figurative use of expressions from the domains of INVASION and HOUSE in media discourse on the European migrant crisis. The conceptual metaphors MIGRATION AS AN INVASION and the COMMON EUROPEAN HOUSE, which are inextricably related in the segments of the real discourse on migration, have strong rhetorical power and serve as a means of promoting antimigrant ideologies. The aim of this paper is to identify the instances of deliberate use of the aforementioned metaphors in British and Bosnian-Herzegovinian papers and describe their use in the media with the aim of changing addressees’ perspectives on an important issue such as migration.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88449955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper examines the thematic structure of a corpus of insults using the inference-boundary model of Theme and Rheme. It focuses on the concept of negative inference—which must be generated for an insult to be successfully delivered—and shows how it allows us to better understand and characterize the form that insults generally take. The analysis suggests that insults are typically structured to generate backward-looking negative inferences from the decoder, much in line with how new information (in this case, the thrust of the insult) is generally located in final position. The paper also proposes a summary statement capturing the general configuration of insults and suggestions for further research.
{"title":"The language of insults: A look at Theme, Rheme and negative inferences","authors":"Alvin Ping Leong","doi":"10.2478/exell-2022-0008","DOIUrl":"https://doi.org/10.2478/exell-2022-0008","url":null,"abstract":"Abstract This paper examines the thematic structure of a corpus of insults using the inference-boundary model of Theme and Rheme. It focuses on the concept of negative inference—which must be generated for an insult to be successfully delivered—and shows how it allows us to better understand and characterize the form that insults generally take. The analysis suggests that insults are typically structured to generate backward-looking negative inferences from the decoder, much in line with how new information (in this case, the thrust of the insult) is generally located in final position. The paper also proposes a summary statement capturing the general configuration of insults and suggestions for further research.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79025422","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}
A. R. Altakhaineh, Mohammad Yousef Alsaraireh, Hiba Alhendi
Abstract The effect of incidental learning on acquiring the pronunciation of the phoneme /p/ by Arabic-speaking English as foreign language learners was the focus of this study. This phoneme was chosen because it does not exist in the phonemic inventory of Arabic. Eighth graders studying at Al-Ethra’a Secondary School in Alkarak were tested on the pronunciation of words containing /p/ in context (pre-test). For three weeks, they were taught the primary stress of English words containing the target phoneme in their first or second syllable (treatment/incidental learning). The learning exercises consisted of explaining the stress rules and listening to native speakers uttering the words, followed by the participants’ repetition. The students were then re-tested (post-test) to determine whether incidental learning had affected the participants’ pronunciation of /p/. The results reveal that the treatment (incidental learning of /p/) had a positive impact on the participants’ answers on the post-test.
{"title":"The impact of incidental learning on the acquisition of the sound /p/ by Arabic-speaking EFL learners","authors":"A. R. Altakhaineh, Mohammad Yousef Alsaraireh, Hiba Alhendi","doi":"10.2478/exell-2022-0010","DOIUrl":"https://doi.org/10.2478/exell-2022-0010","url":null,"abstract":"Abstract The effect of incidental learning on acquiring the pronunciation of the phoneme /p/ by Arabic-speaking English as foreign language learners was the focus of this study. This phoneme was chosen because it does not exist in the phonemic inventory of Arabic. Eighth graders studying at Al-Ethra’a Secondary School in Alkarak were tested on the pronunciation of words containing /p/ in context (pre-test). For three weeks, they were taught the primary stress of English words containing the target phoneme in their first or second syllable (treatment/incidental learning). The learning exercises consisted of explaining the stress rules and listening to native speakers uttering the words, followed by the participants’ repetition. The students were then re-tested (post-test) to determine whether incidental learning had affected the participants’ pronunciation of /p/. The results reveal that the treatment (incidental learning of /p/) had a positive impact on the participants’ answers on the post-test.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91257795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Though foreign language anxiety (FLA) has long been recognized as an important affective factor in second language learning, its impact is worth studying in new educational contexts of emergency remote teaching in response to the COVID-19 outbreak. The present study examines the key factors behind FLA in online teaching of English for Specific Purposes (ESP). The research was conducted among a sample of 171 first-year undergraduate university students of Economics & Business economics and Informatics at the Juraj Dobrila University of Pula, Croatia, during the winter semester of 2020/2021. The research instrument used was a 33-item questionnaire adapted from the FLCAS scale (Horwitz et al., 1986) to reflect the online ESP classroom environment. The main results indicate that various background factors, such as gender, self-assessed levels of proficiency, length of learning English and frequency of English language use, significantly influence the reported levels of language anxiety. Furthermore, the study establishes the underlying structure of FLA, with five factors positively correlated with overall language anxiety at the. 01 level of statistical significance: speech anxiety, evaluation and comprehension anxiety, online ESP classroom environment, anxiety of talking to native speakers, and lack of motivation for online class attendance. Finally, multiple regression analysis shows that the five aspects of FLA, alongside the variables of gender and self-assessed pronunciation proficiency, represent statistically significant predictors of the total level of FLA among online ESP learners. The other independent variables are confirmed to be unreliable in predicting the overall level of language anxiety in an online ESP classroom.
摘要外语焦虑是第二语言学习中的重要情感因素，但在新冠肺炎疫情应急远程教学的新教育背景下，外语焦虑的影响值得研究。本研究探讨了在特殊用途英语(ESP)在线教学中FLA背后的关键因素。该研究是在2020/2021年冬季学期期间在克罗地亚普拉的Juraj Dobrila大学经济与商业经济与信息学专业的171名一年级本科生中进行的。使用的研究工具是一份33项的问卷，改编自FLCAS量表(Horwitz et al.， 1986)，以反映在线ESP课堂环境。主要结果表明，各种背景因素，如性别、自我评估的熟练程度、学习英语的时间长短和使用英语的频率，显著影响报告的语言焦虑水平。此外，本研究建立了FLA的基础结构，其中五个因素与学生整体语言焦虑呈正相关。01水平有统计学意义:言语焦虑、评价和理解焦虑、在线ESP课堂环境、与母语者交谈焦虑、缺乏在线课堂出勤动机。最后，多元回归分析表明，语音亲和性的五个方面，以及性别和自评语音熟练程度等变量，对在线ESP学习者的语音亲和性总水平具有显著的预测意义。其他自变量在预测在线ESP课堂的整体语言焦虑水平时被证实是不可靠的。
{"title":"Examining the key factors behind foreign language anxiety (FLA) in online teaching of English for Specific Purposes (ESP)","authors":"Maja Novak Lađarević","doi":"10.2478/exell-2022-0005","DOIUrl":"https://doi.org/10.2478/exell-2022-0005","url":null,"abstract":"Abstract Though foreign language anxiety (FLA) has long been recognized as an important affective factor in second language learning, its impact is worth studying in new educational contexts of emergency remote teaching in response to the COVID-19 outbreak. The present study examines the key factors behind FLA in online teaching of English for Specific Purposes (ESP). The research was conducted among a sample of 171 first-year undergraduate university students of Economics & Business economics and Informatics at the Juraj Dobrila University of Pula, Croatia, during the winter semester of 2020/2021. The research instrument used was a 33-item questionnaire adapted from the FLCAS scale (Horwitz et al., 1986) to reflect the online ESP classroom environment. The main results indicate that various background factors, such as gender, self-assessed levels of proficiency, length of learning English and frequency of English language use, significantly influence the reported levels of language anxiety. Furthermore, the study establishes the underlying structure of FLA, with five factors positively correlated with overall language anxiety at the. 01 level of statistical significance: speech anxiety, evaluation and comprehension anxiety, online ESP classroom environment, anxiety of talking to native speakers, and lack of motivation for online class attendance. Finally, multiple regression analysis shows that the five aspects of FLA, alongside the variables of gender and self-assessed pronunciation proficiency, represent statistically significant predictors of the total level of FLA among online ESP learners. The other independent variables are confirmed to be unreliable in predicting the overall level of language anxiety in an online ESP classroom.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85005192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The new retranslation of the ballad “Hasanaginica” brings about an interpretation grounded in comprehensive scholarly research, which a linguo-stylistic analysis of both its source text (ST) and 25 published (re)translations represent. This retranslation is designed to make a notable difference reflected in its aspiration to achieve optimal equivalence on all levels of expression, minding its metrics, rhythm, sound figures, as much as its lexical choices and syntactic structures. One of the paper’s main aims is to compensate for the linguistic and stylistic flaws recognized in the previous translations of this ballad, which were not always erroneous deviations from a semantic correspondence, but interpretations informed by a fundamental incomprehension of the religio-cultural circumstances shaping the world of the ballad.
{"title":"Through linguo-stylistic analysis to a new retranslation of the ballad “Hasanaginica“","authors":"Amina Arnautović","doi":"10.2478/exell-2022-0006","DOIUrl":"https://doi.org/10.2478/exell-2022-0006","url":null,"abstract":"Abstract The new retranslation of the ballad “Hasanaginica” brings about an interpretation grounded in comprehensive scholarly research, which a linguo-stylistic analysis of both its source text (ST) and 25 published (re)translations represent. This retranslation is designed to make a notable difference reflected in its aspiration to achieve optimal equivalence on all levels of expression, minding its metrics, rhythm, sound figures, as much as its lexical choices and syntactic structures. One of the paper’s main aims is to compensate for the linguistic and stylistic flaws recognized in the previous translations of this ballad, which were not always erroneous deviations from a semantic correspondence, but interpretations informed by a fundamental incomprehension of the religio-cultural circumstances shaping the world of the ballad.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73045100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The importance of the English language in a contemporary globalized world leads to borrowing of English words into many languages, including Bosnian. The current research investigates the knowledge of the original English written form and translation of the English-origin youth-related words (anglicisms) among young native speakers of Bosnian. The study included 345 Bosnian and Herzegovinian high school students, both males and females, in 9 cities. The findings revealed that the usage of Anglicisms among Bosnian youth is not so frequent and that young people in Bosnia and Herzegovina are more familiar with the original written forms than with their translation/synonyms in the Bosnian language. Moreover, knowledge of these two forms of anglicisms shows variation only relative to a grade in English, while gender and age were found to be irrelevant. Also, no difference was shown in the knowledge of anglicisms in different fields: sports, fashion, and science and technology. Further research is recommended to study these and other youth-related anglicisms on a larger population sample.
{"title":"The analysis of youth-related anglicisms among Bosnian youth - knowledge of their original form and meaning and attitudes towards them","authors":"H. Delić, Elma Dedović-Atilla","doi":"10.2478/exell-2022-0007","DOIUrl":"https://doi.org/10.2478/exell-2022-0007","url":null,"abstract":"Abstract The importance of the English language in a contemporary globalized world leads to borrowing of English words into many languages, including Bosnian. The current research investigates the knowledge of the original English written form and translation of the English-origin youth-related words (anglicisms) among young native speakers of Bosnian. The study included 345 Bosnian and Herzegovinian high school students, both males and females, in 9 cities. The findings revealed that the usage of Anglicisms among Bosnian youth is not so frequent and that young people in Bosnia and Herzegovina are more familiar with the original written forms than with their translation/synonyms in the Bosnian language. Moreover, knowledge of these two forms of anglicisms shows variation only relative to a grade in English, while gender and age were found to be irrelevant. Also, no difference was shown in the knowledge of anglicisms in different fields: sports, fashion, and science and technology. Further research is recommended to study these and other youth-related anglicisms on a larger population sample.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79822556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The quantity of target language input available to learners contributes to the understanding of target language development. The present paper reports on a longitudinal study of the relationship between the amount of non-native teachers’ EFL input and learners’ aural achievement in instructed SLA. Young learners (N=132) were followed over a three-year period. High variability in teacher use of EFL was found. Results of correlational analyses and group comparisons pointed to a longitudinal advantage of participants exposed to instruction dominated by teacher target language use during their first two years of formal EFL learning. Directions for future research on the use of different languages and their relation to learners’ achievement are discussed in the context of early formal foreign language study.
{"title":"Teacher target language input and young learners’ aural comprehension of English","authors":"M. Erk, Višnja Pavičić Takač","doi":"10.2478/exell-2022-0001","DOIUrl":"https://doi.org/10.2478/exell-2022-0001","url":null,"abstract":"Abstract The quantity of target language input available to learners contributes to the understanding of target language development. The present paper reports on a longitudinal study of the relationship between the amount of non-native teachers’ EFL input and learners’ aural achievement in instructed SLA. Young learners (N=132) were followed over a three-year period. High variability in teacher use of EFL was found. Results of correlational analyses and group comparisons pointed to a longitudinal advantage of participants exposed to instruction dominated by teacher target language use during their first two years of formal EFL learning. Directions for future research on the use of different languages and their relation to learners’ achievement are discussed in the context of early formal foreign language study.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87977522","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}
Sharif Alghazo, Soumia Bekaddour, Marwan Jarrah, Yazeed M. Hammouri
Abstract This study aims to explore the use of euphemistic strategies by Algerians and Americans when dealing with three unpleasant topics: death, lying, and disease. It also examines the effect of degree of formality on the use of euphemistic strategies. To achieve this objective, a discourse completion task (DCT) was distributed to 21 Algerians and 21 Americans. The data were analysed using SPSS. The data analysis revealed that there are some differences and similarities between the two groups. The euphemistic strategies used by the Americans when they deal with death topics are synonyms and part for the whole. The Algerians use part for the whole, overstatement, and synonyms when they deal with death. Regarding the topic of lying, the Americans employ strategies of understatement and deletion, whereas the Algerians use understatement and metaphor. As for the topic of disease, the Americans use vagueness, and the Algerians use vagueness, metaphor, and deletion. These findings reveal that both groups resort to euphemism when dealing with these three unpleasant topics. However, their use of euphemistic strategies is culture-bound.
{"title":"Euphemistic strategies in Algerian Arabic and American English","authors":"Sharif Alghazo, Soumia Bekaddour, Marwan Jarrah, Yazeed M. Hammouri","doi":"10.2478/exell-2022-0004","DOIUrl":"https://doi.org/10.2478/exell-2022-0004","url":null,"abstract":"Abstract This study aims to explore the use of euphemistic strategies by Algerians and Americans when dealing with three unpleasant topics: death, lying, and disease. It also examines the effect of degree of formality on the use of euphemistic strategies. To achieve this objective, a discourse completion task (DCT) was distributed to 21 Algerians and 21 Americans. The data were analysed using SPSS. The data analysis revealed that there are some differences and similarities between the two groups. The euphemistic strategies used by the Americans when they deal with death topics are synonyms and part for the whole. The Algerians use part for the whole, overstatement, and synonyms when they deal with death. Regarding the topic of lying, the Americans employ strategies of understatement and deletion, whereas the Algerians use understatement and metaphor. As for the topic of disease, the Americans use vagueness, and the Algerians use vagueness, metaphor, and deletion. These findings reveal that both groups resort to euphemism when dealing with these three unpleasant topics. However, their use of euphemistic strategies is culture-bound.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88182801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article is a part of a research project on how intertextuality is perceived by readers of media texts. The focus of the article is on how intertextual references are recognized, interpreted, and substituted by EFL respondents. Based on the results of the survey, conclusions are drawn to address the following research questions – whether respondents can recognize intertextual references as such in the context, whether they can interpret an utterance despite failing to detect intertextual segments, and whether there exists a correspondence between recognizability of an intertextual reference and attempts at defining and/or replacing it. This paper is an attempt to empirically verify theoretical views on intertextuality. The results of the survey provide insights into how intertextuality is perceived by respondents.
{"title":"Intertextuality in media discourse: A reader’s perspective","authors":"Yuriy Velykoroda, O. Moroz","doi":"10.2478/exell-2022-0003","DOIUrl":"https://doi.org/10.2478/exell-2022-0003","url":null,"abstract":"Abstract The article is a part of a research project on how intertextuality is perceived by readers of media texts. The focus of the article is on how intertextual references are recognized, interpreted, and substituted by EFL respondents. Based on the results of the survey, conclusions are drawn to address the following research questions – whether respondents can recognize intertextual references as such in the context, whether they can interpret an utterance despite failing to detect intertextual segments, and whether there exists a correspondence between recognizability of an intertextual reference and attempts at defining and/or replacing it. This paper is an attempt to empirically verify theoretical views on intertextuality. The results of the survey provide insights into how intertextuality is perceived by respondents.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79266033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article measures the syntactic development indices in grade 5-12 English textbooks in Turkey. Through a usage-based construction grammar approach, it argues that the textbooks show an inconsistent development in verb-argument constructions (VAC) and other usage-based indices. The study employs an automatic software tool that detects variations in these indices and runs a statistical analysis on a corpus compiled by the author. Statistically significant results demonstrate that textbooks lack lexicogrammatical variation. As such, learners who use these textbooks are likely to experience a limited array of VACs that are limited in lemma-construction combinations. Findings also indicate that learners may not be exposed to the conventional usage patterns and frequencies of VACs when compared against a reference corpus. These findings may have an influence on the learners’ generalization process, their low-proficiency level in English, and poor idiomatic uses of the language.
{"title":"An analysis of lexicogrammatical development in English textbooks in Turkey: A usage-based construction grammar approach","authors":"T. Gedik","doi":"10.2478/exell-2022-0002","DOIUrl":"https://doi.org/10.2478/exell-2022-0002","url":null,"abstract":"Abstract This article measures the syntactic development indices in grade 5-12 English textbooks in Turkey. Through a usage-based construction grammar approach, it argues that the textbooks show an inconsistent development in verb-argument constructions (VAC) and other usage-based indices. The study employs an automatic software tool that detects variations in these indices and runs a statistical analysis on a corpus compiled by the author. Statistically significant results demonstrate that textbooks lack lexicogrammatical variation. As such, learners who use these textbooks are likely to experience a limited array of VACs that are limited in lemma-construction combinations. Findings also indicate that learners may not be exposed to the conventional usage patterns and frequencies of VACs when compared against a reference corpus. These findings may have an influence on the learners’ generalization process, their low-proficiency level in English, and poor idiomatic uses of the language.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90655393","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：