Pub Date : 2020-10-01DOI: 10.1515/caslar-2020-0007
Chen Chen, Feng-hsi Liu
Abstract A major claim in the constructionist approach to language acquisition is that grammar is learned by pairings of form and function. In this study we test this claim by examining how L2 learners of Mandarin Chinese acquire the bei passive construction, a construction that is associated with the meaning of adversity. Our goal is to find out whether L2 learners make the association between the passive and adversity. Participants performed a sentence choice task under four conditions: an adversative context with an adversative verb, an adversative context with a neutral verb, a neutral context with a neutral verb and a positive context with a neutral verb. In each context participants were asked to select either the bei passive construction or its active counterpart. We found that high-level learners consistently chose the bei passive significantly more in adversative contexts than in non-adversative contexts regardless of the connotations of the verbs, while low-level learners made the distinction half of the time. In addition, while low-level learners did not yet associate adversity with the form of the construction, high-level learners did. We conclude that L2 learners do learn the bei passive construction as a form-meaning pair. The constructionist approach is supported. 摘要 构式语法理论认为, 语法的形式与意义是一同习得的。在此理论基础上, 本研究考察了汉语二语学习者“被”字构式的习得情况。“被”字构式常带有不幸、消极的意义, 那么学习者能否习得这种形式-意义的配对体呢?为了解决这一问题, 我们设计并安排了句子选择的任务。被试需在四种情况下根据情境选择 “被” 字句或其相应的主动语态。这四种情况分别为: 消极意义语境匹配消极意义动词, 消极意义语境匹配中性意义动词, 中性意义语境匹配中性意义动词, 以及积极意义语境匹配中性意义动词。我们发现无论动词属何种语义, 高水平学习者在消极语境中的 “被” 字句使用均显著高于非消极语境; 低水平学习者在一半的情况下也更多地使用了“被”字句。与高水平学习者相比, 低水平学习者尚未将 “被”字句的消极意义与其形式联系起来。基于以上, 我们认为二语学习者在学习汉语“被”字句是以形式和意义的配对体习得的。该研究证实了构式语法的习得理论。
{"title":"L2 acquisition of the bei passive in Mandarin Chinese: A constructionist approach","authors":"Chen Chen, Feng-hsi Liu","doi":"10.1515/caslar-2020-0007","DOIUrl":"https://doi.org/10.1515/caslar-2020-0007","url":null,"abstract":"Abstract A major claim in the constructionist approach to language acquisition is that grammar is learned by pairings of form and function. In this study we test this claim by examining how L2 learners of Mandarin Chinese acquire the bei passive construction, a construction that is associated with the meaning of adversity. Our goal is to find out whether L2 learners make the association between the passive and adversity. Participants performed a sentence choice task under four conditions: an adversative context with an adversative verb, an adversative context with a neutral verb, a neutral context with a neutral verb and a positive context with a neutral verb. In each context participants were asked to select either the bei passive construction or its active counterpart. We found that high-level learners consistently chose the bei passive significantly more in adversative contexts than in non-adversative contexts regardless of the connotations of the verbs, while low-level learners made the distinction half of the time. In addition, while low-level learners did not yet associate adversity with the form of the construction, high-level learners did. We conclude that L2 learners do learn the bei passive construction as a form-meaning pair. The constructionist approach is supported. 摘要 构式语法理论认为, 语法的形式与意义是一同习得的。在此理论基础上, 本研究考察了汉语二语学习者“被”字构式的习得情况。“被”字构式常带有不幸、消极的意义, 那么学习者能否习得这种形式-意义的配对体呢?为了解决这一问题, 我们设计并安排了句子选择的任务。被试需在四种情况下根据情境选择 “被” 字句或其相应的主动语态。这四种情况分别为: 消极意义语境匹配消极意义动词, 消极意义语境匹配中性意义动词, 中性意义语境匹配中性意义动词, 以及积极意义语境匹配中性意义动词。我们发现无论动词属何种语义, 高水平学习者在消极语境中的 “被” 字句使用均显著高于非消极语境; 低水平学习者在一半的情况下也更多地使用了“被”字句。与高水平学习者相比, 低水平学习者尚未将 “被”字句的消极意义与其形式联系起来。基于以上, 我们认为二语学习者在学习汉语“被”字句是以形式和意义的配对体习得的。该研究证实了构式语法的习得理论。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"169 - 198"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67390832","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 : 2020-10-01DOI: 10.1515/caslar-2020-frontmatter2
{"title":"Frontmatter","authors":"","doi":"10.1515/caslar-2020-frontmatter2","DOIUrl":"https://doi.org/10.1515/caslar-2020-frontmatter2","url":null,"abstract":"","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-frontmatter2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42315872","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 statement that Chinese is difficult to learn has a clear negative impact on beginners of Chinese as a foreign language. For Chinese language learners in non Chinese character cultural circles, the phenomenon of being afraid of Chinese characters is particularly common. The pronunciation patterns of Chinese characters, especially their glyphs and non letter clues, often give people the first impression that Chinese is difficult to learn. Therefore, when they first learn Chinese, they often hope to use Chinese pinyin to replace Chinese characters, in order to bypass the "major obstacle" of Chinese language learning. Some Chinese language teachers also intentionally or unintentionally comply with the requirements of Chinese beginners, using Chinese Pinyin to replace Chinese characters in the teaching process to alleviate students' psychological difficulties in learning Chinese. However, this learning and teaching method that neglects the important role of Chinese characters in Chinese language learning is actually highly misleading. Due to the large number of homophones in Chinese, this avoidance strategy often adds to the psychological burden of fear of learning Chinese. Only by restoring the true nature of Chinese characters in Chinese language learning can it effectively promote Chinese language learning and reduce students' psychological barriers to learning Chinese. For adult Chinese language learners, by comparing and analyzing the textual features of Chinese and their mother tongue (taking English as an example), adopting a leading teaching method of Chinese characters, restoring the auxiliary role of Chinese Pinyin and English phonetic symbols, helping students use flexible methods to explore the meaning and pronunciation patterns of Chinese characters, using the language knowledge of their mother tongue to understand, deconstruct Chinese, and observing and learning Chinese in a familiar way, Thus reducing the psychological barriers of difficulty in learning Chinese. In teaching practice, we have found that adopting this positive and direct approach to learning Chinese characters for beginners can help students quickly accept Chinese characters. Observations have also found that beginners who accept Chinese characters faster and use them more make significant progress than those who rely too much on pinyin for learning Chinese.
{"title":"Contrastive linguistic approaches as a key to dilute the stereotype of Chinese as a superhard language","authors":"马 跃 (Ma Yue)","doi":"10.1515/caslar-2020-0012","DOIUrl":"https://doi.org/10.1515/caslar-2020-0012","url":null,"abstract":"提 要 汉语难学的说法对于汉语作为外语的初学者负面影响是显而易见的。对于非汉字文化圈的汉语学习者来说，对汉字望而生畏的现象尤为普遍。汉字，特别是汉字字形和非字母线索的发音规律，通常给人汉语难学的第一印象。因此，他们初学汉语时往往希冀通过汉语拼音替代汉字，以此来绕过汉字这一汉语学习的“重大障碍”。有些汉语教师也有意无意地顺应汉语初学者的要求，在教学过程中采用汉语拼音替代汉字以化解学生汉语难学的心理。然而，这种忽略汉字对汉语学习重要作用的学习与教学方法事实上具有很强的误导作用，由于汉语存在大量的同音字，这种回避策略常常会给畏惧汉语的学习心理带来雪上加霜的负担。只有还原汉字在汉语学习中的本来面目才有可能有效促进汉语学习，降低学生汉语难学的心理障碍。对于成人汉语学习者来说，通过对汉语和其母语（以英语为例）两种语言的文字特征进行比较分析，采用汉字领先的教学方式，还原汉语拼音与英语音标等同的辅助作用，帮助学生采用灵活的方法摸索汉字意义与发音规律，用母语的语言知识来认识、理解和解构汉语，用自己熟悉的方式观察和学习汉语，从而减少汉语难学的心理障碍。在教学实践中我们发现，采用这种积极直面汉字的初学汉语方法能够帮助学生较快接受汉字，观察还发现：较快接受汉字而且较多使用汉字的初学者的进步幅度明显高于过多依赖拼音的学习汉语者。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"313 - 336"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42321826","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 : 2020-04-25DOI: 10.1515/caslar-2020-0002
Anna Morbiato, G. Arcodia, Bianca Basciano
Abstract Grammatical notions like that of ‘subject’ are widely used in second language teaching. However, while the grammatical subject is generally regarded as easily identifiable in the Indo-European languages of Europe, as e.g. English, French or Italian, and is a key element in determining word order, the application of this notion to Chinese has given rise to endless controversies. On the other hand, pragmatic-discourse considerations such as topichood, world knowledge, and context, and semantic notions such as agency, causation, and the roles of participants in the described event, appear to be more significant in Chinese as factors determining word order and interpretation of utterances. In this paper, we first provide an overview of the main differences concerning subjecthood, topichood and word order in English, Italian and Chinese, highlighting their impact on learner varieties of Chinese. We then summarise the state-of-the-art of research on subject and topic, with a focus on Chinese. Lastly, we discuss the implications of these theoretical issues for Chinese as a Second/Foreign Language teaching: to this end, we propose a critical overview of how the issue of topichood and subjecthood are treated in a sample of recent English-language, Italian-language and Chinese-language coursebooks and reference materials, and propose some recommendations for instructors.
{"title":"Topic and subject in Chinese and in the languages of Europe: Comparative remarks and implications for Chinese as a second/foreign language teaching","authors":"Anna Morbiato, G. Arcodia, Bianca Basciano","doi":"10.1515/caslar-2020-0002","DOIUrl":"https://doi.org/10.1515/caslar-2020-0002","url":null,"abstract":"Abstract Grammatical notions like that of ‘subject’ are widely used in second language teaching. However, while the grammatical subject is generally regarded as easily identifiable in the Indo-European languages of Europe, as e.g. English, French or Italian, and is a key element in determining word order, the application of this notion to Chinese has given rise to endless controversies. On the other hand, pragmatic-discourse considerations such as topichood, world knowledge, and context, and semantic notions such as agency, causation, and the roles of participants in the described event, appear to be more significant in Chinese as factors determining word order and interpretation of utterances. In this paper, we first provide an overview of the main differences concerning subjecthood, topichood and word order in English, Italian and Chinese, highlighting their impact on learner varieties of Chinese. We then summarise the state-of-the-art of research on subject and topic, with a focus on Chinese. Lastly, we discuss the implications of these theoretical issues for Chinese as a Second/Foreign Language teaching: to this end, we propose a critical overview of how the issue of topichood and subjecthood are treated in a sample of recent English-language, Italian-language and Chinese-language coursebooks and reference materials, and propose some recommendations for instructors.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"31 - 66"},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48745310","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 : 2020-04-25DOI: 10.1515/caslar-2020-0001
Hang Zhang, Yirui Xie
Abstract This study tests for evidence of tonal coarticulation effects, especially anticipatory effects, in production of non-native Chinese contour tones. Eighty second language learners of Chinese and ten native speakers participated in a main experiment and two supplementary experiments in which they produced both real and pseudo disyllabic words. Findings indicate that anticipatory coarticulation is relevant in L2 contour tone production. L2 speakers’ Tone 2 and to some extent Tone 4 tend to be less intelligible to native listeners when followed by tones starting with a high onset (Tone 1 or Tone 4) due to anticipatory coarticulation. Some similar and different tonal coarticulation effects between native Chinese speakers and second language learners of Chinese are also noted in the paper based on the experiment results. This study argues that a ‘universal’ coarticulatory constraint plays a role in shaping second language Chinese tone phonology.
{"title":"Coarticulation effects of contour tones in second language Chinese","authors":"Hang Zhang, Yirui Xie","doi":"10.1515/caslar-2020-0001","DOIUrl":"https://doi.org/10.1515/caslar-2020-0001","url":null,"abstract":"Abstract This study tests for evidence of tonal coarticulation effects, especially anticipatory effects, in production of non-native Chinese contour tones. Eighty second language learners of Chinese and ten native speakers participated in a main experiment and two supplementary experiments in which they produced both real and pseudo disyllabic words. Findings indicate that anticipatory coarticulation is relevant in L2 contour tone production. L2 speakers’ Tone 2 and to some extent Tone 4 tend to be less intelligible to native listeners when followed by tones starting with a high onset (Tone 1 or Tone 4) due to anticipatory coarticulation. Some similar and different tonal coarticulation effects between native Chinese speakers and second language learners of Chinese are also noted in the paper based on the experiment results. This study argues that a ‘universal’ coarticulatory constraint plays a role in shaping second language Chinese tone phonology.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"1 - 30"},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46205695","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 : 2020-04-25DOI: 10.1515/caslar-2020-0003
Hui-Ju Chuang
Abstract This study investigates whether the similarities and differences between a learner’s source language (L1) and target language (L2) affect the spatial containment and support concept mapping and acquisition processes onto their L2 language. I specifically investigated how learners’ accuracy rates for both congruent and noncongruent stimuli are affected by proficiency level. A t test of the results indicated that there is a significant effect of the L1 on learners’ L2 accuracy. The results are discussed from the perspective of the degree of congruency between languages in terms of cross-linguistic similarities/differences.
{"title":"How do cross-linguistic similarities and differences affect the mapping of spatial relationships, containment, and support in L2?","authors":"Hui-Ju Chuang","doi":"10.1515/caslar-2020-0003","DOIUrl":"https://doi.org/10.1515/caslar-2020-0003","url":null,"abstract":"Abstract This study investigates whether the similarities and differences between a learner’s source language (L1) and target language (L2) affect the spatial containment and support concept mapping and acquisition processes onto their L2 language. I specifically investigated how learners’ accuracy rates for both congruent and noncongruent stimuli are affected by proficiency level. A t test of the results indicated that there is a significant effect of the L1 on learners’ L2 accuracy. The results are discussed from the perspective of the degree of congruency between languages in terms of cross-linguistic similarities/differences.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"67 - 88"},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42098258","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 examines the problems of voice sentence structures in teaching Chinese as a foreign language based on the acquisition of Chinese learners of ba and passive sentences. Based on the results of ontological research, it sorts out and summarizes voice sentence structures. Firstly, by comparing it with ordinary sentences in the order of the active object, the grammatical meaning, syntactic conditions, and pragmatic rules of the ba sentence are obtained. Semantically, ba sentences are marked strong active sentences, which fully describe the dynamic process of the agent changing the patient's strong form from the starting point through the action to the node, and are language simulations of the entire dynamic process. Syntactically, the verb of the sentence must have a lexical meaning that changes and transforms. The starting point and node before and after the change of the patient must coexist before and after the verb, and the verb and complement parts must meet the completion state after the change of the patient. Pragmatically, the speaker can choose a ba sentence or a regular sentence based on the degree of expression of voice meaning, language style, pragmatic function, and focus of expression. Secondly, this article proposes that the voice category system of Chinese is a linear model that is symmetric in terms of grammatical meaning, syntactic form, and pragmatic choice: strong active ← general active ↔ General passive → strong passive, and explain the model with charts. This model suggests that the active and passive voices in Chinese each have two sentence structures that express varying degrees of voice meaning, strong or general; The strength of voice meaning is expressed by corresponding syntactic markers. The four sentence structures have corresponding correlations in syntactic structure and voice meaning, and complementary correlations in pragmatic selection. Finally, this article proposes to adopt a "panoramic" teaching model in teaching Chinese as a foreign language, which means that when teaching a grammar point, a brief introduction to the complete category system is provided to provide background information of individual grammar points, helping learners to have a clearer understanding and understanding of this grammar point. And it is suggested that teaching grammar should be based on micro ontological research results, and more macro research should be conducted to organize and summarize the systems of various grammar categories.
{"title":"汉语语态系统的线性模型及全景式语法教学模式构想","authors":"柳 燕梅","doi":"10.1515/caslar-2020-0005","DOIUrl":"https://doi.org/10.1515/caslar-2020-0005","url":null,"abstract":"提要 本文根据汉语学习者对把字句和被动句的习得现象，检视语态句式在对外汉语教学中的问题，以本体研究成果为基础对语态句式进行梳理和总结。首先，通过与以主动宾为顺序的普通句对比，得出了把字句的语法意义、句法条件和语用规则。语义上，把字句是有标记的强式主动句，完整叙述了施事对受事从起点经动作到结点强式改变的动态过程，是对整个动态过程的语言模拟。句法上，把字句的动词要有改变转换功能的词汇意义，受事改变前后的起点和结点必须同现于动词前后，动词和补语部分必须满足受事改变后的完结状态。语用上，说话人可以根据语态意义的表达程度、语体风格、语用功能以及表达焦点来选择把字句或普通句。其次，本文提出汉语的语态范畴系统是一个在语法意义、句法形式和语用选择上都对称的线性模型：强式主动←一般主动↔一般被动→强式被动，并用图表对模型解释说明。这个模型认为，汉语的主动和被动语态各有两种句式表达了不同程度的语态意义，强式或一般；语态意义的强弱由相应的句法标记来表达。四种句式在句法结构和语态意义上具有对应相关性，在语用选择上具有互补关联性。最后，本文提出在对外汉语教学中采用“全景式”的教学模式，即教授一个语法点时，通过简要介绍完整的范畴系统来提供个体语法点的背景信息，帮助学习者更清楚地认识和理解这个语法点。并建议教学语法应以微观的本体研究成果为基础，多开展宏观研究，整理和归纳各语法范畴的系统。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"119 - 141"},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588249","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":"文化關聯與中文學習興趣","authors":"文 仕俊","doi":"10.1515/caslar-2020-0006","DOIUrl":"https://doi.org/10.1515/caslar-2020-0006","url":null,"abstract":"提要 本文為一個融入多元文化以改變學生學習興趣的行動研究，藉以推動更長遠的學習成效。研究者為本地中學中文教師，主要負責教授非華語學生，研究對象為 18 名中三非華語學生，並藉著課堂觀察、實際教學施行、學生訪談及自我檢討等方法，以驗證運用「文化關聯教學法」的實際成效。研究結果顯示，研究對象在研究者融入「文化關聯教學法」後，中文學習興趣有所提升，對單元的理解及認知皆有增益。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"143 - 168"},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45477036","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 : 2020-04-24DOI: 10.1515/caslar-2020-frontmatter1
{"title":"Frontmatter","authors":"","doi":"10.1515/caslar-2020-frontmatter1","DOIUrl":"https://doi.org/10.1515/caslar-2020-frontmatter1","url":null,"abstract":"","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-frontmatter1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47021099","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：