Semantic prosody is the co-occurrence of words with other words that belong to a particular semantic set. A related concept is semantic preference, which is the relation, not between individual words, but between a lemma or word-form and a set of semantically related words. Previous interlinguistic studies on semantic prosody show that EFL learners often make semantic prosodic errors in communication as they rarely notice the semantic prosody of the items they learn. The study investigates the semantic prosody and semantic preference found in EFL Saudi students’ writings in relation to the use of four maximizers: completely, entirely, totally, and utterly.The results are compared to findings obtained from a study by Partington (2004) in which the same maximizers were investigated utilizing data obtained from the Cobuild corpus. Results regarding semantic prosody show a significant difference. In Partington’s study, utterly had an unfavorable implication whereas the other three maximizers appeared to have an even balance between favorable and unfavorable items. All the four maximizers used in the students’ writings had a favorable prosody. In relation to semantic preference, many items found in the students’ writings belong to a semantic set related to emotions and states of mind, which is not the case with the results in Partington’s study. Another difference is that all the four maximizers exhibited a tendency to occur in the corpus with words related to absence, whereas the data collected from students’ writings shows that students barely used words that relate to absence with maximizers. The similarities in collocational behavior include using the maximizers with collocations related to change, dependency and independency.
{"title":"The Semantic Prosody and Semantic Preference of Maximizers in Saudi EFL Writings","authors":"Mashael Alrajhi","doi":"10.30845/ijll.v6n3p5","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p5","url":null,"abstract":"Semantic prosody is the co-occurrence of words with other words that belong to a particular semantic set. A related concept is semantic preference, which is the relation, not between individual words, but between a lemma or word-form and a set of semantically related words. Previous interlinguistic studies on semantic prosody show that EFL learners often make semantic prosodic errors in communication as they rarely notice the semantic prosody of the items they learn. The study investigates the semantic prosody and semantic preference found in EFL Saudi students’ writings in relation to the use of four maximizers: completely, entirely, totally, and utterly.The results are compared to findings obtained from a study by Partington (2004) in which the same maximizers were investigated utilizing data obtained from the Cobuild corpus. Results regarding semantic prosody show a significant difference. In Partington’s study, utterly had an unfavorable implication whereas the other three maximizers appeared to have an even balance between favorable and unfavorable items. All the four maximizers used in the students’ writings had a favorable prosody. In relation to semantic preference, many items found in the students’ writings belong to a semantic set related to emotions and states of mind, which is not the case with the results in Partington’s study. Another difference is that all the four maximizers exhibited a tendency to occur in the corpus with words related to absence, whereas the data collected from students’ writings shows that students barely used words that relate to absence with maximizers. The similarities in collocational behavior include using the maximizers with collocations related to change, dependency and independency.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124607406","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":"Breaching the Neonatal Intensive Care Unit: The Needs and Feasibility of in Hospital ESP Instruction","authors":"D. Rueckert, Esen Gokpinar-Shelton","doi":"10.30845/ijll.v6n4p1","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p1","url":null,"abstract":"","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114689026","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}
Thananya Viriyapanyanont, Panwalai Kewara, D. Prabjandee
The purpose of this study was to explore effects of a teacher supervision program to enhance teachers’ learning to teach GlocalEnglishes. The participants were two in-service English teachersfrom two different schools, purposefully selected to participate in this study.Theresearch instruments used for data collection were supervision dialogue, classroom observations, and reflection note. Qualitative data were collected and analyzed by the thematic analysis method.The result of this study indicated that the supervision program impacted the participants in three aspects: characteristics, techniques in the classrooms, and relationships with the students. Discussions and implications for teacher professional development was included.
{"title":"Teacher Supervision Program to Enhance Teacher’s Learning to Teach Glocal Englishes","authors":"Thananya Viriyapanyanont, Panwalai Kewara, D. Prabjandee","doi":"10.30845/ijll.v6n2p17","DOIUrl":"https://doi.org/10.30845/ijll.v6n2p17","url":null,"abstract":"The purpose of this study was to explore effects of a teacher supervision program to enhance teachers’ learning to teach GlocalEnglishes. The participants were two in-service English teachersfrom two different schools, purposefully selected to participate in this study.Theresearch instruments used for data collection were supervision dialogue, classroom observations, and reflection note. Qualitative data were collected and analyzed by the thematic analysis method.The result of this study indicated that the supervision program impacted the participants in three aspects: characteristics, techniques in the classrooms, and relationships with the students. Discussions and implications for teacher professional development was included.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114618609","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 action research aimed to determine the students’ level of speaking skill before and after instructional scaffolding and to ascertain the most helpful scaffolding strategy for the students.Participants in this study were the students from four ESL classes. Four scaffolding strategies were used and an evaluation sheet was given to the students at the end of the four sessions. The results revealed that the students have medium level speaking skill before and after instructional scaffolding. However, an increase in the students’ average score after the instructional scaffolding sessions was evident. Making conversation from the question cards is the most helpful scaffolding strategy for the students. This study concluded that instructional scaffolding is an effective way to improve students’ speaking skill. It is a recommendation to continue using instructional scaffolding in teaching all language skills. Specifically, the use of questions cards for speaking tests and activities should be maintained and encouraged. Vocabulary learning should also be allocated more time during ESL classes.
{"title":"Improving ESL Students’ Speaking Ability through Instructional Scaffolding","authors":"LelanieBasco LelanieBasco, Thomas Nickle","doi":"10.30845/ijll.v6n3p2","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p2","url":null,"abstract":"This action research aimed to determine the students’ level of speaking skill before and after instructional scaffolding and to ascertain the most helpful scaffolding strategy for the students.Participants in this study were the students from four ESL classes. Four scaffolding strategies were used and an evaluation sheet was given to the students at the end of the four sessions. The results revealed that the students have medium level speaking skill before and after instructional scaffolding. However, an increase in the students’ average score after the instructional scaffolding sessions was evident. Making conversation from the question cards is the most helpful scaffolding strategy for the students. This study concluded that instructional scaffolding is an effective way to improve students’ speaking skill. It is a recommendation to continue using instructional scaffolding in teaching all language skills. Specifically, the use of questions cards for speaking tests and activities should be maintained and encouraged. Vocabulary learning should also be allocated more time during ESL classes.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133008366","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}
English Pronunciation is very important in the learning of English and has equally attracted the attention of teachers and researchers. In this respects, the aim of this paper is to provide EFL teachers with some methodological guidelines that may help them facilitate the teaching of segmental features. The study shows that pronunciation is important for oral communication and is also closely linked with other aspects of language such as grammar, vocabulary, listening comprehension, etc. This work also justifies the choice of using RP rather than GA when teaching pronunciation to EFL learners in the Democratic Republic of Congo for it takes into account both aspects of oral communication, i.e., understanding what you are listening and making understood.Furthermore, in DRC, most available materials in English Language teaching are presented in RP although GA is the most powerful and widespread around the world. As for the teaching of segmental features, the author suggests that the teacher present the sound feature in words put in a context, using the teaching aid, insisting on the production of the sound, and asking learners to interact as they do in a vocabulary or grammar lesson.
{"title":"Teaching Segmental Features to EFL Learners","authors":"Guillaume Marie Kanyandu Betu","doi":"10.30845/ijll.v6n4p6","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p6","url":null,"abstract":"English Pronunciation is very important in the learning of English and has equally attracted the attention of teachers and researchers. In this respects, the aim of this paper is to provide EFL teachers with some methodological guidelines that may help them facilitate the teaching of segmental features. The study shows that pronunciation is important for oral communication and is also closely linked with other aspects of language such as grammar, vocabulary, listening comprehension, etc. This work also justifies the choice of using RP rather than GA when teaching pronunciation to EFL learners in the Democratic Republic of Congo for it takes into account both aspects of oral communication, i.e., understanding what you are listening and making understood.Furthermore, in DRC, most available materials in English Language teaching are presented in RP although GA is the most powerful and widespread around the world. As for the teaching of segmental features, the author suggests that the teacher present the sound feature in words put in a context, using the teaching aid, insisting on the production of the sound, and asking learners to interact as they do in a vocabulary or grammar lesson.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"30 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133292150","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 is conducted at White Nile state secondary schools in Sudan to discover the problems of English language grammar .It is inevitable that learners make mistakes in the process of foreign language learning. However what is questioned by the researcher is what are the types of grammatical errors made by the students at this stage? Yet not all mistakes are the same, sometimes they seem to be deeply ingrained but in other times students correct themselves with ease. Thus the researcher and teachers of foreign language at white Nile state came to realize that the mistakes a student made in the process of constructing a new system of language is needed to be analyzed carefully to represent keys for understanding English grammar . So , the aim of this study is to point out the significance of learners errors to provide evidence of how language is learned and what are the strategies or procedures the learners are employing in the discovery of the language grammatical errors.
{"title":"Students' Grammatical Errors as Corrected by English Teachers at Secondary Schools in Sudan","authors":"Elrayah Eltahir Adam","doi":"10.30845/ijll.v6n4p7","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p7","url":null,"abstract":"This study is conducted at White Nile state secondary schools in Sudan to discover the problems of English language grammar .It is inevitable that learners make mistakes in the process of foreign language learning. However what is questioned by the researcher is what are the types of grammatical errors made by the students at this stage? Yet not all mistakes are the same, sometimes they seem to be deeply ingrained but in other times students correct themselves with ease. Thus the researcher and teachers of foreign language at white Nile state came to realize that the mistakes a student made in the process of constructing a new system of language is needed to be analyzed carefully to represent keys for understanding English grammar . So , the aim of this study is to point out the significance of learners errors to provide evidence of how language is learned and what are the strategies or procedures the learners are employing in the discovery of the language grammatical errors.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114587314","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 the structure of the verb in Etulo, a Benue Congo language spoken by a minority group in Benue State, Nigeria. It seeks to accounts for the phonological and morphological structures of the verb. Data collection is mainly based on elicitation from Etulo native speakers resident in Adi.The study adopts a descriptive approach in the analysis of the collected data. From the data analyzed, the study discovers that phonologically, Etulo verbs attest three syllable patterns. In terms of their morphology, the verbs fall into simple and complex verbs. The study further observed that some complex verbs display variable meanings. The study adds to existing literature on the verb structure of African languages and concludes that the structure of the verb in Etulo aligns with the structure attested for Benue Congo languages.
{"title":"Etulo Verb Structure","authors":"Adaobi Ngozi Okoye","doi":"10.30845/ijll.v6n4p15","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p15","url":null,"abstract":"This paper examines the structure of the verb in Etulo, a Benue Congo language spoken by a minority group in Benue State, Nigeria. It seeks to accounts for the phonological and morphological structures of the verb. Data collection is mainly based on elicitation from Etulo native speakers resident in Adi.The study adopts a descriptive approach in the analysis of the collected data. From the data analyzed, the study discovers that phonologically, Etulo verbs attest three syllable patterns. In terms of their morphology, the verbs fall into simple and complex verbs. The study further observed that some complex verbs display variable meanings. The study adds to existing literature on the verb structure of African languages and concludes that the structure of the verb in Etulo aligns with the structure attested for Benue Congo languages.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130651667","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 work interrogates observed exclusionist political discourses that tend to assign ethnic identities of “Us”/“Them” to mark Nigerian citizens in linguisticallyand socially-constructed categories. Taking ethnicity as a sociolinguistic variable, the work specifically focuses on identified linguistic strategies and social motivations that arguably explain ethnic identity construction along lines of selective alignments and exclusion. Adopting van Dijk’s ideological square, Ukiwo’s social tendencies of ethnic identity construction and Reisigl and Wodak’s linguistic strategies for sustaining ethnic and racial othering, this paper analyses purposively sampled textual representations from online and print media texts. Qualitative analyses show exaggerated and contrived divisive social constructions for instrumental and spurious gains in the utterances of the political elite and ethnic stakeholders in Nigeria. The paper concludes that national rather than nepotistic considerations should drive the utterances of the power elite and apex ethnic leadership in working out synergistic avenues of harmonious interethnic understanding.
{"title":"“Us” versus “Them” Ethnic Identity Construction in Nigerian Political Discourse","authors":"C. Ezeifeka","doi":"10.30845/ijll.v6n3p8","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p8","url":null,"abstract":"This work interrogates observed exclusionist political discourses that tend to assign ethnic identities of “Us”/“Them” to mark Nigerian citizens in linguisticallyand socially-constructed categories. Taking ethnicity as a sociolinguistic variable, the work specifically focuses on identified linguistic strategies and social motivations that arguably explain ethnic identity construction along lines of selective alignments and exclusion. Adopting van Dijk’s ideological square, Ukiwo’s social tendencies of ethnic identity construction and Reisigl and Wodak’s linguistic strategies for sustaining ethnic and racial othering, this paper analyses purposively sampled textual representations from online and print media texts. Qualitative analyses show exaggerated and contrived divisive social constructions for instrumental and spurious gains in the utterances of the political elite and ethnic stakeholders in Nigeria. The paper concludes that national rather than nepotistic considerations should drive the utterances of the power elite and apex ethnic leadership in working out synergistic avenues of harmonious interethnic understanding.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130558022","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}
H-epenthesis in h-less words is reportedly a common characteristic of Yoruba-English bilinguals. This study investigated the possible cognitive motivation for h-epenthesis in Educated Yoruba-English speakers, with a view to identifying the constraint that is responsible for the realisation. Optimality Theory was employed as the theoretical basis. Thirty Educated Yoruba English speakers participated in the study by reading a text which contained several grammatical and content words that are peak-initiated. This was used alongside structured questionnaires. Recorded data were analysed perceptually and phonologically. Several words which would be meaningless to native speakers were derived. Where meaningful wordswere derived, the meaning of the new words altered the meaning of the entire sentences. H-epenthesis results from a high-ranking constraint, ONSET [h], which requires that syllables begin with the specified consonant – h. This constraint, which accounts for unconscious insertion of [h] by the participants, ranks higher than DEP.Newly derived words were unfaithful to native speakers’ input. This may contribute to communication failure between native speaker and Educated Yoruba English speakers.
{"title":"A Cognophonetic Study of H-Epenthesis by Educated Yoruba-English Bilinguals","authors":"M. A. Bankole, Bunmi O. Esan","doi":"10.30845/ijll.v6n4p16","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p16","url":null,"abstract":"H-epenthesis in h-less words is reportedly a common characteristic of Yoruba-English bilinguals. This study investigated the possible cognitive motivation for h-epenthesis in Educated Yoruba-English speakers, with a view to identifying the constraint that is responsible for the realisation. Optimality Theory was employed as the theoretical basis. Thirty Educated Yoruba English speakers participated in the study by reading a text which contained several grammatical and content words that are peak-initiated. This was used alongside structured questionnaires. Recorded data were analysed perceptually and phonologically. Several words which would be meaningless to native speakers were derived. Where meaningful wordswere derived, the meaning of the new words altered the meaning of the entire sentences. H-epenthesis results from a high-ranking constraint, ONSET [h], which requires that syllables begin with the specified consonant – h. This constraint, which accounts for unconscious insertion of [h] by the participants, ranks higher than DEP.Newly derived words were unfaithful to native speakers’ input. This may contribute to communication failure between native speaker and Educated Yoruba English speakers.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129767416","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}
Different translators employ different strategies in translation. The translation of culture-specific elements is particularly challenging to translators. Some translators prefer a domesticating strategy, which is characterized by the replacement of foreign cultural elements with TL ones. Other translators opt for a foreignizing strategy, which enables the translator to preserve the values of SL culture. It is true that globalization has turned our universe into a small village where people have become more and more familiar with the cultures of other people. Thus peoples of different countries may share most of the cultural elements: food, clothing, sports, entertainment etc. Only religion remains resistant to change. Religion is one of the three axes that Mahfouz’s novels revolve around. This study aims at identifying the strategies the translators of Naguib Mahfouz’s Sugar Street have employed in rendering religious words and religious expressions. This requires examining both the source text and the target text. Having identified the religious words and expressions in the novel, I traced them in the translated text. It turned out that the translators have used three major types of strategies: foreignizing strategy, domesticating strategy, and a mixture of these two. However, the investigation of these strategies has shown that the foreignizing strategy is the most frequent in the translation of this novel.
{"title":"The Translation of Religious Words and Expressions in Naguib Mahfouz’s Sugar","authors":"Ahmed Sokarno Abdel-Hafix","doi":"10.30845/ijll.v7n2p8","DOIUrl":"https://doi.org/10.30845/ijll.v7n2p8","url":null,"abstract":"Different translators employ different strategies in translation. The translation of culture-specific elements is particularly challenging to translators. Some translators prefer a domesticating strategy, which is characterized by the replacement of foreign cultural elements with TL ones. Other translators opt for a foreignizing strategy, which enables the translator to preserve the values of SL culture. It is true that globalization has turned our universe into a small village where people have become more and more familiar with the cultures of other people. Thus peoples of different countries may share most of the cultural elements: food, clothing, sports, entertainment etc. Only religion remains resistant to change. Religion is one of the three axes that Mahfouz’s novels revolve around. This study aims at identifying the strategies the translators of Naguib Mahfouz’s Sugar Street have employed in rendering religious words and religious expressions. This requires examining both the source text and the target text. Having identified the religious words and expressions in the novel, I traced them in the translated text. It turned out that the translators have used three major types of strategies: foreignizing strategy, domesticating strategy, and a mixture of these two. However, the investigation of these strategies has shown that the foreignizing strategy is the most frequent in the translation of this novel.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125345647","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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