Pub Date : 2020-12-01DOI: 10.58221/mosp.v114i2.7504
Victoria Heloina Almeron Lopes Dos Santos
{"title":"Alós, Anselmo Peres (2011). Leituras a contrapelo da narrativa brasileira: redes intertextuais de gênero, raça e sexualidade. Santa Maria: PPGL Editores/ Brasília: CNPq .","authors":"Victoria Heloina Almeron Lopes Dos Santos","doi":"10.58221/mosp.v114i2.7504","DOIUrl":"https://doi.org/10.58221/mosp.v114i2.7504","url":null,"abstract":"","PeriodicalId":41279,"journal":{"name":"MODERNA SPRAK","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71362611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.58221/mosp.v114i2.7402
R. Paul
Throughout the 1930s, the impact of fascism on the role of women in society and in the family was the focus of several anti-fascist novels written by women. In this article I concentrate on three of the most significant and successful of these works in order to explore the way they dramatize the relationship between collaboration with and resistance to fascism. I show how they not only viewed the reactionary transformation of the state by fascist regimes as a historic defeat for women. They also sought to depict the effect this catastrophe had on their personal lives and how they coped with its social and political challenges. I have therefore selected the following novels – Storm Jameson’s In the Second Year (1936), Murray Constantine’s (Katharine Burdekin) Swastika Night (1937) and Phyllis Bottome’s The Mortal Storm (1938), since they address the fundamentally regressive nature of fascism in different ways as well as individual struggles against it. Moreover, they remain outstanding examples of anti-fascist fiction that still resonate with us today when the world is once more faced with the rise of rightwing, populist and neofascist parties.
{"title":"Narratives of collaboration and resistance: Three anti-fascist novels written by women in the 1930s","authors":"R. Paul","doi":"10.58221/mosp.v114i2.7402","DOIUrl":"https://doi.org/10.58221/mosp.v114i2.7402","url":null,"abstract":"Throughout the 1930s, the impact of fascism on the role of women in society and in the family was the focus of several anti-fascist novels written by women. In this article I concentrate on three of the most significant and successful of these works in order to explore the way they dramatize the relationship between collaboration with and resistance to fascism. I show how they not only viewed the reactionary transformation of the state by fascist regimes as a historic defeat for women. They also sought to depict the effect this catastrophe had on their personal lives and how they coped with its social and political challenges. I have therefore selected the following novels – Storm Jameson’s In the Second Year (1936), Murray Constantine’s (Katharine Burdekin) Swastika Night (1937) and Phyllis Bottome’s The Mortal Storm (1938), since they address the fundamentally regressive nature of fascism in different ways as well as individual struggles against it. Moreover, they remain outstanding examples of anti-fascist fiction that still resonate with us today when the world is once more faced with the rise of rightwing, populist and neofascist parties.","PeriodicalId":41279,"journal":{"name":"MODERNA SPRAK","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48617651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.58221/mosp.v114i2.7435
Mats Forsgren
{"title":"Romeborn, Andreas & Bladh, Elisabeth (eds.) 2020, Romanistiken i Sverige. Tradition och förnyelse. Göteborgs universitet, Acta universitatis gothoborgensis, Romanica gothoborgensia LXXV.","authors":"Mats Forsgren","doi":"10.58221/mosp.v114i2.7435","DOIUrl":"https://doi.org/10.58221/mosp.v114i2.7435","url":null,"abstract":"","PeriodicalId":41279,"journal":{"name":"MODERNA SPRAK","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49346623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.58221/mosp.v114i2.7408
Swee Leng Neo, L. Ng
Despite learning styles being one of the main topics of interest in education, not many studies have considered the influence of learning styles regarding students learning foreign languages in Malaysia. This study investigates the learning style preferences of 35 Spanish beginner level students aged between 20 and 24 years, the teaching style preferences of their Spanish teacher, and the relationship between the matching of teacher and learner styles and the learners’ language achievement. Data were collected using an adapted perceptual learning style preference questionnaire, a teaching style questionnaire, interviews and class observations. The findings show that the learners preferred kinaesthetic and auditory learning styles, while the teacher preferred kinaesthetic and tactile teaching. Interestingly, the results suggest that improvement in terms of achievement may not necessarily be related to a match between teacher and learner style. It was found that learners who improved were those who could adapt to the teacher’s styles and also those who would use multiple strategies to learn Spanish. Also, the results indicate that application of multiple teaching styles help students learn Spanish in a more enjoyable and effective manner. These insights are of interest to research on learner styles in general, and specifically to Spanish teachers in their instruction planning.
{"title":"Learning style and teaching style preferences in a foreign language classroom in Malaysia","authors":"Swee Leng Neo, L. Ng","doi":"10.58221/mosp.v114i2.7408","DOIUrl":"https://doi.org/10.58221/mosp.v114i2.7408","url":null,"abstract":"\u0000Despite learning styles being one of the main topics of interest in education, not many studies have considered the influence of learning styles regarding students learning foreign languages in Malaysia. This study investigates the learning style preferences of 35 Spanish beginner level students aged between 20 and 24 years, the teaching style preferences of their Spanish teacher, and the relationship between the matching of teacher and learner styles and the learners’ language achievement. Data were collected using an adapted perceptual learning style preference questionnaire, a teaching style questionnaire, interviews and class observations. The findings show that the learners preferred kinaesthetic and auditory learning styles, while the teacher preferred kinaesthetic and tactile teaching. Interestingly, the results suggest that improvement in terms of achievement may not necessarily be related to a match between teacher and learner style. It was found that learners who improved were those who could adapt to the teacher’s styles and also those who would use multiple strategies to learn Spanish. Also, the results indicate that application of multiple teaching styles help students learn Spanish in a more enjoyable and effective manner. These insights are of interest to research on learner styles in general, and specifically to Spanish teachers in their instruction planning. \u0000","PeriodicalId":41279,"journal":{"name":"MODERNA SPRAK","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71362563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.58221/mosp.v114i2.7405
A. Çekiç, Mehmet Demirezen
Multimodality of input in incidental L2 vocabulary learning has recently been a topic of interest among language acquisition researchers, yet the results have been somewhat contradictory. This study seeks to compare the impacts of two different multimodalities on incidental L2 vocabulary learning, namely, reading-plus-watching (experimental group I) vs. reading-plus-listening (experimental group II), as compared to the reading only condition, which is included as a control measure. Experimental group I watched and read the transcriptions of four news texts with electronic glosses for the target words, while experimental group II read and listened to the same news texts again with electronic glosses for the same 20 target words. Next, the two experimental groups swapped roles with a new set of four news texts glossed for another group of 20 target words. The control group only read the same eight news texts without glosses. The results suggest that reading-plus-listening can be a more conducive multimodal presentation for incidental vocabulary learning as compared to reading-plus-watching. The results also challenge the validity of some principles of the Cognitive Theory of Multimedia Learning in incidental L2 vocabulary learning, while providing supporting evidence for some other principles.
{"title":"Comparison of the impacts of different multimodalities on incidental l2 vocabulary learning","authors":"A. Çekiç, Mehmet Demirezen","doi":"10.58221/mosp.v114i2.7405","DOIUrl":"https://doi.org/10.58221/mosp.v114i2.7405","url":null,"abstract":"\u0000Multimodality of input in incidental L2 vocabulary learning has recently been a topic of interest among language acquisition researchers, yet the results have been somewhat contradictory. This study seeks to compare the impacts of two different multimodalities on incidental L2 vocabulary learning, namely, reading-plus-watching (experimental group I) vs. reading-plus-listening (experimental group II), as compared to the reading only condition, which is included as a control measure. Experimental group I watched and read the transcriptions of four news texts with electronic glosses for the target words, while experimental group II read and listened to the same news texts again with electronic glosses for the same 20 target words. Next, the two experimental groups swapped roles with a new set of four news texts glossed for another group of 20 target words. The control group only read the same eight news texts without glosses. The results suggest that reading-plus-listening can be a more conducive multimodal presentation for incidental vocabulary learning as compared to reading-plus-watching. The results also challenge the validity of some principles of the Cognitive Theory of Multimedia Learning in incidental L2 vocabulary learning, while providing supporting evidence for some other principles. \u0000","PeriodicalId":41279,"journal":{"name":"MODERNA SPRAK","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71362553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.58221/mosp.v114i2.7417
Elizaveta Kotorova
The article aims to demonstrate a consistent methodology for conducting research of verbal communication behavior and identification of its peculiarities in different language cultures. The basic unit of communication crucial for the analysis of communicative behavior is called speech behavior pattern (SPB). The SPB analysis includes the following major factors to be concerned with: definition of illocutionary purpose of the SPB in terms of Natural Semantic Metalanguage, description of basic grammatical constructions belonging to SBP and identification of communicative-pragmatic factors important for choice of a specific utterance. Utterances that constitute a certain SBP are organized into a field with a prototypical center and a gradually formed periphery, referred to as communicative-pragmatic field (CPF). The practical implementation of this methodology consists in describing peculiarities of the speech behavior pattern of agreement and refusal in the German discourse. The language data are taken from the existing German corpora.
{"title":"ZUSTIMMUNG und ABLEHNUNG: Methodologie der Analyse eines Sprachhandlungsmusters","authors":"Elizaveta Kotorova","doi":"10.58221/mosp.v114i2.7417","DOIUrl":"https://doi.org/10.58221/mosp.v114i2.7417","url":null,"abstract":"\u0000The article aims to demonstrate a consistent methodology for conducting research of verbal communication behavior and identification of its peculiarities in different language cultures. The basic unit of communication crucial for the analysis of communicative behavior is called speech behavior pattern (SPB). The SPB analysis includes the following major factors to be concerned with: definition of illocutionary purpose of the SPB in terms of Natural Semantic Metalanguage, description of basic grammatical constructions belonging to SBP and identification of communicative-pragmatic factors important for choice of a specific utterance. Utterances that constitute a certain SBP are organized into a field with a prototypical center and a gradually formed periphery, referred to as communicative-pragmatic field (CPF). The practical implementation of this methodology consists in describing peculiarities of the speech behavior pattern of agreement and refusal in the German discourse. The language data are taken from the existing German corpora. \u0000","PeriodicalId":41279,"journal":{"name":"MODERNA SPRAK","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71362572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.58221/mosp.v114i2.7414
Mariola Pietrak
El objeto del presente trabajo son las representaciones del niño en dos narrativas argentinas actuales: ¿Quién te creés que sos? (2012) de Ángela Urondo Raboy y “Chicos que faltan” (2017) de Mariana Enriquez. Dicho análisis se desarrolla a partir del concepto de “niño perejil” tal como lo usa en su texto la primera de las autoras mencionadas. El marco en que se ubica la investigación es la posmodernidad con sus tendencias deconstruccionistas así como la crisis política e ideológica de la Argentina (pos)dictatorial que afectó a la familia y todas las categorías con ella relacionadas. Son dos ejes que convergen exponiendo su naturaleza de ficción realizada (Bourdieu), constructo social que arraiga en la modernidad y su discurso tranquilizador y humanizante de “sujetos de derecho” (Rousseau). En este sentido, la categoría “niño perejil” se ofrece como un dispositivo para radiografiar el concepto de la niñez en relación con la exclusión, la subjetividad en el sistema binario de la modernidad; al mismo tiempo muestra la capacidad del producto cultural para la reconfiguración de la doxa.
{"title":"El niño como sujeto de derechos en ¿Quién te creés que sos? de Ángela Urondo Raboy y “Chicos que faltan” de Mariana Enriquez","authors":"Mariola Pietrak","doi":"10.58221/mosp.v114i2.7414","DOIUrl":"https://doi.org/10.58221/mosp.v114i2.7414","url":null,"abstract":"El objeto del presente trabajo son las representaciones del niño en dos narrativas argentinas actuales: ¿Quién te creés que sos? (2012) de Ángela Urondo Raboy y “Chicos que faltan” (2017) de Mariana Enriquez. Dicho análisis se desarrolla a partir del concepto de “niño perejil” tal como lo usa en su texto la primera de las autoras mencionadas. El marco en que se ubica la investigación es la posmodernidad con sus tendencias deconstruccionistas así como la crisis política e ideológica de la Argentina (pos)dictatorial que afectó a la familia y todas las categorías con ella relacionadas. Son dos ejes que convergen exponiendo su naturaleza de ficción realizada (Bourdieu), constructo social que arraiga en la modernidad y su discurso tranquilizador y humanizante de “sujetos de derecho” (Rousseau). \u0000En este sentido, la categoría “niño perejil” se ofrece como un dispositivo para radiografiar el concepto de la niñez en relación con la exclusión, la subjetividad en el sistema binario de la modernidad; al mismo tiempo muestra la capacidad del producto cultural para la reconfiguración de la doxa.","PeriodicalId":41279,"journal":{"name":"MODERNA SPRAK","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47969703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.58221/mosp.v114i2.7411
E. Johansson
Previous research indicates that higher-order thinking skills (HOTS) have an important role in L2 learning. In an online learning context, e-assessment tasks are ideally designed to target these skills. A recently conducted study by Johansson (2020) indicates that HOTS e-assessment is relatively common in Swedish online English as a Foreign Language (EFL) courses. Generally, instructors’ perceptions of HOTS and HOTS e-assessment have been described as important for the implementation of these skills in assessment tasks; however, little is known about this in the online EFL context. Hence, the aim of the present study was to achieve a more comprehensive understanding of online EFL instructors’ views on HOTS e-assessment and the challenges of this. To investigate this, a questionnaire was sent out to university instructors working with online EFL courses. The study found that most of the instructors intended to target HOTS through e-assessment tasks and that there is a general agreement about what constitutes such skills. The majority of the instructors had not been offered training in how to target students’ HOTS, but had taken own initiatives to this kind of training. Moreover, the main challenges in developing HOTS e-assessment were instructors’ lack of time and technical skills.
{"title":"Higher-order thinking e-assessment in online EFL courses: Swedish instructors’ perceptions and experiences","authors":"E. Johansson","doi":"10.58221/mosp.v114i2.7411","DOIUrl":"https://doi.org/10.58221/mosp.v114i2.7411","url":null,"abstract":"\u0000Previous research indicates that higher-order thinking skills (HOTS) have an important role in L2 learning. In an online learning context, e-assessment tasks are ideally designed to target these skills. A recently conducted study by Johansson (2020) indicates that HOTS e-assessment is relatively common in Swedish online English as a Foreign Language (EFL) courses. Generally, instructors’ perceptions of HOTS and HOTS e-assessment have been described as important for the implementation of these skills in assessment tasks; however, little is known about this in the online EFL context. Hence, the aim of the present study was to achieve a more comprehensive understanding of online EFL instructors’ views on HOTS e-assessment and the challenges of this. To investigate this, a questionnaire was sent out to university instructors working with online EFL courses. The study found that most of the instructors intended to target HOTS through e-assessment tasks and that there is a general agreement about what constitutes such skills. The majority of the instructors had not been offered training in how to target students’ HOTS, but had taken own initiatives to this kind of training. Moreover, the main challenges in developing HOTS e-assessment were instructors’ lack of time and technical skills. \u0000","PeriodicalId":41279,"journal":{"name":"MODERNA SPRAK","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48177786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.58221/mosp.v114i2.7420
Hartmut Lenk
Während der Existenz zweier deutscher Staaten (1949-1990) ist die Frage, inwiefern die staatliche Trennung zu einer Sprachspaltung bzw. einer Entwicklung eigener nationaler Varianten in der Bundesrepublik Deutschland und der DDR führe, häufig und kontrovers diskutiert worden. Der Disput um deutsch-deutsche Sprachunterschiede gewann nach der Herstellung der Deutschen Einheit am 3. Oktober 1990 noch an Intensität. Zu den oft erwähnten lexikalischen Besonderheiten des Sprachgebrauchs in der DDR gehörte die Tatsache, dass die Größe von Wohnungen in der Form von Komposita mit dem Grundwort ‑raumwohnung statt -zimmer- angegeben wurde (also beispielsweise Zweiraumwohnung oder 3-Raum-Wohnung). In der alten Bundesrepublik und in Westberlin blieb diese Form ungebräuchlich. Handelte es sich dabei um eine ideologisch motivierte, der Verschleierung dienende Sprachlenkung durch die SED-Führung? An Hand von Untersuchungen am Deutschen Referenzkorpus des IdS Mannheim, des DWDS-Zeitungskorpus (Berlin) und des DDR-Zeitungskorpus der Staatsbibliothek Berlin sowie mittels einer händischen Analyse von Wohnungsanzeigen aus der Berliner Zeitung, ergänzt um eine Auswertung von Textdokumenten, wird gezeigt, welche Bezeichnungen mit dem Bestandteil ‑raum- in welchen Zusammenhängen zuerst auftraten und wie sie sich im Laufe der Zeit ausbreiteten. Die Ergebnisse der empirischen Erhebungen lassen den Schluss zu, dass die These von einer ideologisch motivierten Sprachmanipulation sprachhistorisch und korpuslinguistisch nicht bestätigt werden kann.
{"title":"Wie aus anderthalb Zimmern eine Zweiraumwohnung wurde. Zur Entstehung und Karriere eines ostdeutschen Regionalismus","authors":"Hartmut Lenk","doi":"10.58221/mosp.v114i2.7420","DOIUrl":"https://doi.org/10.58221/mosp.v114i2.7420","url":null,"abstract":"\u0000Während der Existenz zweier deutscher Staaten (1949-1990) ist die Frage, inwiefern die staatliche Trennung zu einer Sprachspaltung bzw. einer Entwicklung eigener nationaler Varianten in der Bundesrepublik Deutschland und der DDR führe, häufig und kontrovers diskutiert worden. Der Disput um deutsch-deutsche Sprachunterschiede gewann nach der Herstellung der Deutschen Einheit am 3. Oktober 1990 noch an Intensität. \u0000Zu den oft erwähnten lexikalischen Besonderheiten des Sprachgebrauchs in der DDR gehörte die Tatsache, dass die Größe von Wohnungen in der Form von Komposita mit dem Grundwort ‑raumwohnung statt -zimmer- angegeben wurde (also beispielsweise Zweiraumwohnung oder 3-Raum-Wohnung). In der alten Bundesrepublik und in Westberlin blieb diese Form ungebräuchlich. Handelte es sich dabei um eine ideologisch motivierte, der Verschleierung dienende Sprachlenkung durch die SED-Führung? An Hand von Untersuchungen am Deutschen Referenzkorpus des IdS Mannheim, des DWDS-Zeitungskorpus (Berlin) und des DDR-Zeitungskorpus der Staatsbibliothek Berlin sowie mittels einer händischen Analyse von Wohnungsanzeigen aus der Berliner Zeitung, ergänzt um eine Auswertung von Textdokumenten, wird gezeigt, welche Bezeichnungen mit dem Bestandteil ‑raum- in welchen Zusammenhängen zuerst auftraten und wie sie sich im Laufe der Zeit ausbreiteten. \u0000Die Ergebnisse der empirischen Erhebungen lassen den Schluss zu, dass die These von einer ideologisch motivierten Sprachmanipulation sprachhistorisch und korpuslinguistisch nicht bestätigt werden kann. \u0000","PeriodicalId":41279,"journal":{"name":"MODERNA SPRAK","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71362605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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