This study uses CiteSpace to map the scientometric analysis of dynamic assessment (DA) research in the Web of Science core collection from 1990 to 2022 in the areas of psychology, education and language learning. Firstly, the study found that DA was initially employed in the fields of psychology and special education, and has been gaining attention from second language acquisition researchers in recent years. And Vygotsky, the representative figure of sociolcultural theory, has the highest influence, and Budoff has the greatest degree as a bridge. Secondly, five research topics are found through keyword clustering, which are early identification, group dynamic assessment, short-term progress monitoring, computerized dynamic assessment and teacher education. At the same time, the analysis of burst reference shows that the computerized dynamic assessment will be the trend in the future, and dynamic assessment of second language tends to use mixed research method. Through a review of previous studies, this paper explores the paradigms and methods of empirical research in DA, hoping to provide new alternatives for future research.
{"title":"Visual Analysis of Dynamic Assessment Research Based on CiteSpace (1990–2022)","authors":"Yuxiu Nian, Lili Qin","doi":"10.1515/cjal-2024-0104","DOIUrl":"https://doi.org/10.1515/cjal-2024-0104","url":null,"abstract":"This study uses CiteSpace to map the scientometric analysis of dynamic assessment (DA) research in the Web of Science core collection from 1990 to 2022 in the areas of psychology, education and language learning. Firstly, the study found that DA was initially employed in the fields of psychology and special education, and has been gaining attention from second language acquisition researchers in recent years. And Vygotsky, the representative figure of sociolcultural theory, has the highest influence, and Budoff has the greatest degree as a bridge. Secondly, five research topics are found through keyword clustering, which are early identification, group dynamic assessment, short-term progress monitoring, computerized dynamic assessment and teacher education. At the same time, the analysis of burst reference shows that the computerized dynamic assessment will be the trend in the future, and dynamic assessment of second language tends to use mixed research method. Through a review of previous studies, this paper explores the paradigms and methods of empirical research in DA, hoping to provide new alternatives for future research.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141515509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored the trajectory of teacher concept development during collaborative research practice promoted by a university-school partnership teacher development program. Drawing on Vygotsky’s and Engeström’s notion of concept formation, it examined how a secondary EFL teaching-research officer (TRO) negotiated between scientific and everyday concepts as she co-constructed the research theme “teaching assessment literacy” with mentors and fellow teachers mediated by the program. Multiple sources of data were collected over a span of two years, including six rounds of oral defense and research reporting activities, classroom observations, interviews, journals, and research reports. The analysis showed that the TRO experienced a gradually integrated and transformed path of concept development, and also initiated an expansive learning opportunity for her research participants, triggering collective concept development. While the program played a significant role in providing multi-module facilitating activities, academic-practice joint mentoring and collective scaffolding, more subtle guidance is suggested for the tension-laden process.
{"title":"Examining the Construction of “Teaching Assessment Literacy”: A Case Study of Teacher Conceptual Development in Collaborative Research Practice","authors":"Luxin Yang, Ning Zhang","doi":"10.1515/cjal-2024-0105","DOIUrl":"https://doi.org/10.1515/cjal-2024-0105","url":null,"abstract":"This study explored the trajectory of teacher concept development during collaborative research practice promoted by a university-school partnership teacher development program. Drawing on Vygotsky’s and Engeström’s notion of concept formation, it examined how a secondary EFL teaching-research officer (TRO) negotiated between scientific and everyday concepts as she co-constructed the research theme “teaching assessment literacy” with mentors and fellow teachers mediated by the program. Multiple sources of data were collected over a span of two years, including six rounds of oral defense and research reporting activities, classroom observations, interviews, journals, and research reports. The analysis showed that the TRO experienced a gradually integrated and transformed path of concept development, and also initiated an expansive learning opportunity for her research participants, triggering collective concept development. While the program played a significant role in providing multi-module facilitating activities, academic-practice joint mentoring and collective scaffolding, more subtle guidance is suggested for the tension-laden process.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141515508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study compares flipped approach with self-regulated flipped approach on EFL learners’ collocational knowledge. Thirty available EFL students were randomly assigned to two equal experimental groups: flipped and self-regulated flipped. For six weeks, both groups received learning contents outside of class time, and class time was used for interactive activities. However, self-regulating strategies (goal-setting and self-evaluation) were employed to the self-regulated flipped participants to help them schedule their out-of-class time to effectively work on the content before class to interact collaboratively with their peers and teachers in class activities. Three collocation videos were sent to their different WhatsApp groups. A researcher-made test on Adjective + Noun and Verb + Noun collocations served as the pre- and post-test. The time spent on watching collocations was collected through a ‘study log’. The results of a mixed between-within subjects analysis of variance revealed that integrating self-regulation into flipped approach enhanced the students’ collocational knowledge; their planning strategies and using study time also improved. The study has implications for EFL teachers and material developers.
{"title":"Developing EFL Learners’ Collocational Knowledge in Self-Regulated Flipped Classroom: A Mixed-Methods Study","authors":"Is’haaq Akbarian, Fatemeh Elyasi","doi":"10.1515/cjal-2023-0405","DOIUrl":"https://doi.org/10.1515/cjal-2023-0405","url":null,"abstract":"This study compares flipped approach with self-regulated flipped approach on EFL learners’ collocational knowledge. Thirty available EFL students were randomly assigned to two equal experimental groups: flipped and self-regulated flipped. For six weeks, both groups received learning contents outside of class time, and class time was used for interactive activities. However, self-regulating strategies (goal-setting and self-evaluation) were employed to the self-regulated flipped participants to help them schedule their out-of-class time to effectively work on the content before class to interact collaboratively with their peers and teachers in class activities. Three collocation videos were sent to their different WhatsApp groups. A researcher-made test on Adjective + Noun and Verb + Noun collocations served as the pre- and post-test. The time spent on watching collocations was collected through a ‘study log’. The results of a mixed between-within subjects analysis of variance revealed that integrating self-regulation into flipped approach enhanced the students’ collocational knowledge; their planning strategies and using study time also improved. The study has implications for EFL teachers and material developers.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140575971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rapid technological advances and enhanced global cooperation have led to tremendous changes in access to information and new modes of communication and, hence, calls have been made for instantaneous adjustments in education (Fullan, 2007). Despite global access to internet-enhanced modes of communication and up-to-date information on all subjects – including those relating to new and effective approaches to pedagogy – traditional teacher-centered teaching prevails in many EFL contexts. This is the case even though this approach to teaching has been insufficient to address challenges in EFL teaching. This study explores how the teaching beliefs of 12 EFL teachers changed as they learned to teach innovatively and to teach with features of learner-centeredness and L2 interaction. In the context of a MA program capstone course, the teachers were introduced to the essential elements, such as learner-centeredness and L2 interaction, involved in four approaches to teaching innovatively: task-based language teaching, problem-posing, scripting and oral interpretation, and extensive reading. The data analyzed comprised the teachers’ belief reports, written reflections on teaching interactively, interview accounts, and the teacher educator’s observational notes. The results of this study revealed changes in teachers’ beliefs about innovative teaching with the aforementioned features, the influential forces bringing about the change, and teachers’ growing expertise in using and drawing on concepts in teaching practice.
{"title":"Toward Teaching Innovatively: L2 Teachers’ Belief Change and Development","authors":"Chaochang Wang, Li-Jiuan Tsay","doi":"10.1515/cjal-2023-0408","DOIUrl":"https://doi.org/10.1515/cjal-2023-0408","url":null,"abstract":"Rapid technological advances and enhanced global cooperation have led to tremendous changes in access to information and new modes of communication and, hence, calls have been made for instantaneous adjustments in education (Fullan, 2007). Despite global access to internet-enhanced modes of communication and up-to-date information on all subjects – including those relating to new and effective approaches to pedagogy – traditional teacher-centered teaching prevails in many EFL contexts. This is the case even though this approach to teaching has been insufficient to address challenges in EFL teaching. This study explores how the teaching beliefs of 12 EFL teachers changed as they learned to teach innovatively and to teach with features of learner-centeredness and L2 interaction. In the context of a MA program capstone course, the teachers were introduced to the essential elements, such as learner-centeredness and L2 interaction, involved in four approaches to teaching innovatively: task-based language teaching, problem-posing, scripting and oral interpretation, and extensive reading. The data analyzed comprised the teachers’ belief reports, written reflections on teaching interactively, interview accounts, and the teacher educator’s observational notes. The results of this study revealed changes in teachers’ beliefs about innovative teaching with the aforementioned features, the influential forces bringing about the change, and teachers’ growing expertise in using and drawing on concepts in teaching practice.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140575754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Data-driven learning (DDL), the direct use of corpus by learners in the second language classroom, has been shown to be effective in improving learners’ acquisition of various English linguistic items (Boulton & Cobb, 2017). However, it is still limited to our knowledge regarding how learners interact with DDL-related materials or tools and how DDL works in the learning/teaching of languages other than English. This study aims to closely examine the cognitive processes of six learners of Chinese in using printed concordance-based materials to learn Chinese resultative constructions. These materials contained adapted complete concordance sentences drawn from the Lancaster Corpus for Mandarin Chinese (McEnery & Xiao, 2004). The results show that in general, learners employed various strategies when scrutinising the concordance lines, particularly cognitive strategies such as summarising and grouping. Differences among individual learners were also found: learners who used more diverse strategies with higher frequencies could successfully infer the regularities, which led to learning gains. The study provides some implications for effective teacher guidance in DDL.
{"title":"An Investigation Into Learners’ Cognitive Processes in Data-Driven Learning: Case Studies of Six Learners of Chinese","authors":"Tanjun Liu, Meilin Chen","doi":"10.1515/cjal-2023-0404","DOIUrl":"https://doi.org/10.1515/cjal-2023-0404","url":null,"abstract":"Data-driven learning (DDL), the direct use of corpus by learners in the second language classroom, has been shown to be effective in improving learners’ acquisition of various English linguistic items (Boulton & Cobb, 2017). However, it is still limited to our knowledge regarding how learners interact with DDL-related materials or tools and how DDL works in the learning/teaching of languages other than English. This study aims to closely examine the cognitive processes of six learners of Chinese in using printed concordance-based materials to learn Chinese resultative constructions. These materials contained adapted complete concordance sentences drawn from the Lancaster Corpus for Mandarin Chinese (McEnery & Xiao, 2004). The results show that in general, learners employed various strategies when scrutinising the concordance lines, particularly cognitive strategies such as <jats:italic>summarising</jats:italic> and <jats:italic>grouping</jats:italic>. Differences among individual learners were also found: learners who used more diverse strategies with higher frequencies could successfully infer the regularities, which led to learning gains. The study provides some implications for effective teacher guidance in DDL.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is controversial whether English inflectional morphemes can be systematically borrowed into written Chinese since English and Chinese are typologically and orthographically different. This paper intends to investigate the borrowing of eight English inflectional morphemes [–’s (possessive), –(e)s (plural), –ed (past tense, past participle), –ing (present participle), –en (past participle),–s (the 3rd person singular), –er (comparative), and –est (superlative)] into Chinese with a corpus of Chinese newspapers collected from 2005 to 2021. The findings of this study suggest a significant presence of the systematically borrowed English inflectional morphemes into Chinese newspapers in terms of borrowability. Based on the analysis of the linguistic features and frequency distribution of the borrowed morphemes into Chinese newspapers, it can be concluded that the English inflectional morphemes borrowed can be well adapted into Chinese.
{"title":"Investigating the Borrowing of English Inflectional Morphemes Into Chinese Newspapers","authors":"Chuanbin Ni, Xiaobing Jin","doi":"10.1515/cjal-2023-0406","DOIUrl":"https://doi.org/10.1515/cjal-2023-0406","url":null,"abstract":"It is controversial whether English inflectional morphemes can be systematically borrowed into written Chinese since English and Chinese are typologically and orthographically different. This paper intends to investigate the borrowing of eight English inflectional morphemes [–’<jats:italic>s</jats:italic> (possessive), –<jats:italic>(e)s</jats:italic> (plural), –<jats:italic>ed</jats:italic> (past tense, past participle), –<jats:italic>ing</jats:italic> (present participle), –<jats:italic>en</jats:italic> (past participle),–<jats:italic>s</jats:italic> (the 3rd person singular), –<jats:italic>er</jats:italic> (comparative), and –<jats:italic>est</jats:italic> (superlative)] into Chinese with a corpus of Chinese newspapers collected from 2005 to 2021. The findings of this study suggest a significant presence of the systematically borrowed English inflectional morphemes into Chinese newspapers in terms of borrowability. Based on the analysis of the linguistic features and frequency distribution of the borrowed morphemes into Chinese newspapers, it can be concluded that the English inflectional morphemes borrowed can be well adapted into Chinese.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Research-practice nexus has been an ideal for higher education. However, research mentoring has been underexplored in both formal and informal formats. This study aimed to examine the effects of one-year-long informal research mentoring conducted by an experienced EFL teacher educator for three teaching-focused EFL teachers from three different universities. It found that the informal research mentoring generated three positive effects. It fueled the mentees’ research interest, raised their awareness of self-discipline and stress-coping strategies, and kindled their enthusiasm for constructing a collegial environment in their working contexts. Meanwhile, limitations also emerged associated with the mentees’ limited research engagement and productivity owing to personal and contextual factors as well as the problems with the informal mentoring relationships. Implications of the study are drawn to improve faculty research mentoring processes and outcomes.
{"title":"Insights From Informal Research Mentoring of Three University EFL Teachers","authors":"Chunmei Yan, Wuming Gong, Chunyan Zou, Jun Li","doi":"10.1515/cjal-2023-0303","DOIUrl":"https://doi.org/10.1515/cjal-2023-0303","url":null,"abstract":"Abstract Research-practice nexus has been an ideal for higher education. However, research mentoring has been underexplored in both formal and informal formats. This study aimed to examine the effects of one-year-long informal research mentoring conducted by an experienced EFL teacher educator for three teaching-focused EFL teachers from three different universities. It found that the informal research mentoring generated three positive effects. It fueled the mentees’ research interest, raised their awareness of self-discipline and stress-coping strategies, and kindled their enthusiasm for constructing a collegial environment in their working contexts. Meanwhile, limitations also emerged associated with the mentees’ limited research engagement and productivity owing to personal and contextual factors as well as the problems with the informal mentoring relationships. Implications of the study are drawn to improve faculty research mentoring processes and outcomes.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Huili Wang, Hanning Guo, Lianrui Yang, Brent Wolter
Abstract This study investigated the knowledge domain of second language acquisition (SLA) research in 2009-2019. It selected about a decade of studies in the SLA knowledge domain and applied an available data analysis tool CiteSpace to show a picture of SLA research. The 11-year period of studies was retrieved from the Web of Science database, totally 4, 660 bibliographic records. By employing the embedded algorithm analyzing literature in CiteSpace, the present study found the factors influencing SLA and statistical models were critical aspects in L2 research, and research topics were conducted in psychological, neuroscience, linguistic, and language teaching frameworks. Additionally, research patterns in the SLA domain have become more diversified, and empirical studies of cognitive science have gradually taken a dominant position in recent years. Spikes of increased numbers of detected papers in the period of 2009-2019 showed research focus and methodology would possibly continue to be interdisciplinary in future research.
摘要本研究调查了2009-2019年第二语言习得知识领域的研究。它选择了SLA知识领域近十年的研究，并应用了一个可用的数据分析工具CiteSpace来展示SLA研究的图景。这项为期11年的研究是从Web of Science数据库中检索的，总共有4660条书目记录。通过对CiteSpace文献的嵌入式算法分析，本研究发现影响SLA的因素和统计模型是二语研究的关键方面，研究主题涉及心理学、神经科学、语言学和语言教学框架。此外，近年来，二语习得领域的研究模式也日趋多样化，认知科学的实证研究逐渐占据主导地位。2009-2019年期间检测到的论文数量激增，表明研究重点和方法可能在未来的研究中继续是跨学科的。
{"title":"A Decade of Research Into Second Language Acquisition: A State-of-the-Science Review (2009-2019)","authors":"Huili Wang, Hanning Guo, Lianrui Yang, Brent Wolter","doi":"10.1515/cjal-2023-0304","DOIUrl":"https://doi.org/10.1515/cjal-2023-0304","url":null,"abstract":"Abstract This study investigated the knowledge domain of second language acquisition (SLA) research in 2009-2019. It selected about a decade of studies in the SLA knowledge domain and applied an available data analysis tool CiteSpace to show a picture of SLA research. The 11-year period of studies was retrieved from the Web of Science database, totally 4, 660 bibliographic records. By employing the embedded algorithm analyzing literature in CiteSpace, the present study found the factors influencing SLA and statistical models were critical aspects in L2 research, and research topics were conducted in psychological, neuroscience, linguistic, and language teaching frameworks. Additionally, research patterns in the SLA domain have become more diversified, and empirical studies of cognitive science have gradually taken a dominant position in recent years. Spikes of increased numbers of detected papers in the period of 2009-2019 showed research focus and methodology would possibly continue to be interdisciplinary in future research.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Many researchers have identified learning strategies that university students adopt to overcome difficulties in programs taught in English, among which translation is a potentially helpful one. This study explores Chinese undergraduate students’ perceptions of translation as a learning strategy when learning content in the English-medium instruction (EMI) context. Although a number of studies have investigated translation used by learners in second or foreign language acquisition, those studies were rare in the EMI context of tertiary education, particularly in China. By focusing on students’ perspectives, this study provides an insight into how translation is used to assist academic learning in EMI context and highlights its effectiveness. Data consisted of semistructured interviews with 14 volunteer Chinese undergraduates of various majors. It is found that most of the participants resorted to translation to deal with language-related problems, especially in English reading and writing activities. They usually translated utilizing various machine translators, which did not always have a fulfilling effect on students’ learning. Although the majority considered translation helpful for academic learning, it might not be the preferred solution to subject-related confusion for Chinese undergraduate students learning in the EMI context.
{"title":"Chinese Learners’ Use of Translation in Learning Academic Subjects in English-Medium Instruction Context","authors":"Xiaohan Zhang, Bin Zou","doi":"10.1515/cjal-2023-0306","DOIUrl":"https://doi.org/10.1515/cjal-2023-0306","url":null,"abstract":"Abstract Many researchers have identified learning strategies that university students adopt to overcome difficulties in programs taught in English, among which translation is a potentially helpful one. This study explores Chinese undergraduate students’ perceptions of translation as a learning strategy when learning content in the English-medium instruction (EMI) context. Although a number of studies have investigated translation used by learners in second or foreign language acquisition, those studies were rare in the EMI context of tertiary education, particularly in China. By focusing on students’ perspectives, this study provides an insight into how translation is used to assist academic learning in EMI context and highlights its effectiveness. Data consisted of semistructured interviews with 14 volunteer Chinese undergraduates of various majors. It is found that most of the participants resorted to translation to deal with language-related problems, especially in English reading and writing activities. They usually translated utilizing various machine translators, which did not always have a fulfilling effect on students’ learning. Although the majority considered translation helpful for academic learning, it might not be the preferred solution to subject-related confusion for Chinese undergraduate students learning in the EMI context.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135588721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","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：