Pub Date : 2021-07-21DOI: 10.1163/18773109-01302002
Shannon M. Hilliker, Chesla Ann Lenkaitis, Barbara Loranc-Paszylk
Although compliments and compliment responses seem to play an important role in discourse of second language (L2) classrooms (Khaneshan & Bonyadi, 2016), the influence of virtual exchanges on enhancing the use of compliment responses remains unexplored. Twelve L2 learners of English from Poland met in groups for six weeks, via video conferencing, with Teaching English to Speakers of Other Languages (TESOL) teacher candidates from a university in the USA. During online sessions, the L2 learners’ primary focus was on discussion in English regarding assigned TED Talks. Data analysis consisted of statistical analyses using SPSS on Likert-scale questions while open-ended responses were coded using NVivo 12 into researcher-created categories. In addition, transcripts were analyzed. It is evident from this study that L2 learners have opportunities to utilize virtual exchange to develop L2 pragmatic awareness related to compliment responses.
{"title":"Development of pragmatic competence among L2 learners","authors":"Shannon M. Hilliker, Chesla Ann Lenkaitis, Barbara Loranc-Paszylk","doi":"10.1163/18773109-01302002","DOIUrl":"https://doi.org/10.1163/18773109-01302002","url":null,"abstract":"\u0000 Although compliments and compliment responses seem to play an important role in discourse of second language (L2) classrooms (Khaneshan & Bonyadi, 2016), the influence of virtual exchanges on enhancing the use of compliment responses remains unexplored. Twelve L2 learners of English from Poland met in groups for six weeks, via video conferencing, with Teaching English to Speakers of Other Languages (TESOL) teacher candidates from a university in the USA. During online sessions, the L2 learners’ primary focus was on discussion in English regarding assigned TED Talks. Data analysis consisted of statistical analyses using SPSS on Likert-scale questions while open-ended responses were coded using NVivo 12 into researcher-created categories. In addition, transcripts were analyzed. It is evident from this study that L2 learners have opportunities to utilize virtual exchange to develop L2 pragmatic awareness related to compliment responses.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41819558","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 : 2021-07-21DOI: 10.1163/18773109-01302005
Mostafa Morady Moghaddam
In this study, I attempt to propose a conceptualisation of interactive politeness which is anchored in the investigation of a kind of other-criticism known as ‘eršâd šodan’ or being exposed to verbal guidance, which is an important religious value among Muslims. The concept of ‘eršâd šodan’ has an imperative load that is expected to contribute to negative impoliteness (Culpeper, 2016). However, as the data of this study reveal, threatening individuals’ negative face through other-criticism was not interpreted as impoliteness among the subjects. My analysis through one-on-one interviews indicates that politeness among Persian speakers is more than a dynamic construction between conversational partners, for there are macro orders that influence people’s interpretation of politeness. I conclude that politeness in other-criticism is closely germane to how subjects connected imposition to the establishment of orders. This article intends to show that it is reasonable to expect that the criticism of an individual could be for the individual’s own good but also for the greater (group, community) good, reminiscent of cultural facilities that are provided to fulfil the certain interests of a particular community.
{"title":"‘The common good’","authors":"Mostafa Morady Moghaddam","doi":"10.1163/18773109-01302005","DOIUrl":"https://doi.org/10.1163/18773109-01302005","url":null,"abstract":"\u0000 In this study, I attempt to propose a conceptualisation of interactive politeness which is anchored in the investigation of a kind of other-criticism known as ‘eršâd šodan’ or being exposed to verbal guidance, which is an important religious value among Muslims. The concept of ‘eršâd šodan’ has an imperative load that is expected to contribute to negative impoliteness (Culpeper, 2016). However, as the data of this study reveal, threatening individuals’ negative face through other-criticism was not interpreted as impoliteness among the subjects. My analysis through one-on-one interviews indicates that politeness among Persian speakers is more than a dynamic construction between conversational partners, for there are macro orders that influence people’s interpretation of politeness. I conclude that politeness in other-criticism is closely germane to how subjects connected imposition to the establishment of orders. This article intends to show that it is reasonable to expect that the criticism of an individual could be for the individual’s own good but also for the greater (group, community) good, reminiscent of cultural facilities that are provided to fulfil the certain interests of a particular community.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42860680","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 : 2021-07-21DOI: 10.1163/18773109-01302007
David Rodríguez Velasco, María Cecilia Ainciburu, Xiaoxu Katia Liu
Studies of how adult Chinese speakers express disagreement at work or in business have a well-established tradition; whereas, studies on young students and university lecturers are scarcer. In general, the description of relationships with authority figures has been characterised by evidence of greater distance and a greater rituality than equivalent Western uses. The objective of this work is to verify whether, in a mutated communicative situation, students express their opposition to lecturer via email using predominantly indirect and attenuated linguistic forms—as might be expected—or whether linguistics changes are evident. For this purpose, 149 university students wrote a letter to their language lecturer in which they express their disagreement with the grade received. The results of the analysis reveal that, contrary to what was predicted, acts of direct speech are prevalent.
{"title":"‘You would not want to be the murderer of our dreams and options, right?’","authors":"David Rodríguez Velasco, María Cecilia Ainciburu, Xiaoxu Katia Liu","doi":"10.1163/18773109-01302007","DOIUrl":"https://doi.org/10.1163/18773109-01302007","url":null,"abstract":"\u0000 Studies of how adult Chinese speakers express disagreement at work or in business have a well-established tradition; whereas, studies on young students and university lecturers are scarcer. In general, the description of relationships with authority figures has been characterised by evidence of greater distance and a greater rituality than equivalent Western uses. The objective of this work is to verify whether, in a mutated communicative situation, students express their opposition to lecturer via email using predominantly indirect and attenuated linguistic forms—as might be expected—or whether linguistics changes are evident. For this purpose, 149 university students wrote a letter to their language lecturer in which they express their disagreement with the grade received. The results of the analysis reveal that, contrary to what was predicted, acts of direct speech are prevalent.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43473366","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 : 2021-07-21DOI: 10.1163/18773109-01302004
Hadi Kashiha
Research articles have begun to occupy the status of a prominent academic genre, as publishing one is a significant way to gain credibility and to establish oneself as a researcher among members of a discourse community. One way to distinguish discourse communities is to look at the linguistic features used in the generic structure of their research articles. One of these linguistic features is metadiscourse which deals with the connection between authors, texts and readers. The present study adopted Hyland’s (2005a) model of metadiscourse to compare the use of interactional markers in the moves of 40 research article introductions from Applied Linguistics and Chemistry. Findings indicated some variations in the way that disciplinary authors employed interactional devices in introduction moves. These findings can be discussed in terms of familiarizing novice writers with discipline-specific features of their research article introduction and interpersonality in establishing a link between a text and readers.
{"title":"Metadiscourse variations in the generic structure of disciplinary research articles","authors":"Hadi Kashiha","doi":"10.1163/18773109-01302004","DOIUrl":"https://doi.org/10.1163/18773109-01302004","url":null,"abstract":"\u0000 Research articles have begun to occupy the status of a prominent academic genre, as publishing one is a significant way to gain credibility and to establish oneself as a researcher among members of a discourse community. One way to distinguish discourse communities is to look at the linguistic features used in the generic structure of their research articles. One of these linguistic features is metadiscourse which deals with the connection between authors, texts and readers. The present study adopted Hyland’s (2005a) model of metadiscourse to compare the use of interactional markers in the moves of 40 research article introductions from Applied Linguistics and Chemistry. Findings indicated some variations in the way that disciplinary authors employed interactional devices in introduction moves. These findings can be discussed in terms of familiarizing novice writers with discipline-specific features of their research article introduction and interpersonality in establishing a link between a text and readers.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43657480","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 : 2021-07-21DOI: 10.1163/18773109-01302003
Guojin Hou, Yuhua Ye
This paper studies how Chinese riddles, esp. how to riddle by a name. Based on lexico-constructional pragmatics, a Chinese riddle is a construction, with the configuration of FACE (P), EYE and BOTTOM (Q). P and Q are to hold a tension between identity and heterogeneity, and the entire riddle is to meet the (six) felicity conditions of riddles. Old means of Chinese riddles are discussed, to seek new riddling manners like use of foreign loans, material props, and face-bottom reversions. It is hypothesised that a rhetor with humour-consciousness, in informal or weak communication, can in principle generate a riddle, for instance, by names of places, people, and things. By some pragmatic constraint or even coercion, the riddler can boost expressibility and processibility of a riddle. With a case study, liberal use of riddles in more ways, for more occasions, is suggested to elevate communicators’ humour competence and humour happiness.
{"title":"How to riddle by Chinese names","authors":"Guojin Hou, Yuhua Ye","doi":"10.1163/18773109-01302003","DOIUrl":"https://doi.org/10.1163/18773109-01302003","url":null,"abstract":"\u0000 This paper studies how Chinese riddles, esp. how to riddle by a name. Based on lexico-constructional pragmatics, a Chinese riddle is a construction, with the configuration of FACE (P), EYE and BOTTOM (Q). P and Q are to hold a tension between identity and heterogeneity, and the entire riddle is to meet the (six) felicity conditions of riddles. Old means of Chinese riddles are discussed, to seek new riddling manners like use of foreign loans, material props, and face-bottom reversions. It is hypothesised that a rhetor with humour-consciousness, in informal or weak communication, can in principle generate a riddle, for instance, by names of places, people, and things. By some pragmatic constraint or even coercion, the riddler can boost expressibility and processibility of a riddle. With a case study, liberal use of riddles in more ways, for more occasions, is suggested to elevate communicators’ humour competence and humour happiness.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46034844","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 : 2021-01-20DOI: 10.1163/18773109-01301003
A. Wojtaszek
The paper focuses on the institutional background of the publishing practices of Polish scholars, with special emphasis on publications in English. The University of Silesia in Katowice represents a Polish Higher Education Institution which places significant emphasis on international publications. On the basis of two data collection instruments, a report on point-winning publications (2017–2020) and a survey conducted among 197 faculty members, the author portrays the publication-related situation of the university and its most important determinants. Besides the facts pertaining to the distribution of point-winning publications among disciplines and languages, the article address such important issues as the authors’ strategies employed in the preparation of English language manuscripts, language-related issues articulated by the reviewers, and reasons for not publishing in English. A connection is made between the institutional context in which scholarly texts are composed and the strategic choices made by the authors in the process of manuscript drafting.
{"title":"Institutional perspective on writing for international publication","authors":"A. Wojtaszek","doi":"10.1163/18773109-01301003","DOIUrl":"https://doi.org/10.1163/18773109-01301003","url":null,"abstract":"\u0000 The paper focuses on the institutional background of the publishing practices of Polish scholars, with special emphasis on publications in English. The University of Silesia in Katowice represents a Polish Higher Education Institution which places significant emphasis on international publications. On the basis of two data collection instruments, a report on point-winning publications (2017–2020) and a survey conducted among 197 faculty members, the author portrays the publication-related situation of the university and its most important determinants. Besides the facts pertaining to the distribution of point-winning publications among disciplines and languages, the article address such important issues as the authors’ strategies employed in the preparation of English language manuscripts, language-related issues articulated by the reviewers, and reasons for not publishing in English. A connection is made between the institutional context in which scholarly texts are composed and the strategic choices made by the authors in the process of manuscript drafting.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42953176","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 : 2021-01-20DOI: 10.1163/18773109-01301004
P. Stalmaszczyk
The following text is a review of Wittgenstein and the Creativity of Language, edited by Sebastian Sunday Grève and Jakub Mácha (Houndmills, Basingstoke: Palgrave Macmillan, 2016. ISBN 978-1-137-47253-3. xxi + 314 pages). Wittgenstein and the Creativity of Language is a collection of eleven essays investigating the creative potential of language within Wittgensteinian philosophy language. The essays are grouped into five sections, and cover a whole range of issues including language creativity, conceptions of art, ethics, metaphysics, but also Wittgenstein’s comments on Gödel’s proof, and Alfred Loos’s influence on Wittgenstein.
{"title":"The good, the bad and the creative","authors":"P. Stalmaszczyk","doi":"10.1163/18773109-01301004","DOIUrl":"https://doi.org/10.1163/18773109-01301004","url":null,"abstract":"\u0000 The following text is a review of Wittgenstein and the Creativity of Language, edited by Sebastian Sunday Grève and Jakub Mácha (Houndmills, Basingstoke: Palgrave Macmillan, 2016. ISBN 978-1-137-47253-3. xxi + 314 pages). Wittgenstein and the Creativity of Language is a collection of eleven essays investigating the creative potential of language within Wittgensteinian philosophy language. The essays are grouped into five sections, and cover a whole range of issues including language creativity, conceptions of art, ethics, metaphysics, but also Wittgenstein’s comments on Gödel’s proof, and Alfred Loos’s influence on Wittgenstein.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41831578","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 : 2021-01-20DOI: 10.1163/18773109-01301002
I. Lehman, R. Anderson
Our purpose in this paper is to present the findings of a study aimed at investigating how second language (L2) student-writers construct their identities as academic authors in tertiary education. We consider the restraints institutionalized text production can place on the constitution of writer identity, and call for pedagogical approaches to writing to take on board our findings to better help students in the process of finding their unique authorial voice. While the specific socio-cultural and institutional contexts within which people write limit possibilities for their self-representation, we argue that student writers should be encouraged to bring their own life histories and sense of the self to their texts. The study follows the notion of writer voice as proposed by Lehman (2018). She proposes categorising writer voice into three main types: individual, collective and depersonalized. As these three aspects of voice are predominantly cued through metadiscourse features we employed a three-dimensional analytic rubric designed by Lehman (2018) in order to identify and analyze the potential of individual voice in the facilitation and enhancement of academic writing in a second language (see Lehman, 2018).
{"title":"Inviting individual voice to second language academic writing","authors":"I. Lehman, R. Anderson","doi":"10.1163/18773109-01301002","DOIUrl":"https://doi.org/10.1163/18773109-01301002","url":null,"abstract":"\u0000 Our purpose in this paper is to present the findings of a study aimed at investigating how second language (L2) student-writers construct their identities as academic authors in tertiary education. We consider the restraints institutionalized text production can place on the constitution of writer identity, and call for pedagogical approaches to writing to take on board our findings to better help students in the process of finding their unique authorial voice. While the specific socio-cultural and institutional contexts within which people write limit possibilities for their self-representation, we argue that student writers should be encouraged to bring their own life histories and sense of the self to their texts. The study follows the notion of writer voice as proposed by Lehman (2018). She proposes categorising writer voice into three main types: individual, collective and depersonalized. As these three aspects of voice are predominantly cued through metadiscourse features we employed a three-dimensional analytic rubric designed by Lehman (2018) in order to identify and analyze the potential of individual voice in the facilitation and enhancement of academic writing in a second language (see Lehman, 2018).","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45558822","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 : 2021-01-20DOI: 10.1163/18773109-01301001
Salvatore Pistoia-Reda, U. Sauerland
Acceptable analyticities, i.e. contradictions or tautologies, constitute problematic evidence for the idea that language includes a deductive system. In recent discussion, two accounts have been presented in the literature to explain the available evidence. According to one of the accounts, grammatical analyticities are accessible to the system but a pragmatic strengthening repair mechanism can apply and prevent the structures from being actually interpreted as contradictions or tautologies. The proposed data, however, leaves it open whether other versions of the meaning modulation operation are required. Novel evidence we present argues that a loosening version of the repair mechanism must be available. Our observation concerns acceptable lexical contradictions that cannot be rescued if only a strengthening version of the pragmatic strategy is available.
{"title":"Analyticity and modulation","authors":"Salvatore Pistoia-Reda, U. Sauerland","doi":"10.1163/18773109-01301001","DOIUrl":"https://doi.org/10.1163/18773109-01301001","url":null,"abstract":"\u0000 Acceptable analyticities, i.e. contradictions or tautologies, constitute problematic evidence for the idea that language includes a deductive system. In recent discussion, two accounts have been presented in the literature to explain the available evidence. According to one of the accounts, grammatical analyticities are accessible to the system but a pragmatic strengthening repair mechanism can apply and prevent the structures from being actually interpreted as contradictions or tautologies. The proposed data, however, leaves it open whether other versions of the meaning modulation operation are required. Novel evidence we present argues that a loosening version of the repair mechanism must be available. Our observation concerns acceptable lexical contradictions that cannot be rescued if only a strengthening version of the pragmatic strategy is available.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42391863","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 : 2020-08-28DOI: 10.1163/18773109-01202007
Madeleine Arseneault
This paper develops an account of metaphor and its cognitive value. The motivation for this account lies in two considerations: 1) there is a problem, the proposition problem, that plagues many accounts of metaphor and its cognitive value, and 2) a recent criticism of Grice’s program and its semantic-pragmatic distinction by Lepore and Stone (2015) is grounded on the assumption that its account of metaphor is saddled with the proposition problem. Thus there is a need for an account of metaphor that explains its cognitive value without raising the proposition problem, and if successful, we also remove a criticism of Grice’s program. The proposed account of metaphor is one according to which, in uttering a metaphor, the speaker conversationally implicates a metaphorical perspective. This account of metaphor’s cognitive value is grounded in an understanding of metaphorical perspective as itself non-propositional.
{"title":"An implicature account of metaphorical perspective","authors":"Madeleine Arseneault","doi":"10.1163/18773109-01202007","DOIUrl":"https://doi.org/10.1163/18773109-01202007","url":null,"abstract":"\u0000 This paper develops an account of metaphor and its cognitive value. The motivation for this account lies in two considerations: 1) there is a problem, the proposition problem, that plagues many accounts of metaphor and its cognitive value, and 2) a recent criticism of Grice’s program and its semantic-pragmatic distinction by Lepore and Stone (2015) is grounded on the assumption that its account of metaphor is saddled with the proposition problem. Thus there is a need for an account of metaphor that explains its cognitive value without raising the proposition problem, and if successful, we also remove a criticism of Grice’s program. The proposed account of metaphor is one according to which, in uttering a metaphor, the speaker conversationally implicates a metaphorical perspective. This account of metaphor’s cognitive value is grounded in an understanding of metaphorical perspective as itself non-propositional.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/18773109-01202007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43604990","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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