Pub Date : 2019-10-01DOI: 10.4018/ijcallt.2019100103
Hongying Xu
The flipped classroom model (FC), as a new instructional approach, has been implemented by different disciplines over the past few years. However, the use of this model is still in its infancy in the field of foreign language education. The present study explored the efficacy of using the FC model in facilitating the acquisition of grammar among novice level learners of Chinese as a foreign language by measuring their comprehension and awareness of usage of the target grammar patterns as well as by collecting responses from a semi-open-ended questionnaire regarding learners' experience of and attitudes towards the FC model.
{"title":"The Effectiveness of Different Modalities in Facilitating Grammar Acquisition in the Flipped Classroom","authors":"Hongying Xu","doi":"10.4018/ijcallt.2019100103","DOIUrl":"https://doi.org/10.4018/ijcallt.2019100103","url":null,"abstract":"The flipped classroom model (FC), as a new instructional approach, has been implemented by different disciplines over the past few years. However, the use of this model is still in its infancy in the field of foreign language education. The present study explored the efficacy of using the FC model in facilitating the acquisition of grammar among novice level learners of Chinese as a foreign language by measuring their comprehension and awareness of usage of the target grammar patterns as well as by collecting responses from a semi-open-ended questionnaire regarding learners' experience of and attitudes towards the FC model.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84304180","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 : 2019-07-01DOI: 10.4018/IJCALLT.2019070104
Hao Yang, Zhiqiang Ma
While current research on the flipped classroom generally focuses on test results and (or) student/teacher perceptions as a measurement of its pedagogical efficacy, students' adaptation to it and the essential conditions for its application are rarely explored. This exploratory case study aims to rectify this by examining how university students adapted to flipped classrooms implemented in a public university in East China. The findings suggest that while the flipped model is impeded by entrenched polarity between students in terms of their learning dispositions and academic competence, students do develop a prototype of theories of learning, a sense of better self through learning from their peers and an awareness of the importance of intrinsic motivation. A gradualist approach is thus proposed for implementing flipped classrooms, which requires longitudinal studies accordingly to understand its long-term effects on learning behavior hitherto left unexplored.
{"title":"Challenges to Overcome and Scaffolding to Build on","authors":"Hao Yang, Zhiqiang Ma","doi":"10.4018/IJCALLT.2019070104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2019070104","url":null,"abstract":"While current research on the flipped classroom generally focuses on test results and (or) student/teacher perceptions as a measurement of its pedagogical efficacy, students' adaptation to it and the essential conditions for its application are rarely explored. This exploratory case study aims to rectify this by examining how university students adapted to flipped classrooms implemented in a public university in East China. The findings suggest that while the flipped model is impeded by entrenched polarity between students in terms of their learning dispositions and academic competence, students do develop a prototype of theories of learning, a sense of better self through learning from their peers and an awareness of the importance of intrinsic motivation. A gradualist approach is thus proposed for implementing flipped classrooms, which requires longitudinal studies accordingly to understand its long-term effects on learning behavior hitherto left unexplored.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4018/IJCALLT.2019070104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72429356","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 : 2019-07-01DOI: 10.4018/IJCALLT.2019070105
Ying Qin
This study extracts the comments from a large scale of Chinese EFL learners' translation corpus to study the taxonomy of translation errors. Two unsupervised machine learning approaches are used to obtain the computational evidences of translation error taxonomy. After manually revision, ten types of English to Chinese (E2C) and eight types Chinese to English (C2E) translation errors are finally confirmed. There probably exists three categories of top-level errors according to the hierarchical clustering results. In addition, three supervised learning methods are applied to automatically recognize the types of errors, among which the highest performance reaches F1 = 0.85 on E2C and F1 = 0.90 on C2E translation. Further comparison to the intuitive or theoretical studies on translation taxonomy shows some phenomenon accompanied by language skill improvement of Chinese learners. Analysis on translation problems based on machine learning provides the objective insight and understanding on the students' translations.
{"title":"Machine Learning Based Taxonomy and Analysis of English Learners' Translation Errors","authors":"Ying Qin","doi":"10.4018/IJCALLT.2019070105","DOIUrl":"https://doi.org/10.4018/IJCALLT.2019070105","url":null,"abstract":"This study extracts the comments from a large scale of Chinese EFL learners' translation corpus to study the taxonomy of translation errors. Two unsupervised machine learning approaches are used to obtain the computational evidences of translation error taxonomy. After manually revision, ten types of English to Chinese (E2C) and eight types Chinese to English (C2E) translation errors are finally confirmed. There probably exists three categories of top-level errors according to the hierarchical clustering results. In addition, three supervised learning methods are applied to automatically recognize the types of errors, among which the highest performance reaches F1 = 0.85 on E2C and F1 = 0.90 on C2E translation. Further comparison to the intuitive or theoretical studies on translation taxonomy shows some phenomenon accompanied by language skill improvement of Chinese learners. Analysis on translation problems based on machine learning provides the objective insight and understanding on the students' translations.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87734015","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 : 2019-07-01DOI: 10.4018/IJCALLT.2019070103
Stephen Jeaco
One of the greatest impacts of corpus linguistics on language teaching has been in the recognition of the importance of collocation. A very influential guide for language teachers with regard to teaching collocation has been the Lexical Approach. Activities pointing students to rich collocational information in monolingual dictionaries, in texts and specifically in collocation dictionaries provided ways for language learners to engage with collocation information: to notice, to remember and to acquire. In recent years, there has been a growing interest in Data Driven Learning and new tools are now available to allow students to access collocation information from corpora for themselves. After introducing some pedagogic considerations, this article presents some of the features of The Prime Machine which were developed to support DDL activities focussed on collocation.
语料库语言学对语言教学的最大影响之一是认识到搭配的重要性。词汇教学法是语言教师在搭配教学中非常有影响力的指导方法。将学生引向单语词典、文本，特别是搭配词典中丰富的搭配信息的活动，为语言学习者提供了使用搭配信息的途径:注意、记忆和获取。近年来，人们对数据驱动学习越来越感兴趣，现在有新的工具可以让学生自己从语料库中获取搭配信息。在介绍了一些教学方面的考虑之后，本文介绍了the Prime Machine的一些特性，这些特性是为支持侧重于搭配的DDL活动而开发的。
{"title":"Exploring Collocations with The Prime Machine","authors":"Stephen Jeaco","doi":"10.4018/IJCALLT.2019070103","DOIUrl":"https://doi.org/10.4018/IJCALLT.2019070103","url":null,"abstract":"One of the greatest impacts of corpus linguistics on language teaching has been in the recognition of the importance of collocation. A very influential guide for language teachers with regard to teaching collocation has been the Lexical Approach. Activities pointing students to rich collocational information in monolingual dictionaries, in texts and specifically in collocation dictionaries provided ways for language learners to engage with collocation information: to notice, to remember and to acquire. In recent years, there has been a growing interest in Data Driven Learning and new tools are now available to allow students to access collocation information from corpora for themselves. After introducing some pedagogic considerations, this article presents some of the features of The Prime Machine which were developed to support DDL activities focussed on collocation.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83970440","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 : 2019-07-01DOI: 10.4018/IJCALLT.2019070101
Philip Hubbard
Current trends in CALL such as mobile learning, gamification, and use of social media appear to represent major shifts in the digital language learning landscape. However, these and other applications of technology to mediate language learning may be informed by reflecting not only on the present but perhaps more importantly on relevant insights from past research and practice. This article draws on selected studies and the author's experience to lay out five key lessons learned over more than three decades in CALL. These lessons involve understanding: 1) the cycle of technology adoption; 2) the dimensions of technology mediation in the language learning process; 3) the promise and limitations of CALL research; 4) the critical importance of teacher education and professional development in an age of continuous change; and 5) the need for learner training for effective technology use. Teachers, researchers, and developers alike are encouraged to reflect on these lessons as they create and seek to control the technologies, tasks, and activities of the future.
{"title":"Five Keys from the Past to the Future of CALL","authors":"Philip Hubbard","doi":"10.4018/IJCALLT.2019070101","DOIUrl":"https://doi.org/10.4018/IJCALLT.2019070101","url":null,"abstract":"Current trends in CALL such as mobile learning, gamification, and use of social media appear to represent major shifts in the digital language learning landscape. However, these and other applications of technology to mediate language learning may be informed by reflecting not only on the present but perhaps more importantly on relevant insights from past research and practice. This article draws on selected studies and the author's experience to lay out five key lessons learned over more than three decades in CALL. These lessons involve understanding: 1) the cycle of technology adoption; 2) the dimensions of technology mediation in the language learning process; 3) the promise and limitations of CALL research; 4) the critical importance of teacher education and professional development in an age of continuous change; and 5) the need for learner training for effective technology use. Teachers, researchers, and developers alike are encouraged to reflect on these lessons as they create and seek to control the technologies, tasks, and activities of the future.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74906953","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 : 2019-07-01DOI: 10.4018/IJCALLT.2019070102
Ursula Stickler, R. Hampel
This article explores the theoretical foundations of qualitative research in online language learning. It will look at the distinction between offline and online language learning and discuss whether different ways of knowledge generation are appropriate for those different learning environments. Quantitative and qualitative methodologies will be examined and their fit with various learning theories evaluated. Fundamental theoretical differences between epistemologies supporting a realist ontology and those favouring relativist ontologies will be presented and set in the context of online language learning research. Finally, an argument will be presented that in a sociocultural framework, going beyond quantitative research approaches is necessary to adequately understand the experiences of learners and teachers who share a common interest in novel digital environments.
{"title":"Qualitative Research In Online Language Learning: What Can It Do?","authors":"Ursula Stickler, R. Hampel","doi":"10.4018/IJCALLT.2019070102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2019070102","url":null,"abstract":"This article explores the theoretical foundations of qualitative research in online language learning. It will look at the distinction between offline and online language learning and discuss whether different ways of knowledge generation are appropriate for those different learning environments. Quantitative and qualitative methodologies will be examined and their fit with various learning theories evaluated. Fundamental theoretical differences between epistemologies supporting a realist ontology and those favouring relativist ontologies will be presented and set in the context of online language learning research. Finally, an argument will be presented that in a sociocultural framework, going beyond quantitative research approaches is necessary to adequately understand the experiences of learners and teachers who share a common interest in novel digital environments.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91234613","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 : 2019-04-01DOI: 10.4018/IJCALLT.2019040104
Shaoqun Wu, Alannah Fitzgerald, A. Yu, I. Witten
Learning collocations is one of the most challenging aspects of language learning as there are literally hundreds of thousands of possibilities for combining words. Corpus consultation with concordancers has been recognized in the literature as an established way for language learners to study and explore collocations at their own pace and in their own time although not without technological and sometimes cost barriers. This paper describes the development and evaluation of a learner-friendly collocation consultation system called FlaxLC in a design departure away from the traditional concordancer interface. Two evaluation studies were conducted to assess the learner-friendliness of the system: a face-to-face user study to find out how international students in a New Zealand university used the system to collect collocations of their own interest and a user query analysis—based on an observable artefact of how online learners actually used the system over the course of one year—to examine how the system is used in real life to search and retrieve collocations.
{"title":"Developing and Evaluating a Learner-Friendly Collocation System With User Query Data","authors":"Shaoqun Wu, Alannah Fitzgerald, A. Yu, I. Witten","doi":"10.4018/IJCALLT.2019040104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2019040104","url":null,"abstract":"Learning collocations is one of the most challenging aspects of language learning as there are literally hundreds of thousands of possibilities for combining words. Corpus consultation with concordancers has been recognized in the literature as an established way for language learners to study and explore collocations at their own pace and in their own time although not without technological and sometimes cost barriers. This paper describes the development and evaluation of a learner-friendly collocation consultation system called FlaxLC in a design departure away from the traditional concordancer interface. Two evaluation studies were conducted to assess the learner-friendliness of the system: a face-to-face user study to find out how international students in a New Zealand university used the system to collect collocations of their own interest and a user query analysis—based on an observable artefact of how online learners actually used the system over the course of one year—to examine how the system is used in real life to search and retrieve collocations.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73234473","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 : 2019-04-01DOI: 10.4018/IJCALLT.2019040103
Sagun Shrestha, Tilly Harrison
Machinima, screencast animated videos made in a virtual world, are still not a very well-known phenomenon, and there has been little reseach in relation to their use as a teaching material in English language classrooms. This study aimed to investigate the potential for and challenges in using machinima in the pre-intermediate English as a foreign language (EFL) classroom. Bespoke machinima were created for three classes in Nepal, and the lessons using them were observed. Two teachers and four students were given semi-structued interviews, and 20 students were asked to write a reflective note on their impression of the use of machinima. The findings of the study indicate that machinima are distinct from other materials in that they can be contextualized to address the needs, interests, and values of the learners. Student engagement is thus found to have been significantly higher.
{"title":"Using Machinima as Teaching and Learning Materials","authors":"Sagun Shrestha, Tilly Harrison","doi":"10.4018/IJCALLT.2019040103","DOIUrl":"https://doi.org/10.4018/IJCALLT.2019040103","url":null,"abstract":"Machinima, screencast animated videos made in a virtual world, are still not a very well-known phenomenon, and there has been little reseach in relation to their use as a teaching material in English language classrooms. This study aimed to investigate the potential for and challenges in using machinima in the pre-intermediate English as a foreign language (EFL) classroom. Bespoke machinima were created for three classes in Nepal, and the lessons using them were observed. Two teachers and four students were given semi-structued interviews, and 20 students were asked to write a reflective note on their impression of the use of machinima. The findings of the study indicate that machinima are distinct from other materials in that they can be contextualized to address the needs, interests, and values of the learners. Student engagement is thus found to have been significantly higher.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84041836","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 : 2019-04-01DOI: 10.4018/IJCALLT.2019040101
Mei-Hua Chen
It is not uncommon to see lists of semantically equivalent phrases in pedagogical materials. However, empirical investigations of the effect of synonymous phrase learning on vocabulary development are rarely attempted. The current study promotes computer-assisted synonymous phrase learning by introducing PREFER, a corpus-based paraphrasing system. The organized information including synonymous phrases, Chinese translations, usage patterns, and example sentences would help EFL learners develop vocabulary knowledge in terms of form, meaning, and use. The performances of 49 EFL first-year college students were evaluated using a 15-set multi-select test. The results showed that students consulting PREFER made greater progress than those consulting existing online tools. The improvements of the less proficient students were especially significant, which was to be expected. More importantly, the analyses of learners' errors indicated that their learning difficulties primarily resulted from the lack of attention to word form and the function words (i.e., word form and use) while learning vocabulary.
{"title":"Computer-Assisted Synonymous Phrase Learning","authors":"Mei-Hua Chen","doi":"10.4018/IJCALLT.2019040101","DOIUrl":"https://doi.org/10.4018/IJCALLT.2019040101","url":null,"abstract":"It is not uncommon to see lists of semantically equivalent phrases in pedagogical materials. However, empirical investigations of the effect of synonymous phrase learning on vocabulary development are rarely attempted. The current study promotes computer-assisted synonymous phrase learning by introducing PREFER, a corpus-based paraphrasing system. The organized information including synonymous phrases, Chinese translations, usage patterns, and example sentences would help EFL learners develop vocabulary knowledge in terms of form, meaning, and use. The performances of 49 EFL first-year college students were evaluated using a 15-set multi-select test. The results showed that students consulting PREFER made greater progress than those consulting existing online tools. The improvements of the less proficient students were especially significant, which was to be expected. More importantly, the analyses of learners' errors indicated that their learning difficulties primarily resulted from the lack of attention to word form and the function words (i.e., word form and use) while learning vocabulary.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73898204","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 : 2019-04-01DOI: 10.4018/IJCALLT.2019040102
H. Çiftçi, Erhan Aslan
As current computer-mediated communication (CMC) research is omnipresent in the foreign/second language (L2) writing process, a synthesis of the research in this realm is needed to better understand and inform the current pedagogical practices with technology in language classrooms. This article presents a review of 38 studies identifying the major characteristics of CMC use in L2 writing process and aspects of L2 writing where CMC is embedded. The findings indicate that a variety of CMC-embedded L2 writing tasks were mainly integrated in the drafting and revising/editing stages of writing. Also, there has been a clear shift in recent years from blogs and wikis to other CMC tools, such as Google Docs, Facebook, Skype, and instant messaging. Also, existing CMC research on the L2 writing process mainly focuses on improvement in L2 writing ability/production, complexity/accuracy/fluency (CAF) measures, interactivity in L2 writing, and learners' editing/revision strategies. Finally, this review discusses pedagogical implications and offers suggestions for future research on CMC and L2 writing.
{"title":"Computer-Mediated Communication in the L2 Writing Process","authors":"H. Çiftçi, Erhan Aslan","doi":"10.4018/IJCALLT.2019040102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2019040102","url":null,"abstract":"As current computer-mediated communication (CMC) research is omnipresent in the foreign/second language (L2) writing process, a synthesis of the research in this realm is needed to better understand and inform the current pedagogical practices with technology in language classrooms. This article presents a review of 38 studies identifying the major characteristics of CMC use in L2 writing process and aspects of L2 writing where CMC is embedded. The findings indicate that a variety of CMC-embedded L2 writing tasks were mainly integrated in the drafting and revising/editing stages of writing. Also, there has been a clear shift in recent years from blogs and wikis to other CMC tools, such as Google Docs, Facebook, Skype, and instant messaging. Also, existing CMC research on the L2 writing process mainly focuses on improvement in L2 writing ability/production, complexity/accuracy/fluency (CAF) measures, interactivity in L2 writing, and learners' editing/revision strategies. Finally, this review discusses pedagogical implications and offers suggestions for future research on CMC and L2 writing.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87508644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：