Pub Date : 2022-01-02DOI: 10.1080/10228195.2022.2052158
R. Mesthrie, Doreen Nchang, C. Onwukwe
Abstract This article focuses on the fraught relation between xenophobia and language use and learning in the South African sociolinguistic context. It begins with the issue of labelling and the linguistic drawing of boundaries that speak to the phenomena of “othering” and xenophobia. It then proceeds to aspects of diasporic communication and identity negotiation as revealed in language learning, language crossing, and translanguaging in this fraught context. The article draws on two ongoing case studies of selected language practices and choices of Cameroonian migrants and Nigerian returnees. The research on Cameroonians was conducted in Cape Town while the Nigerian work involved preliminary interviews with, and observations of, Igbo returnees from South Africa in Igboland. The nature of xenophobic manifestations in South Africa may appear to be aimed at silencing the “other.” Yet some syntheses are possible, as evident in some acts of language learning and translanguaging that are presented in the article, especially among the Igbo returnees to Nigeria.
{"title":"Encounters with Xenophobia: Language Learning Experiences of Cameroonian and Nigerian Migrants in South Africa","authors":"R. Mesthrie, Doreen Nchang, C. Onwukwe","doi":"10.1080/10228195.2022.2052158","DOIUrl":"https://doi.org/10.1080/10228195.2022.2052158","url":null,"abstract":"Abstract This article focuses on the fraught relation between xenophobia and language use and learning in the South African sociolinguistic context. It begins with the issue of labelling and the linguistic drawing of boundaries that speak to the phenomena of “othering” and xenophobia. It then proceeds to aspects of diasporic communication and identity negotiation as revealed in language learning, language crossing, and translanguaging in this fraught context. The article draws on two ongoing case studies of selected language practices and choices of Cameroonian migrants and Nigerian returnees. The research on Cameroonians was conducted in Cape Town while the Nigerian work involved preliminary interviews with, and observations of, Igbo returnees from South Africa in Igboland. The nature of xenophobic manifestations in South Africa may appear to be aimed at silencing the “other.” Yet some syntheses are possible, as evident in some acts of language learning and translanguaging that are presented in the article, especially among the Igbo returnees to Nigeria.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48828506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/10228195.2022.2055113
Mayowa Akinlotan
Abstract This article proposes a theoretical framework modelling the Nigerian socio-political landscape through coronavirus news headlines. Drawing on news headlines from major newspapers in Nigeria reporting on the coronavirus pandemic, the article argues that discourses in Nigeria can gain significant insights through the analytic lens of a multidimensional interface. The principle argues that certain multidimensional ideologies are universal to discourses in Nigeria, including all of its participants, the social structure, and all that makes up these structures. It is also argued that a meaningful interpretation and analysis of socio-political texts in Nigeria is only possible through the conceptual elements identified in the proposed model.
{"title":"A Multidimensional Interface and Nigerian Political Discourse: A Case Study of Ideological Issues Underlying Coronavirus Discourse in Nigeria","authors":"Mayowa Akinlotan","doi":"10.1080/10228195.2022.2055113","DOIUrl":"https://doi.org/10.1080/10228195.2022.2055113","url":null,"abstract":"Abstract This article proposes a theoretical framework modelling the Nigerian socio-political landscape through coronavirus news headlines. Drawing on news headlines from major newspapers in Nigeria reporting on the coronavirus pandemic, the article argues that discourses in Nigeria can gain significant insights through the analytic lens of a multidimensional interface. The principle argues that certain multidimensional ideologies are universal to discourses in Nigeria, including all of its participants, the social structure, and all that makes up these structures. It is also argued that a meaningful interpretation and analysis of socio-political texts in Nigeria is only possible through the conceptual elements identified in the proposed model.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42002461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/10228195.2022.2067216
Temitayo Olatoye
Abstract This study examines the attitudes of 102 Nigerians towards six varieties of English in terms of status and solidarity: Southern British, Scottish, General American, Acrolectal Nigerian, Non-acrolectal Nigerian, and Ivorian. Using the verbal guise technique, attitudinal evaluations were obtained via an online questionnaire with a six-point semantic differential scale and eight traits. A speaker identification task was also included to examine dialectal awareness. Results indicate that the British, American, and Acrolectal Nigerian varieties received more positive evaluations in terms of status, while greater solidarity was expressed towards the American and both Nigerian varieties. An examination of participants’ responses reveals that accent familiarity and the speaker’s degree of accentedness enhance the listener’s ability to make fine-grained distinctions. These findings are discussed in relation to the acceptability of an endonormative variety in Nigeria.
{"title":"Attitudes of Educated Nigerians towards Varieties of English","authors":"Temitayo Olatoye","doi":"10.1080/10228195.2022.2067216","DOIUrl":"https://doi.org/10.1080/10228195.2022.2067216","url":null,"abstract":"Abstract This study examines the attitudes of 102 Nigerians towards six varieties of English in terms of status and solidarity: Southern British, Scottish, General American, Acrolectal Nigerian, Non-acrolectal Nigerian, and Ivorian. Using the verbal guise technique, attitudinal evaluations were obtained via an online questionnaire with a six-point semantic differential scale and eight traits. A speaker identification task was also included to examine dialectal awareness. Results indicate that the British, American, and Acrolectal Nigerian varieties received more positive evaluations in terms of status, while greater solidarity was expressed towards the American and both Nigerian varieties. An examination of participants’ responses reveals that accent familiarity and the speaker’s degree of accentedness enhance the listener’s ability to make fine-grained distinctions. These findings are discussed in relation to the acceptability of an endonormative variety in Nigeria.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46171592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/10228195.2022.2066157
Graham Creighton
Abstract In international schools where English is the language of learning and teaching there are many students whose first language is not English and whose low vocabulary levels inhibit their chances of taking full advantage of their education. Not only must students comprehend the high-frequency vocabulary that make up general English usage, they also need the mid-frequency and academic vocabulary used by their teachers. In this article I report on the vocabulary levels of grade 9 and 10 English as a Second Language (ESL) students at an international high school and the vocabulary profile of their teachers’ spoken discourse. Results indicated a gap between the vocabulary level of the ESL students and the vocabulary used by the teachers. A better understanding of this gap would put English teachers in a stronger position to assist students to reach the vocabulary levels necessary for them to make sense of their lessons.
{"title":"Congruence between Teachers’ Spoken Discourse and Students’ Vocabulary Levels: Is the Gap Too Wide?","authors":"Graham Creighton","doi":"10.1080/10228195.2022.2066157","DOIUrl":"https://doi.org/10.1080/10228195.2022.2066157","url":null,"abstract":"Abstract In international schools where English is the language of learning and teaching there are many students whose first language is not English and whose low vocabulary levels inhibit their chances of taking full advantage of their education. Not only must students comprehend the high-frequency vocabulary that make up general English usage, they also need the mid-frequency and academic vocabulary used by their teachers. In this article I report on the vocabulary levels of grade 9 and 10 English as a Second Language (ESL) students at an international high school and the vocabulary profile of their teachers’ spoken discourse. Results indicated a gap between the vocabulary level of the ESL students and the vocabulary used by the teachers. A better understanding of this gap would put English teachers in a stronger position to assist students to reach the vocabulary levels necessary for them to make sense of their lessons.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49631559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/10228195.2022.2067214
Mahmoud Azaz, Essa Alfaifi
Abstract Adapting the notions of regional Modern Standard Arabic (Ibrahim 2009; Ryding 2010) and gradience in acceptability judgments (Papadopoulou, Leivada, and Pavlou 2014), this paper teases apart educated native speakers’ judgements and lexical preferences in an intricate case of lexical collocations. In this case, one of the two co-occurring words or constituents has two variants rendered in different morphological forms, but they are derived from the same root. The results of an acceptability judgment task showed that educated Saudi Arabian speakers tended to disfavour lexical variants used in Egyptian newspapers and overwhelmingly opted for the variants used in their region when forced to do so. It is argued that although the lexicon of Standard Arabic is relatively stable and governed by substantial regularities and conformities to standard morphological rules, still regional varieties can be differentiated. The dynamic nature of Standard Arabic synchronically and its interaction with Arabic dialects in different regions is discussed.
{"title":"Lexical Variation in Regional Modern Standard Arabic","authors":"Mahmoud Azaz, Essa Alfaifi","doi":"10.1080/10228195.2022.2067214","DOIUrl":"https://doi.org/10.1080/10228195.2022.2067214","url":null,"abstract":"Abstract Adapting the notions of regional Modern Standard Arabic (Ibrahim 2009; Ryding 2010) and gradience in acceptability judgments (Papadopoulou, Leivada, and Pavlou 2014), this paper teases apart educated native speakers’ judgements and lexical preferences in an intricate case of lexical collocations. In this case, one of the two co-occurring words or constituents has two variants rendered in different morphological forms, but they are derived from the same root. The results of an acceptability judgment task showed that educated Saudi Arabian speakers tended to disfavour lexical variants used in Egyptian newspapers and overwhelmingly opted for the variants used in their region when forced to do so. It is argued that although the lexicon of Standard Arabic is relatively stable and governed by substantial regularities and conformities to standard morphological rules, still regional varieties can be differentiated. The dynamic nature of Standard Arabic synchronically and its interaction with Arabic dialects in different regions is discussed.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48136369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1970210
Sheron Maphosa
Abstract Following the recognition of 16 languages in the Zimbabwean Constitution in 2013, 2015 saw a curriculum reform process begin, and the Education Act was also amended in 2019. Even though there were previous language-in-education policies aimed at promoting the use of minority languages, it is contended here that most the languages included in the previous policies have not made any significant inroads as languages of education. The study therefore examines the implementation of the language-in-education policy as enshrined in the Constitution, Education Act and curriculum framework, using Kalanga as a case study. It argues that language-in-education policy is affected by the wider linguistic ecological system and identifies the ecological factors that affect policy implementation. The research takes a qualitative approach and focuses on the perspectives of a sample of ministry officials, heads of schools, teachers, parents and advocacy groups. The findings demonstrate that there are linguistic ecological factors that cannot be overlooked and exist in an interconnected relationship.
{"title":"An Ecological Approach to the Implementation of Language-in-Education Policy: A Kalanga Case Study","authors":"Sheron Maphosa","doi":"10.1080/10228195.2021.1970210","DOIUrl":"https://doi.org/10.1080/10228195.2021.1970210","url":null,"abstract":"Abstract Following the recognition of 16 languages in the Zimbabwean Constitution in 2013, 2015 saw a curriculum reform process begin, and the Education Act was also amended in 2019. Even though there were previous language-in-education policies aimed at promoting the use of minority languages, it is contended here that most the languages included in the previous policies have not made any significant inroads as languages of education. The study therefore examines the implementation of the language-in-education policy as enshrined in the Constitution, Education Act and curriculum framework, using Kalanga as a case study. It argues that language-in-education policy is affected by the wider linguistic ecological system and identifies the ecological factors that affect policy implementation. The research takes a qualitative approach and focuses on the perspectives of a sample of ministry officials, heads of schools, teachers, parents and advocacy groups. The findings demonstrate that there are linguistic ecological factors that cannot be overlooked and exist in an interconnected relationship.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45609740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1963812
Ntṡoeu Seepheephe
Abstract This study examines the frequency and distribution of linguistic metaphors in selected Sesotho newspapers (Lentsoe, Leselinyana and Moeletsi) in their coverage of HIV and AIDS. The results reveal that 83.9 metaphors occur per 1 000 words, and that the majority of these metaphors are conventional. The findings show that linguistic metaphors are evenly distributed between the three newspapers analysed. There are also similarities between the newspapers regarding the most frequently used metaphorical expressions. Metaphors created by using the locative case marker -ng and the metaphorical expression bontsha (show) and its inflected forms are the linguistic metaphors used most frequently by the newspapers. The findings show that there is a difference in the frequency of metaphors during the period 1986–1995 and later periods, with fewer linguistic metaphors used in 1996–2010. However, the metaphors created using the locative case marker -ng and bontsha (show) and its inflected forms remain the most frequent linguistic metaphors in each period.
{"title":"Metaphor Frequency and Distribution in Three Sesotho Newspapers’ Coverage of HIV and AIDS","authors":"Ntṡoeu Seepheephe","doi":"10.1080/10228195.2021.1963812","DOIUrl":"https://doi.org/10.1080/10228195.2021.1963812","url":null,"abstract":"Abstract This study examines the frequency and distribution of linguistic metaphors in selected Sesotho newspapers (Lentsoe, Leselinyana and Moeletsi) in their coverage of HIV and AIDS. The results reveal that 83.9 metaphors occur per 1 000 words, and that the majority of these metaphors are conventional. The findings show that linguistic metaphors are evenly distributed between the three newspapers analysed. There are also similarities between the newspapers regarding the most frequently used metaphorical expressions. Metaphors created by using the locative case marker -ng and the metaphorical expression bontsha (show) and its inflected forms are the linguistic metaphors used most frequently by the newspapers. The findings show that there is a difference in the frequency of metaphors during the period 1986–1995 and later periods, with fewer linguistic metaphors used in 1996–2010. However, the metaphors created using the locative case marker -ng and bontsha (show) and its inflected forms remain the most frequent linguistic metaphors in each period.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43400153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1951334
Soili Norro
Abstract The medium of instruction is a crucial issue in language education policy in multilingual post-colonial countries such as Namibia. Teachers occupy a central role in language policy implementation, and their beliefs affect it. It is therefore important to study their beliefs about language education policy and its implementation. This article explores Namibian teachers’ beliefs in this regard in two government primary schools by means of a questionnaire and semi-structured interviews. The qualitative analysis shows that the teachers believe the current language policy is problematic and its implementation challenging. The majority see multilingual education as a good option, though the findings of the questionnaire and the interview data are somewhat at odds. Introducing multilingual pedagogy education in teacher training and legitimising translanguaging in classrooms would enhance learner-centred approaches in Namibian schools.
{"title":"Namibian Teachers’ Beliefs about Medium of Instruction and Language Education Policy Implementation","authors":"Soili Norro","doi":"10.1080/10228195.2021.1951334","DOIUrl":"https://doi.org/10.1080/10228195.2021.1951334","url":null,"abstract":"Abstract The medium of instruction is a crucial issue in language education policy in multilingual post-colonial countries such as Namibia. Teachers occupy a central role in language policy implementation, and their beliefs affect it. It is therefore important to study their beliefs about language education policy and its implementation. This article explores Namibian teachers’ beliefs in this regard in two government primary schools by means of a questionnaire and semi-structured interviews. The qualitative analysis shows that the teachers believe the current language policy is problematic and its implementation challenging. The majority see multilingual education as a good option, though the findings of the questionnaire and the interview data are somewhat at odds. Introducing multilingual pedagogy education in teacher training and legitimising translanguaging in classrooms would enhance learner-centred approaches in Namibian schools.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49269428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.2009632
Theodorus du Plessis
This thirteenth special issue of Language Matters on language politics in Africa again has a strong focus on language-in-education policy. Three of the articles deal with aspects of language policy implementation and challenges in education in two southern African settings, Zimbabwe and Namibia. Particularly noteworthy is their focus on indigenous and minoritised languages in education and on some of the challenges regarding multilingual education. Two further articles are broadly situated in a health context, the one dealing with the development of a screening test used in healthcare facilities in South Africa and the other investigating metaphors found in newspaper coverage of HIV and AIDS issues in Lesotho. A final article deals with public access to, involvement in, and the right to petition Parliament in Zimbabwe.
{"title":"Editorial","authors":"Theodorus du Plessis","doi":"10.1080/10228195.2021.2009632","DOIUrl":"https://doi.org/10.1080/10228195.2021.2009632","url":null,"abstract":"This thirteenth special issue of Language Matters on language politics in Africa again has a strong focus on language-in-education policy. Three of the articles deal with aspects of language policy implementation and challenges in education in two southern African settings, Zimbabwe and Namibia. Particularly noteworthy is their focus on indigenous and minoritised languages in education and on some of the challenges regarding multilingual education. Two further articles are broadly situated in a health context, the one dealing with the development of a screening test used in healthcare facilities in South Africa and the other investigating metaphors found in newspaper coverage of HIV and AIDS issues in Lesotho. A final article deals with public access to, involvement in, and the right to petition Parliament in Zimbabwe.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43574680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1951333
Jubilee Chikasha
Abstract This study explored how minority language speaking learners experience language use in a multilingual classroom. The study was conducted in Binga District, Zimbabwe, where Tonga, a formerly marginalised language, is predominant. This qualitative study is grounded in the multilingual education framework. A sample of 40 learners was drawn from four primary schools. Data were gathered mainly through semi-structured interviews. Findings indicate that the majority of teachers at these schools are either Ndebele or Shona first language speakers, with some having almost no communicative competence in Tonga, the language of the community. This has led to the adoption of English and Ndebele or Shona as the language of teaching and learning (LOTL) in the classroom. Adopting these languages has resulted in the isolation and marginalisation of Tonga learners, who are thereby denied the right to education in the classroom context, leading to negative attitudes towards school and high failure and dropout rates.
{"title":"Multilingualism in Education: The Lived Experience of the Marginalised Language Learner","authors":"Jubilee Chikasha","doi":"10.1080/10228195.2021.1951333","DOIUrl":"https://doi.org/10.1080/10228195.2021.1951333","url":null,"abstract":"Abstract This study explored how minority language speaking learners experience language use in a multilingual classroom. The study was conducted in Binga District, Zimbabwe, where Tonga, a formerly marginalised language, is predominant. This qualitative study is grounded in the multilingual education framework. A sample of 40 learners was drawn from four primary schools. Data were gathered mainly through semi-structured interviews. Findings indicate that the majority of teachers at these schools are either Ndebele or Shona first language speakers, with some having almost no communicative competence in Tonga, the language of the community. This has led to the adoption of English and Ndebele or Shona as the language of teaching and learning (LOTL) in the classroom. Adopting these languages has resulted in the isolation and marginalisation of Tonga learners, who are thereby denied the right to education in the classroom context, leading to negative attitudes towards school and high failure and dropout rates.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47608888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","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：