The present article describes a didactic proposal based on the use of an audiovisual translation and accessibility mode as a pedagogical tool: subtitles for the deaf and hard of hearing (SDH). When students create SDH for a pre-selected clip within a well-structured task, they are enhancing integrated skills, especially in the form of written production (of the subtitles), listening comprehension (of the original), and lexical creativity (through the condensation of the original message in the form of subtitles and the description of paralinguistic elements). A project undertaken with online students to assess the potential benefits of SDH has acted as a preliminary study to back up the didactic proposal presented herein. The main data gathered from this experience offers a reference for future practice and research in this field, since it confirms previous assumptions on the validity of subtitling as a pedagogical tool to improve foreign language learning skills.
{"title":"Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class:","authors":"Noa Talaván","doi":"10.6018/IJES.338671","DOIUrl":"https://doi.org/10.6018/IJES.338671","url":null,"abstract":"The present article describes a didactic proposal based on the use of an audiovisual translation and accessibility mode as a pedagogical tool: subtitles for the deaf and hard of hearing (SDH). When students create SDH for a pre-selected clip within a well-structured task, they are enhancing integrated skills, especially in the form of written production (of the subtitles), listening comprehension (of the original), and lexical creativity (through the condensation of the original message in the form of subtitles and the description of paralinguistic elements). A project undertaken with online students to assess the potential benefits of SDH has acted as a preliminary study to back up the didactic proposal presented herein. The main data gathered from this experience offers a reference for future practice and research in this field, since it confirms previous assumptions on the validity of subtitling as a pedagogical tool to improve foreign language learning skills.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"77 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78605427","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}
This essay challenges the myth of Hannibal Lecter, in Demme’s The Silence of the Lambs, as an enigmatic and unclassifiable character. Lecter’s enigma is generated through a largely unexplored process of de-characterization, i.e. by recurrently presenting him through the speech of other characters who describe him as unknowable. After considering Lecter’s case against the background of well-known literary unknowabilities, a deductive phenomenological exploration of Lecter’s de-characterization is carried out with the assistance of tools from the disciplines of personality and social psychology, and supported by empirical evidence from those fields. The demystifying of Lecter’s unreadability does not entail a debasement of the film or the character. On the contrary, Lecter’s de-characterization, albeit a form of narrative manipulation, is viewed as responsible for much of the film’s impact and success. It produces sensitivity-boosting effects; it mediates the indirect characterization of the other characters; and it engages the spectators’ self-image thus contributing importantly to the enjoyment and appreciation of the film.
{"title":"“They don’t have a name for what he is”: The strategic de-characterization of Hannibal Lecter","authors":"Enrique Cámara-Arenas","doi":"10.6018/IJES.336301","DOIUrl":"https://doi.org/10.6018/IJES.336301","url":null,"abstract":"This essay challenges the myth of Hannibal Lecter, in Demme’s The Silence of the Lambs, as an enigmatic and unclassifiable character. Lecter’s enigma is generated through a largely unexplored process of de-characterization, i.e. by recurrently presenting him through the speech of other characters who describe him as unknowable. After considering Lecter’s case against the background of well-known literary unknowabilities, a deductive phenomenological exploration of Lecter’s de-characterization is carried out with the assistance of tools from the disciplines of personality and social psychology, and supported by empirical evidence from those fields. The demystifying of Lecter’s unreadability does not entail a debasement of the film or the character. On the contrary, Lecter’s de-characterization, albeit a form of narrative manipulation, is viewed as responsible for much of the film’s impact and success. It produces sensitivity-boosting effects; it mediates the indirect characterization of the other characters; and it engages the spectators’ self-image thus contributing importantly to the enjoyment and appreciation of the film.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"10 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87965287","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}
The digital age has facilitated the creation of fluid, open stories that are subject to change as they unfold across different media platforms, each contributing to the story as a whole. Transmedia storytelling is also linked to transhumanism, a philosophy based on the idea that human limitations can be overcome through reason, science and technology to finally free us from the limitations of our bodies and minds. The concept of the literary has changed because the concept of the human has also evolved, as technology has been used to enhance both human capacities and storytelling through active participation, group work, and collective intelligence. This double enhancement that transmedia and transhuman storytelling entail is explored in this article through a textual and paratextual analysis of Serial, the world’s most popular podcast, which can help us redefine the present blurring of disciplinary boundaries and the new territory of the literary.
{"title":"Transhumanism, transmedia and the Serial podcast: Redefining storytelling in times of enhancement","authors":"S. Baelo-Allué","doi":"10.6018/IJES.335321","DOIUrl":"https://doi.org/10.6018/IJES.335321","url":null,"abstract":"The digital age has facilitated the creation of fluid, open stories that are subject to change as they unfold across different media platforms, each contributing to the story as a whole. Transmedia storytelling is also linked to transhumanism, a philosophy based on the idea that human limitations can be overcome through reason, science and technology to finally free us from the limitations of our bodies and minds. The concept of the literary has changed because the concept of the human has also evolved, as technology has been used to enhance both human capacities and storytelling through active participation, group work, and collective intelligence. This double enhancement that transmedia and transhuman storytelling entail is explored in this article through a textual and paratextual analysis of Serial, the world’s most popular podcast, which can help us redefine the present blurring of disciplinary boundaries and the new territory of the literary.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"33 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80156968","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}
This article analyzes the alleged Dickensian echo of the highly-acclaimed HBO TV series The Wire. Charles Dickens is probably the literary author to whom the series has most frequently been likened. This correspondence is scrutinized here, as it seems to have been built upon impressionistic references, rather than on methodical intertextual analyses of both the series and the Victorian author. The analysis is intended to throw new light on the Dickensian ambience of The Wire, which seems to be different than previous critical appreciations of the series have suggested.
{"title":"Revisiting the Dickensian echo of the HBO TV series The Wire:","authors":"Pablo Ruano San Segundo","doi":"10.6018/IJES.324051","DOIUrl":"https://doi.org/10.6018/IJES.324051","url":null,"abstract":"This article analyzes the alleged Dickensian echo of the highly-acclaimed HBO TV series The Wire. Charles Dickens is probably the literary author to whom the series has most frequently been likened. This correspondence is scrutinized here, as it seems to have been built upon impressionistic references, rather than on methodical intertextual analyses of both the series and the Victorian author. The analysis is intended to throw new light on the Dickensian ambience of The Wire, which seems to be different than previous critical appreciations of the series have suggested.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"88 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79443455","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 : 2018-12-28DOI: 10.6018/IJES/2018/2/322581
María Luisa Carrió-Pastor, Beatriz Martín Marchante
The work at hand is part of a wider study the aim of which was to determine what kind of factors influence pragmatic failure in an online adaptive placement test taken by Spanish students in their first year at university. A preceding analysis (Carrió and Martín, 2016) showed the type of personal factors that caused the exam takers pragmatic failure according to their own perception. In this paper, we go deeper and search about what specific pragmatic categories the items more frequently failed in the test belong to, so that we can reach some conclusions about its content validity and state whether the pragmatics construct is underrepresented or not in this test.
{"title":"Analysis of pragmatic items in an ESL online adaptive placement test","authors":"María Luisa Carrió-Pastor, Beatriz Martín Marchante","doi":"10.6018/IJES/2018/2/322581","DOIUrl":"https://doi.org/10.6018/IJES/2018/2/322581","url":null,"abstract":"The work at hand is part of a wider study the aim of which was to determine what kind of factors influence pragmatic failure in an online adaptive placement test taken by Spanish students in their first year at university. A preceding analysis (Carrió and Martín, 2016) showed the type of personal factors that caused the exam takers pragmatic failure according to their own perception. In this paper, we go deeper and search about what specific pragmatic categories the items more frequently failed in the test belong to, so that we can reach some conclusions about its content validity and state whether the pragmatics construct is underrepresented or not in this test.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"50 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76501946","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 : 2018-12-28DOI: 10.6018//IJES/2018/2/323311
Marian Amengual-Pizarro
This study aims at exploring the degree of Foreign Language Anxiety (FLA) towards the learning of English that English for Specific Purposes students report experiencing. The participants in this study were 67 undergraduates at the University of the Balearic Islands enrolled in two university degree programs. The Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) was used to collect data. The findings reveal that most students suffered from average to high anxiety levels. Communication apprehension was found to be the main source of participants’ FLA followed by fear of negative evaluation and test anxiety. The data also showed statistically significant differences across students’ university degree programs related to test anxiety and fear of negative evaluation. No statistically significant gender differences in FLA levels were observed. Finally, correlation analyses revealed significant negative associations between participants’ self-perceived English proficiency and their FLA levels associated with listening and speaking skills.
本研究旨在探讨特殊用途英语学生在英语学习中所经历的外语焦虑程度。这项研究的参与者是巴利阿里群岛大学的67名本科生，他们参加了两个大学学位课程。采用Horwitz et al. 1986的外语课堂焦虑量表(Foreign Language Classroom Anxiety Scale, FLCAS)收集数据。调查结果显示，大多数学生的焦虑程度从中等到高度不等。交流恐惧是参与者FLA的主要来源，其次是对负面评价的恐惧和考试焦虑。数据还显示，在大学学位课程中，学生在考试焦虑和对负面评价的恐惧方面存在统计学上的显著差异。性别间FLA水平差异无统计学意义。最后，相关分析显示，参与者自我感知的英语熟练程度与其听力和口语技能相关的FLA水平之间存在显著的负相关。
{"title":"Foreign language classroom anxiety among English for Specific purposes (ESP) students","authors":"Marian Amengual-Pizarro","doi":"10.6018//IJES/2018/2/323311","DOIUrl":"https://doi.org/10.6018//IJES/2018/2/323311","url":null,"abstract":"This study aims at exploring the degree of Foreign Language Anxiety (FLA) towards the learning of English that English for Specific Purposes students report experiencing. The participants in this study were 67 undergraduates at the University of the Balearic Islands enrolled in two university degree programs. The Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) was used to collect data. The findings reveal that most students suffered from average to high anxiety levels. Communication apprehension was found to be the main source of participants’ FLA followed by fear of negative evaluation and test anxiety. The data also showed statistically significant differences across students’ university degree programs related to test anxiety and fear of negative evaluation. No statistically significant gender differences in FLA levels were observed. Finally, correlation analyses revealed significant negative associations between participants’ self-perceived English proficiency and their FLA levels associated with listening and speaking skills.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"50 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82646958","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 : 2018-12-28DOI: 10.6018/ijes/2018/2/312671
M. Garrido
Although critical attention has focused on Ariel, Sylvia Plath’s earlier poems are also worth examining since they reveal significant details concerning the writer’s evolution towards that final achievement. After getting married in June 1956, Plath and Hughes travelled to Spain and settled in Benidorm for their honeymoon. It is the poems derived from that period and Plath’s response to the alien setting that are analyzed in this paper. The corpus of “Spanish poems” and its most salient motifs will be identified and examined to assess the emotional and artistic response of Plath’s encounter with Spain in her work. A rhetorical analysis of these poems will be carried out but biographical data from Plath’s journals, correspondence and prose will also be considered. Finally, two later poems will be examined to demonstrate that Spain left its imprint in Plath’s mind, supplying suggestive imagery which turned the Spanish landscape into a violent mindscape.
{"title":"Plath's Spanish poems and tropes","authors":"M. Garrido","doi":"10.6018/ijes/2018/2/312671","DOIUrl":"https://doi.org/10.6018/ijes/2018/2/312671","url":null,"abstract":"Although critical attention has focused on Ariel, Sylvia Plath’s earlier poems are also worth examining since they reveal significant details concerning the writer’s evolution towards that final achievement. After getting married in June 1956, Plath and Hughes travelled to Spain and settled in Benidorm for their honeymoon. It is the poems derived from that period and Plath’s response to the alien setting that are analyzed in this paper. The corpus of “Spanish poems” and its most salient motifs will be identified and examined to assess the emotional and artistic response of Plath’s encounter with Spain in her work. A rhetorical analysis of these poems will be carried out but biographical data from Plath’s journals, correspondence and prose will also be considered. Finally, two later poems will be examined to demonstrate that Spain left its imprint in Plath’s mind, supplying suggestive imagery which turned the Spanish landscape into a violent mindscape.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"57 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81447441","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 : 2018-12-28DOI: 10.6018/ijes/2018/2/319731
María del Pilar García Mayo
Task-based language teaching research has expanded substantially in foreign language (FL) contexts but most research studies have been carried out with young adults in university settings, despite the fact that FL programs for children are on the increase worldwide. However, there is a clear lack of research-based evidence of what children actually do while performing tasks, which is crucial in order to make decisions about appropriate educational provision, to inform policy makers, and to maximize children's learning opportunities. This paper focuses on current research on children in task-supported programs both in mainstream English as a Foreign Language (EFL) and Content and Language Integrated Learning (CLIL) contexts. It reviews studies carried out within interactional and sociocultural frameworks and shows how children successfully negotiate to make language meaningful, how they engage with the tasks and how they collaborate in different ways during task performance. Challenges and future research directions will be highlighted.
{"title":"Child task-supported interaction in the Spanish EFL setting. Research and challenges","authors":"María del Pilar García Mayo","doi":"10.6018/ijes/2018/2/319731","DOIUrl":"https://doi.org/10.6018/ijes/2018/2/319731","url":null,"abstract":"Task-based language teaching research has expanded substantially in foreign language (FL) contexts but most research studies have been carried out with young adults in university settings, despite the fact that FL programs for children are on the increase worldwide. However, there is a clear lack of research-based evidence of what children actually do while performing tasks, which is crucial in order to make decisions about appropriate educational provision, to inform policy makers, and to maximize children's learning opportunities. This paper focuses on current research on children in task-supported programs both in mainstream English as a Foreign Language (EFL) and Content and Language Integrated Learning (CLIL) contexts. It reviews studies carried out within interactional and sociocultural frameworks and shows how children successfully negotiate to make language meaningful, how they engage with the tasks and how they collaborate in different ways during task performance. Challenges and future research directions will be highlighted.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"21 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82240464","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 : 2018-07-01DOI: 10.6018/IJES/2018/2/320261
Weiyu Zhang, Y. L. Cheung
This study explores voice from an APPRAISAL theory perspective. It aims to investigate how published research writers deploy ATTITUDE and GRADUATION resources to review existing literature in the field. The study is based on a corpus of literature reviews (LRs) from 204 research articles (RAs) in computer networks and communications (CNC) and second language writing (SLW). Findings show that 1) writers demonstrate a strong preference to express their attitude through APPRECIATION rather than AFFECT and JUDGEMENT resources; 2) more FORCE than FOCUS resources are used to upgrade attitudinal meanings realized through ATTITUDE resources or to evoke APPRECIATION; and 3) one-way ANOVA and post hoc tests have detected significant differences in the use of AFFECT and JUDGEMENT resources and in two sub-categories of FORCE and FOCUS resources. The study contributes to new knowledge by relating ATTITUDE and GRADUATION resources to the construction of voice in the disciplines of CNC and SLW.
{"title":"The construction of authorial voice in writing research articles: A corpus-based study from an APPRAISAL theory perspective","authors":"Weiyu Zhang, Y. L. Cheung","doi":"10.6018/IJES/2018/2/320261","DOIUrl":"https://doi.org/10.6018/IJES/2018/2/320261","url":null,"abstract":"This study explores voice from an APPRAISAL theory perspective. It aims to investigate how published research writers deploy ATTITUDE and GRADUATION resources to review existing literature in the field. The study is based on a corpus of literature reviews (LRs) from 204 research articles (RAs) in computer networks and communications (CNC) and second language writing (SLW). Findings show that 1) writers demonstrate a strong preference to express their attitude through APPRECIATION rather than AFFECT and JUDGEMENT resources; 2) more FORCE than FOCUS resources are used to upgrade attitudinal meanings realized through ATTITUDE resources or to evoke APPRECIATION; and 3) one-way ANOVA and post hoc tests have detected significant differences in the use of AFFECT and JUDGEMENT resources and in two sub-categories of FORCE and FOCUS resources. The study contributes to new knowledge by relating ATTITUDE and GRADUATION resources to the construction of voice in the disciplines of CNC and SLW.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"76 5 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83654447","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 : 2018-07-01DOI: 10.6018/IJES/2018/2/316831
Justyna Wierzchowska
This article examines seventeen children poems by Sylvia Plath written in the years 1960-63, in relation to the poetics of romantic love. Drawing on motherhood studies (Klein, 1975; O’Reilly, 2010; Rich, 1976; Winnicott, 1956, 1965, 1967), the maternal shift in psychoanalysis (see Bueskens, 2014: 3-6), and attachment theory (Bowlby, 1950, 1969, 1988), it reads love as a continuous human disposition, informed by one’s attachment history, and realized at different stages of one’s life (Hazan & Shaver, 1987). It specifically refers to Daniel Stern’s and Anthony Giddens’s largely overlapping concepts of maternal and romantic love to argue that Plath’s children poems are significantly infused with a poetics of romantic love. This poetics, however, becomes gradually compromised by a poetics of ambivalence, withdrawal, and self-effacement.
{"title":"Love, Attachment, and Effacement","authors":"Justyna Wierzchowska","doi":"10.6018/IJES/2018/2/316831","DOIUrl":"https://doi.org/10.6018/IJES/2018/2/316831","url":null,"abstract":"This article examines seventeen children poems by Sylvia Plath written in the years 1960-63, in relation to the poetics of romantic love. Drawing on motherhood studies (Klein, 1975; O’Reilly, 2010; Rich, 1976; Winnicott, 1956, 1965, 1967), the maternal shift in psychoanalysis (see Bueskens, 2014: 3-6), and attachment theory (Bowlby, 1950, 1969, 1988), it reads love as a continuous human disposition, informed by one’s attachment history, and realized at different stages of one’s life (Hazan & Shaver, 1987). It specifically refers to Daniel Stern’s and Anthony Giddens’s largely overlapping concepts of maternal and romantic love to argue that Plath’s children poems are significantly infused with a poetics of romantic love. This poetics, however, becomes gradually compromised by a poetics of ambivalence, withdrawal, and self-effacement.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"31 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82415815","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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