Círculo de Lingüística Aplicado a la Comunicaci´´on
{"title":"Congreso Internacional Estudios Filológicos y Lingüísticos (EFL)","authors":"Círculo de Lingüística Aplicado a la Comunicaci´´on","doi":"10.5209/CLAC.76719","DOIUrl":"https://doi.org/10.5209/CLAC.76719","url":null,"abstract":"","PeriodicalId":44456,"journal":{"name":"Circulo De Linguistica Aplicada a La Comunicacion","volume":"87 1","pages":"249"},"PeriodicalIF":0.4,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48098002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Tiempo, aspecto y modo en segundas lenguas (TAML2). Estudios recientes de Lingüística Aplicada","authors":"Lucía Quintana Hernández, B. Arrizabalaga","doi":"10.5209/CLAC.76708","DOIUrl":"https://doi.org/10.5209/CLAC.76708","url":null,"abstract":"","PeriodicalId":44456,"journal":{"name":"Circulo De Linguistica Aplicada a La Comunicacion","volume":"87 1","pages":"1-5"},"PeriodicalIF":0.4,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41470303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
. This paper explores the application of conceptual metonymy (Lakoff, 1987; Ruiz de Mendoza, 2000; Langacker, 2009; Panther, Thornburg and Barcelona, 2009; Barcelona, 2013) in the development of pedagogical resources for the teaching of the Spanish verbal system to L2/FL learners. To this end, a description is given of the advantages of introducing inferential reasoning using metonymy based on certain principles taken from the Cognitive Grammar model (Langacker, 1987, 1991, 2000, 2001, 2008, 2009) in grammar teaching materials – both descriptions and activities. We focus on tense uses that involve metonymic processes, particularly, the meaning extensions in two Spanish past tenses: (1) the actional meaning of stative verbs when conveyed in pretérito indefinido (preterit) , as in Pudimos comprar la casa ‘We could buy the house’, metonymically extended to Compramos la casa ‘We bought the house’; and (2) the distancing use ( uso citativo ) of pretérito imperfecto (imperfect) when referring to current facts, as in ¿Cómo te llamabas ? (How PRO.REFL.2SG call. IPFV.PST.2SG?) ‘What was your name again?’, which is metonymically extended to ( Se me ha dicho / No recuerdo / No he oído) cómo te llamas [(‘I have been told/I can’t recall/I couldn’t hear’) how PRO.REFL.2SG call.PRES.2SG]. In order to discuss the kind of contribution that this conceptual standpoint can make to the teaching of the Spanish verbal system, the pedagogical potential of some techniques and resources is explored in terms of (a) metonymic and metaphorical reasoning in pedagogical grammar descriptions, (b) consciousness-raising paraphrase exercises focused on meaning indeterminacy, and contribuir a la enseñanza del sistema verbal español, se explora el potencial pedagógico de algunas técnicas y recursos, en concreto, (a) descripciones gramaticales pedagógicas centradas en el razonamiento metafórico y metonímico, (b) ejercicios de paráfrasis centrados en la indeterminación del significado para promover la concienciación de los aprendientes, y (c) la creación de redes y el uso de imágenes (dinámicas) para ejemplificar la variabilidad de las conceptualizaciones del significado gramatical. ( imperfecto ). 4.2. Stative verbs understood as actions or changes of state when used with Spanish preterit or with the progressive periphrasis ( estar + Gerund). 5. Pedagogical implementations. 6. Conclusions. References. Cómo citar: Castañeda Castro, A.; Sánchez Cuadrado, A. (2021). The role of metonymy in teaching the Spanish verbal system to L2/FL learners of Spanish. In Tense, Aspect and Modality in L2. Recent Applied Studies, L. Quintana Hernández and B. Rodríguez Arrizabalaga (eds.), Círculo de Lingüística Aplicada a la Comunicación, 32(3), 71-94, org/10.5209/clac.76713
本文探讨了概念转喻（Lakoff，1987；Ruiz de Mendoza，2000；Langacker，2009；Panther，Thornburg和Barcelona，2009；Barcelona，2013）在二语/外语学习者西班牙语言语系统教学资源开发中的应用。为此，基于认知语法模型（Langacker，1987、1991、2000、2001、2008、2009）中的某些原则，描述了在语法教材中引入转喻推理的优势，包括描述和活动。我们关注涉及转喻过程的时态使用，特别是两个西班牙语过去时中的意义扩展：（1）静态动词在pretérito defininido（prerit）中表达时的动作意义，如Pudimos comprar la casa中的“We could buy the house”，转喻扩展到Compramos la casa“We buy the house”；和（2）在引用当前事实时，pretérito imperfecto（不完美）的疏远使用（uso-citativo），如在？Cómo te llamabas？（PRO.REFL.2SG是如何调用.IPFV.PST.2SG的？）“你又叫什么名字了？”，它在转喻上扩展为（Se me ha dicho/No recierdo/No he oído）cómo te llamas[（“我被告知/我记不起/我听不见”）PRO.REFL.2SG如何调用.PRES.2SG]。为了讨论这种概念观点对西班牙语语言系统教学的贡献，从以下方面探索了一些技术和资源的教学潜力：（a）教学语法描述中的转喻和隐喻推理，（b）关注意义不确定性的提高意识的转述练习，以及对语言español系统的贡献，se explorea el potential pedagógico de algunas técnicas y recursos，总之，（a）描述了中央科学院的科学院和医学院，（b）中央科学院在促进科学院的协调方面的不确定性，以及（c）创造了有意义的概念的多样性。（不完美）。4.2.静态动词与西班牙语prerit或进行式周边词（estar+Gerund）一起使用时，被理解为动作或状态变化。5.教学实施。6.结论。参考文献。Cómo citar：卡斯塔涅达·卡斯特罗，A。；Sánchez Cuadrado，A.（2021）。转喻在二语/外语西班牙语学习者西班牙语言语系统教学中的作用。在第二语言的时态、体和情态方面。《最近的应用研究》，L.Quintana Hernández和B.Rodríguez Arrizabalaga（编辑），Círculo de Lingüística Aplicada a la Comunicación，32（3），71-94，org/10.5209/clac.76713
{"title":"The Role of Metonymy in Teaching the Spanish Verbal System to L2/FL Learners of Spanish","authors":"A. Castro, Adolfo Sánchez Cuadrado","doi":"10.5209/CLAC.76713","DOIUrl":"https://doi.org/10.5209/CLAC.76713","url":null,"abstract":". This paper explores the application of conceptual metonymy (Lakoff, 1987; Ruiz de Mendoza, 2000; Langacker, 2009; Panther, Thornburg and Barcelona, 2009; Barcelona, 2013) in the development of pedagogical resources for the teaching of the Spanish verbal system to L2/FL learners. To this end, a description is given of the advantages of introducing inferential reasoning using metonymy based on certain principles taken from the Cognitive Grammar model (Langacker, 1987, 1991, 2000, 2001, 2008, 2009) in grammar teaching materials – both descriptions and activities. We focus on tense uses that involve metonymic processes, particularly, the meaning extensions in two Spanish past tenses: (1) the actional meaning of stative verbs when conveyed in pretérito indefinido (preterit) , as in Pudimos comprar la casa ‘We could buy the house’, metonymically extended to Compramos la casa ‘We bought the house’; and (2) the distancing use ( uso citativo ) of pretérito imperfecto (imperfect) when referring to current facts, as in ¿Cómo te llamabas ? (How PRO.REFL.2SG call. IPFV.PST.2SG?) ‘What was your name again?’, which is metonymically extended to ( Se me ha dicho / No recuerdo / No he oído) cómo te llamas [(‘I have been told/I can’t recall/I couldn’t hear’) how PRO.REFL.2SG call.PRES.2SG]. In order to discuss the kind of contribution that this conceptual standpoint can make to the teaching of the Spanish verbal system, the pedagogical potential of some techniques and resources is explored in terms of (a) metonymic and metaphorical reasoning in pedagogical grammar descriptions, (b) consciousness-raising paraphrase exercises focused on meaning indeterminacy, and contribuir a la enseñanza del sistema verbal español, se explora el potencial pedagógico de algunas técnicas y recursos, en concreto, (a) descripciones gramaticales pedagógicas centradas en el razonamiento metafórico y metonímico, (b) ejercicios de paráfrasis centrados en la indeterminación del significado para promover la concienciación de los aprendientes, y (c) la creación de redes y el uso de imágenes (dinámicas) para ejemplificar la variabilidad de las conceptualizaciones del significado gramatical. ( imperfecto ). 4.2. Stative verbs understood as actions or changes of state when used with Spanish preterit or with the progressive periphrasis ( estar + Gerund). 5. Pedagogical implementations. 6. Conclusions. References. Cómo citar: Castañeda Castro, A.; Sánchez Cuadrado, A. (2021). The role of metonymy in teaching the Spanish verbal system to L2/FL learners of Spanish. In Tense, Aspect and Modality in L2. Recent Applied Studies, L. Quintana Hernández and B. Rodríguez Arrizabalaga (eds.), Círculo de Lingüística Aplicada a la Comunicación, 32(3), 71-94, org/10.5209/clac.76713","PeriodicalId":44456,"journal":{"name":"Circulo De Linguistica Aplicada a La Comunicacion","volume":"87 1","pages":"71-94"},"PeriodicalIF":0.4,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41776983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Research on the Trends and Hot Topics of American Applied Linguistics: Analysis of the Changes of Strands and High-Frequency Words in AAAL Annual Conferences from 1999 to 2019","authors":"金蓓 BeiJin, Liulin Zhang 张榴琳","doi":"10.5209/CLAC.76716","DOIUrl":"https://doi.org/10.5209/CLAC.76716","url":null,"abstract":"","PeriodicalId":44456,"journal":{"name":"Circulo De Linguistica Aplicada a La Comunicacion","volume":"87 1","pages":"143-151"},"PeriodicalIF":0.4,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42768927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this article is to analyze the expression of emotion in oral autobiographical narratives in Spanish as a foreign language of 20 Arabic speakers. Three film fragments inducing joy, sadness and one neutral were used. The informants filled a questionnaire where they ensured to have felt these emotions and they narrated events where they had experienced joy and sadness. We analyze the lexicon, focusing on complexity -density, diversity, and sophistication-, emotional vocabulary and the grammatical categories used to express emotion. There were no significant differences in lexical complexity, there were more positive than negative words - especially verbs, followed by nouns, adjectives, and adverbs - in both speeches, more negative words in the sadness speech than negative words in the joy speech and more sophisticated words. These results reveal the importance of emotional vocabulary in teaching in order to improve the socialization and acculturation of language knowing the different emotional scripts between cultures and languages
{"title":"Análisis de la expresión de la emoción en las narraciones orales de arabófobos jordanos aprendientes de español","authors":"Mónica Blanco Ruiz, M. P. Serrano","doi":"10.5209/CLAC.69670","DOIUrl":"https://doi.org/10.5209/CLAC.69670","url":null,"abstract":"The aim of this article is to analyze the expression of emotion in oral autobiographical narratives in Spanish as a foreign language of 20 Arabic speakers. Three film fragments inducing joy, sadness and one neutral were used. The informants filled a questionnaire where they ensured to have felt these emotions and they narrated events where they had experienced joy and sadness. We analyze the lexicon, focusing on complexity -density, diversity, and sophistication-, emotional vocabulary and the grammatical categories used to express emotion. There were no significant differences in lexical complexity, there were more positive than negative words - especially verbs, followed by nouns, adjectives, and adverbs - in both speeches, more negative words in the sadness speech than negative words in the joy speech and more sophisticated words. These results reveal the importance of emotional vocabulary in teaching in order to improve the socialization and acculturation of language knowing the different emotional scripts between cultures and languages","PeriodicalId":44456,"journal":{"name":"Circulo De Linguistica Aplicada a La Comunicacion","volume":"87 1","pages":"121-133"},"PeriodicalIF":0.4,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48111984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The identity that a speaker attributes to both him or herself and the listener in speech is crucial to achieve his or her communication goals. Unlike scientific discourse, which tends to depersonalize to improve objectivity, language in advertising is highly modalized, and tries to involve its audience by imprinting a subjectivity to the language mostly recognized through the use of deictic markers. Using the Theory of Enunciation as a frame of reference, this study analyzes how at each moment in history, the Spanish Ministry of Defence has used person deixis to build the most effective image of the speaker and listener for its persuasive purpose in graphic advertising. The results obtained indicate that the preeminent "you", aimed at recruiting in the nineties, has shared prominence with the exclusive plural in the creative advertising of the early years of the 21st century to project a new corporate identity for the Armed Forces. On the other hand, to encourage the Culture of Security and Defense in the latest campaigns, the singular second person has been replace by the inclusive plural, the plural third-person and the indefinite quantifier "everyone".
{"title":"Tú, nosotros, ellos y todos. La deixis personal como estrategia publicitaria del Ministerio de Defensa español","authors":"Sira Hernández Corchete","doi":"10.5209/CLAC.70484","DOIUrl":"https://doi.org/10.5209/CLAC.70484","url":null,"abstract":"The identity that a speaker attributes to both him or herself and the listener in speech is crucial to achieve his or her communication goals. Unlike scientific discourse, which tends to depersonalize to improve objectivity, language in advertising is highly modalized, and tries to involve its audience by imprinting a subjectivity to the language mostly recognized through the use of deictic markers. Using the Theory of Enunciation as a frame of reference, this study analyzes how at each moment in history, the Spanish Ministry of Defence has used person deixis to build the most effective image of the speaker and listener for its persuasive purpose in graphic advertising. The results obtained indicate that the preeminent \"you\", aimed at recruiting in the nineties, has shared prominence with the exclusive plural in the creative advertising of the early years of the 21st century to project a new corporate identity for the Armed Forces. On the other hand, to encourage the Culture of Security and Defense in the latest campaigns, the singular second person has been replace by the inclusive plural, the plural third-person and the indefinite quantifier \"everyone\".","PeriodicalId":44456,"journal":{"name":"Circulo De Linguistica Aplicada a La Comunicacion","volume":"87 1","pages":"203-214"},"PeriodicalIF":0.4,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48028986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Análisis sociolingüístico de la serie de televisión Brigada Costa del Sol y percepción de los espectadores","authors":"Marta León-Castro Gómez","doi":"10.5209/CLAC.69560","DOIUrl":"https://doi.org/10.5209/CLAC.69560","url":null,"abstract":"","PeriodicalId":44456,"journal":{"name":"Circulo De Linguistica Aplicada a La Comunicacion","volume":"87 1","pages":"215-226"},"PeriodicalIF":0.4,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42424798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Las oraciones atributivas con las cópulas ser y estar del español y las oraciones con la palabra shì 是 del chino disponen de bastantes similitudes obvias en las estructuras gramaticales, funciones y usos, por lo cual los estudiantes pueden equipararlas simplemente. Sin embargo, en estas oraciones de ambas lenguas existen las diferencias en lo común, marcando sus propias características. En el presente trabajo se analizan las distintas estructuras y funciones de las oraciones con shì, ser y estar con el objeto de compararlas desde los puntos de vista gramatical y semántico, que puede servir para la enseñanza y aprendizaje de dichas lenguas como lenguas extranjeras
{"title":"Estudio comparativo de las oraciones con ‘shì’ 是 en chino y ‘ser’ y ‘estar’ en español","authors":"Shu Zhang","doi":"10.5209/CLAC.75503","DOIUrl":"https://doi.org/10.5209/CLAC.75503","url":null,"abstract":"Las oraciones atributivas con las cópulas ser y estar del español y las oraciones con la palabra shì 是 del chino disponen de bastantes similitudes obvias en las estructuras gramaticales, funciones y usos, por lo cual los estudiantes pueden equipararlas simplemente. Sin embargo, en estas oraciones de ambas lenguas existen las diferencias en lo común, marcando sus propias características. En el presente trabajo se analizan las distintas estructuras y funciones de las oraciones con shì, ser y estar con el objeto de compararlas desde los puntos de vista gramatical y semántico, que puede servir para la enseñanza y aprendizaje de dichas lenguas como lenguas extranjeras","PeriodicalId":44456,"journal":{"name":"Circulo De Linguistica Aplicada a La Comunicacion","volume":"86 1","pages":"247-262"},"PeriodicalIF":0.4,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42823770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
En las últimas décadas, la incorporación de la mujer a puestos directivos ha conllevado el nacimiento de un nuevo estilo de liderazgo, caracterizado por su promoción del trabajo en equipo, el refuerzo de la afiliación y el establecimiento de relaciones de poder horizontales. Con el objetivo de determinar si dicho estilo de liderazgo condiciona las estrategias argumentativas y de creación de la imagen empleadas por las directivas españolas, se han analizado 25 entrevistas difundidas por diversos medios de comunicación. Los resultados muestran cómo el sexo de las interlocutoras condiciona tanto el uso estratégico de las actividades de imagen y de los roles desempeñados como las tácticas argumentativas empleadas. El fin último de sus palabras consiste en realzar la imagen corporativa y persuadir a los futuros consumidores o posibles accionistas. Se pone de manifiesto, pues, la relación de bifuncionalidad existente entre las estrategias argumentativas y la creación de la imagen social.
{"title":"Mujeres directivas: estrategias argumentativas y actividades de gestión de la imagen social","authors":"E. Peña","doi":"10.5209/CLAC.74077","DOIUrl":"https://doi.org/10.5209/CLAC.74077","url":null,"abstract":"En las últimas décadas, la incorporación de la mujer a puestos directivos ha conllevado el nacimiento de un nuevo estilo de liderazgo, caracterizado por su promoción del trabajo en equipo, el refuerzo de la afiliación y el establecimiento de relaciones de poder horizontales. Con el objetivo de determinar si dicho estilo de liderazgo condiciona las estrategias argumentativas y de creación de la imagen empleadas por las directivas españolas, se han analizado 25 entrevistas difundidas por diversos medios de comunicación. Los resultados muestran cómo el sexo de las interlocutoras condiciona tanto el uso estratégico de las actividades de imagen y de los roles desempeñados como las tácticas argumentativas empleadas. El fin último de sus palabras consiste en realzar la imagen corporativa y persuadir a los futuros consumidores o posibles accionistas. Se pone de manifiesto, pues, la relación de bifuncionalidad existente entre las estrategias argumentativas y la creación de la imagen social.","PeriodicalId":44456,"journal":{"name":"Circulo De Linguistica Aplicada a La Comunicacion","volume":"86 1","pages":"95-112"},"PeriodicalIF":0.4,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44480713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Es una reseña del libro reciente publicado por Patricia Fernández Martín (2019), profesora de la universidad Autónoma de Madrid.
这是马德里自治大学教授帕特里夏·费尔南德斯·马丁（2019年）最近出版的一本书的回顾。
{"title":"Fernández Martín, Patricia (2019)\" Didáctica de la Lengua Española en Educación Primaria\". Madrid: Ediciones Paraninfo, 2019 ISBN 978-84-283-4125-7","authors":"Jingyuan Hu","doi":"10.5209/CLAC.69297","DOIUrl":"https://doi.org/10.5209/CLAC.69297","url":null,"abstract":"Es una reseña del libro reciente publicado por Patricia Fernández Martín (2019), profesora de la universidad Autónoma de Madrid.","PeriodicalId":44456,"journal":{"name":"Circulo De Linguistica Aplicada a La Comunicacion","volume":"86 1","pages":"263-266"},"PeriodicalIF":0.4,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48310794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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