Pub Date : 2020-07-23DOI: 10.1080/19463014.2020.1789483
Matthew Burdelski
ABSTRACT This paper explores the classroom socialisation of a mundane institutional language policy regarding the use of the target language: Japanese. Based on audiovisual recordings in a Japanese as a heritage language (JHL) classroom, it analyses episodes when teachers initiated repair on children’s novel English loanwords (i.e. English-based words pronounced in Japanese but not widely accepted and used), in ways that treated them (or sometimes the social actions performed through them) as problematic. Through a multimodal analysis of other-initiated repair turns and the sequences in which they were lodged, it examines how students responded, and whether and how teachers engaged in correction. In aiming to bridge research on classroom discourse using conversation analysis (CA) and language socialisation, the paper argues how repair and correction are practices for conveying the school language policy to ‘speak only in Japanese’. It also argues that these practices have the potential for socialising students beyond the classroom, to membership into (an imagined) Japanese society where monitoring one’s language use as a bilingual Japanese-English speaker may be important because the excessive use of English loanwords can become an object of others’ negative attitudes and evaluations.
{"title":"Classroom socialisation: repair and correction in Japanese as a heritage language","authors":"Matthew Burdelski","doi":"10.1080/19463014.2020.1789483","DOIUrl":"https://doi.org/10.1080/19463014.2020.1789483","url":null,"abstract":"ABSTRACT This paper explores the classroom socialisation of a mundane institutional language policy regarding the use of the target language: Japanese. Based on audiovisual recordings in a Japanese as a heritage language (JHL) classroom, it analyses episodes when teachers initiated repair on children’s novel English loanwords (i.e. English-based words pronounced in Japanese but not widely accepted and used), in ways that treated them (or sometimes the social actions performed through them) as problematic. Through a multimodal analysis of other-initiated repair turns and the sequences in which they were lodged, it examines how students responded, and whether and how teachers engaged in correction. In aiming to bridge research on classroom discourse using conversation analysis (CA) and language socialisation, the paper argues how repair and correction are practices for conveying the school language policy to ‘speak only in Japanese’. It also argues that these practices have the potential for socialising students beyond the classroom, to membership into (an imagined) Japanese society where monitoring one’s language use as a bilingual Japanese-English speaker may be important because the excessive use of English loanwords can become an object of others’ negative attitudes and evaluations.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"61 1","pages":"255 - 279"},"PeriodicalIF":1.4,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80525575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/19463014.2019.1602843
Carol Hoi Yee Lo
ABSTRACT Drawing on videotaped recordings from an Adult ESL class, this conversation-analytic paper examines how an experienced teacher responds to learner-initiated tellings of personal experiences while addressing the institutional goals of the language classroom. Specifically, I show three practices which enable the teacher to address institutional exigencies such as offering corrective feedback and restoring the progressivity of pedagogical activities without compromising the conveyance of affiliation. In so doing, the teacher can create rapport while fulfilling the pedagogic aims of the language classroom. Findings of this study shed light on how the interpersonal and the instructional dimensions of language teaching can be balanced in situ.
{"title":"Wearing two hats: managing affiliation and instruction when responding to learner-initiated experiences in the adult ESL classroom","authors":"Carol Hoi Yee Lo","doi":"10.1080/19463014.2019.1602843","DOIUrl":"https://doi.org/10.1080/19463014.2019.1602843","url":null,"abstract":"ABSTRACT Drawing on videotaped recordings from an Adult ESL class, this conversation-analytic paper examines how an experienced teacher responds to learner-initiated tellings of personal experiences while addressing the institutional goals of the language classroom. Specifically, I show three practices which enable the teacher to address institutional exigencies such as offering corrective feedback and restoring the progressivity of pedagogical activities without compromising the conveyance of affiliation. In so doing, the teacher can create rapport while fulfilling the pedagogic aims of the language classroom. Findings of this study shed light on how the interpersonal and the instructional dimensions of language teaching can be balanced in situ.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"21 1 1","pages":"272 - 291"},"PeriodicalIF":1.4,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78010712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/19463014.2019.1570528
Luciana Moro, E. Mortimer, A. Tiberghien
ABSTRACT The aim of this study is to better understand how teachers use various embodied semiotic modes – speech, gestures, gaze, and proxemics – when they present scientific content to the entire class. To analyse the multimodal practices of these teachers, we integrated the social semiotic theory of multimodality and the joint action theory in didactics. We use a case study methodology to analyse the video data and to describe the productions of two teachers from selected short episodes. The results show several similar elements of these teachers’ practices. In particular, their use of several coordinated modes to make a coherent meaning to complex aspects of scientific knowledge such as three- dimensional representations of chemical structures or the relation between an experiment and its model of light diffraction. Both teachers create signs by taking everyday things from their environment to re-signify them in a scientific way. Simultaneously they maintain contact with their students through their gaze and their position. In this way, they create or strengthen the classroom habits related to the explanation of knowledge.
{"title":"The use of social semiotic multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers","authors":"Luciana Moro, E. Mortimer, A. Tiberghien","doi":"10.1080/19463014.2019.1570528","DOIUrl":"https://doi.org/10.1080/19463014.2019.1570528","url":null,"abstract":"ABSTRACT The aim of this study is to better understand how teachers use various embodied semiotic modes – speech, gestures, gaze, and proxemics – when they present scientific content to the entire class. To analyse the multimodal practices of these teachers, we integrated the social semiotic theory of multimodality and the joint action theory in didactics. We use a case study methodology to analyse the video data and to describe the productions of two teachers from selected short episodes. The results show several similar elements of these teachers’ practices. In particular, their use of several coordinated modes to make a coherent meaning to complex aspects of scientific knowledge such as three- dimensional representations of chemical structures or the relation between an experiment and its model of light diffraction. Both teachers create signs by taking everyday things from their environment to re-signify them in a scientific way. Simultaneously they maintain contact with their students through their gaze and their position. In this way, they create or strengthen the classroom habits related to the explanation of knowledge.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"6 1","pages":"229 - 251"},"PeriodicalIF":1.4,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83915935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-29DOI: 10.1080/19463014.2020.1778497
S. Looney, Yingliang He
ABSTRACT This paper investigates the use of laughter and smiling to manage (dis)affiliation during two types of disturbances in the interactional unfolding of classrooms: delayed and disaligning responses. The analysis reveals that the sequential position and embodied turn design are integral to understanding the (dis)affiliative work laughter and smiling do. Around delayed responses, a teacher and students smile and produce standalone laughter that orients to students not responding promptly in teacher-initiated sequences as well as to subsequent actions of the teacher. Following disaligning responses, students produce standalone laughter that orients affiliatively to the non-serious nature of disaligning turns. In contrast, the teacher’s interpolated particles of aspiration and smile voice, while recognising the playfulness of disaligning turns, is more disaffiliative and precedes turns in which the teacher redirects the nature of the interaction seriously. Thus, the work that laughter does is not necessarily purely affiliative or disaffiliative but falls on a spectrum of (dis)affiliation. The analysis suggests that laughter and smiling are key resources in the management of sensitive moments in classroom interaction involving uncertainty, the mitigation of sensitive actions, and (dis)affiliation.
{"title":"Laughter and smiling: sequential resources for managing delayed and disaligning responses","authors":"S. Looney, Yingliang He","doi":"10.1080/19463014.2020.1778497","DOIUrl":"https://doi.org/10.1080/19463014.2020.1778497","url":null,"abstract":"ABSTRACT This paper investigates the use of laughter and smiling to manage (dis)affiliation during two types of disturbances in the interactional unfolding of classrooms: delayed and disaligning responses. The analysis reveals that the sequential position and embodied turn design are integral to understanding the (dis)affiliative work laughter and smiling do. Around delayed responses, a teacher and students smile and produce standalone laughter that orients to students not responding promptly in teacher-initiated sequences as well as to subsequent actions of the teacher. Following disaligning responses, students produce standalone laughter that orients affiliatively to the non-serious nature of disaligning turns. In contrast, the teacher’s interpolated particles of aspiration and smile voice, while recognising the playfulness of disaligning turns, is more disaffiliative and precedes turns in which the teacher redirects the nature of the interaction seriously. Thus, the work that laughter does is not necessarily purely affiliative or disaffiliative but falls on a spectrum of (dis)affiliation. The analysis suggests that laughter and smiling are key resources in the management of sensitive moments in classroom interaction involving uncertainty, the mitigation of sensitive actions, and (dis)affiliation.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"8 6","pages":"319 - 343"},"PeriodicalIF":1.4,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19463014.2020.1778497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72398163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-13DOI: 10.1080/19463014.2020.1742174
Elena Shvidko
ABSTRACT Providing feedback on student work is a vital part of pedagogy. However, instructors may inadvertently create a distance between themselves and students by asserting authority when evaluating students’ work. This may conflict with maintaining a positive atmosphere in the classroom and developing interpersonal solidarity with students, which is crucial for teacher–student rapport. Therefore, it is important for teachers to know how to provide feedback in more affiliative, less threatening ways. Employing multimodal microanalysis of teacher–student interaction, this study demonstrates how one writing teacher used affiliative interactional resources–expressing empathy, being playful, and offering a compliment–in a way that was likely to minimise her imposition, reduce the authoritarian character of her feedback, and create affiliative moments with students while providing feedback on their work. Reflecting on the results of this analysis, the article offers pedagogical implications.
{"title":"Relating through instructing: affiliative interactional resources used by the teacher when giving feedback on student work","authors":"Elena Shvidko","doi":"10.1080/19463014.2020.1742174","DOIUrl":"https://doi.org/10.1080/19463014.2020.1742174","url":null,"abstract":"ABSTRACT Providing feedback on student work is a vital part of pedagogy. However, instructors may inadvertently create a distance between themselves and students by asserting authority when evaluating students’ work. This may conflict with maintaining a positive atmosphere in the classroom and developing interpersonal solidarity with students, which is crucial for teacher–student rapport. Therefore, it is important for teachers to know how to provide feedback in more affiliative, less threatening ways. Employing multimodal microanalysis of teacher–student interaction, this study demonstrates how one writing teacher used affiliative interactional resources–expressing empathy, being playful, and offering a compliment–in a way that was likely to minimise her imposition, reduce the authoritarian character of her feedback, and create affiliative moments with students while providing feedback on their work. Reflecting on the results of this analysis, the article offers pedagogical implications.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"16 1","pages":"233 - 254"},"PeriodicalIF":1.4,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91291918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-26DOI: 10.1080/19463014.2020.1744457
Anniina Kämäräinen, Lasse Eronen, P. Björn, E. Kärnä
ABSTRACT This study describes how students initiate and manage transitions between activities during group-work. Audio and video recordings were collected in secondary school mathematics lessons (6 x 75 min) based on student-centred learning and the idea of minimal teacher instruction. In these lessons, the students were given the responsibility to initiate and direct their own activities. Drawing on conversation analysis, the study focused on explicating a) two alternative initiating action formats: proposal and announcement, b) the co-participants’ responses and c) how these turns influence the nature of decision-making and subsequent group-work. The findings showed that joint activities were typically initiated through proposals formulated in interrogative or declarative construction. These equal ways of directing co-participants called for shared decision-making. If the proposal was followed by explicit or implicit resistance, the students used various verbal, embodied and material resources to engage the co-participant in negotiating and aligning with the proposed activity. Further, these sequences generally led to a collaborative working mode. By contrast, announcement was based on the initiator’s decision, and these sequences led to a guided working mode structured by the initiator. The findings extend our understanding of how a group of students coordinate transitions between activities.
本研究描述了学生如何在小组工作中发起和管理活动之间的过渡。基于以学生为中心的学习和教师指导最少的理念，在中学数学课(6 x 75分钟)中收集了音频和视频记录。在这些课程中，学生们被赋予了发起和指导自己活动的责任。通过对话分析，本研究重点阐述了a)两种可选择的启动行动形式:提议和公告，b)共同参与者的反应，以及c)这些转变如何影响决策的性质和随后的小组工作。研究结果表明，联合活动通常是通过疑问句或陈述句结构提出的建议发起的。这些指导共同参与者的平等方式要求共同决策。如果提议之后有明确或隐含的抵制，学生们使用各种口头、具体和物质资源来吸引共同参与者进行谈判并与提议的活动保持一致。此外，这些序列通常导致协作工作模式。相比之下，公告是基于发起者的决定，这些序列导致由发起者构建的引导工作模式。这些发现扩展了我们对一群学生如何在活动之间协调过渡的理解。
{"title":"Initiation and decision-making of joint activities within peer interaction in student-centred mathematics lessons","authors":"Anniina Kämäräinen, Lasse Eronen, P. Björn, E. Kärnä","doi":"10.1080/19463014.2020.1744457","DOIUrl":"https://doi.org/10.1080/19463014.2020.1744457","url":null,"abstract":"ABSTRACT This study describes how students initiate and manage transitions between activities during group-work. Audio and video recordings were collected in secondary school mathematics lessons (6 x 75 min) based on student-centred learning and the idea of minimal teacher instruction. In these lessons, the students were given the responsibility to initiate and direct their own activities. Drawing on conversation analysis, the study focused on explicating a) two alternative initiating action formats: proposal and announcement, b) the co-participants’ responses and c) how these turns influence the nature of decision-making and subsequent group-work. The findings showed that joint activities were typically initiated through proposals formulated in interrogative or declarative construction. These equal ways of directing co-participants called for shared decision-making. If the proposal was followed by explicit or implicit resistance, the students used various verbal, embodied and material resources to engage the co-participant in negotiating and aligning with the proposed activity. Further, these sequences generally led to a collaborative working mode. By contrast, announcement was based on the initiator’s decision, and these sequences led to a guided working mode structured by the initiator. The findings extend our understanding of how a group of students coordinate transitions between activities.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"215 1","pages":"299 - 318"},"PeriodicalIF":1.4,"publicationDate":"2020-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73454830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/19463014.2020.1762099
Catherine Wallace
ABSTRACT Classroom discourse is an interdisciplinary area of study that contributes to multiple domains of knowledge, including pedagogy, teacher training, second language acquisition, and communities of practice, to name a few. As classroom discourse continues to grow and evolve, so too have the approaches used by scholars to investigate the discourse in classroom discourse. The current special issue represents one of several noteworthy approaches to discourse that continues to make an impact in the literature. Namely, contributors to the special issue consider why it is important to take a critical perspective beyond the interests of the micro discursive features of teaching and learning. Collectively, the contributions make connections between the teaching and learning that occurs within a classroom space and wider societal factors that come to shape such discourses.
{"title":"Concluding thoughts on applying critical discourse analysis to classrooms","authors":"Catherine Wallace","doi":"10.1080/19463014.2020.1762099","DOIUrl":"https://doi.org/10.1080/19463014.2020.1762099","url":null,"abstract":"ABSTRACT Classroom discourse is an interdisciplinary area of study that contributes to multiple domains of knowledge, including pedagogy, teacher training, second language acquisition, and communities of practice, to name a few. As classroom discourse continues to grow and evolve, so too have the approaches used by scholars to investigate the discourse in classroom discourse. The current special issue represents one of several noteworthy approaches to discourse that continues to make an impact in the literature. Namely, contributors to the special issue consider why it is important to take a critical perspective beyond the interests of the micro discursive features of teaching and learning. Collectively, the contributions make connections between the teaching and learning that occurs within a classroom space and wider societal factors that come to shape such discourses.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"3 1","pages":"181 - 189"},"PeriodicalIF":1.4,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87113826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/19463014.2020.1748674
Csilla Weninger
ABSTRACT This paper examines classroom discourse from English lessons that implemented a critical literacy unit focused on a contextualised social issue. Utilising the theoretical notion of frame, the analysis of classroom excerpts highlights how ideologies about English teaching and learning at times enter the discourse of the classes, not only overtly through the teacher’s talk but also through the more subtle, interactional orchestration of activities. These ideologies, it is argued, pedagogically position the lessons with reference to a procedural, exam-oriented frame, undermining the potential of the content of the talk and the critical literacy unit. Two key implications are drawn from the analysis. First, that in settings with deeply entrenched pedagogic traditions of standards, exam-focused literacy and the attendant instrumentalist view of language education, critical literacy educators may find it helpful to make these ideologies themselves the target of a critical literacy curriculum. Second, it is argued that the notion of frame can be usefully drawn upon in critical analyses of classroom discourse to make visible and understand how ideology as an interpretive framework shapes classroom talk and the learning made possible by that talk.
{"title":"Investigating ideology through framing: a critical discourse analysis of a critical literacy lesson","authors":"Csilla Weninger","doi":"10.1080/19463014.2020.1748674","DOIUrl":"https://doi.org/10.1080/19463014.2020.1748674","url":null,"abstract":"ABSTRACT This paper examines classroom discourse from English lessons that implemented a critical literacy unit focused on a contextualised social issue. Utilising the theoretical notion of frame, the analysis of classroom excerpts highlights how ideologies about English teaching and learning at times enter the discourse of the classes, not only overtly through the teacher’s talk but also through the more subtle, interactional orchestration of activities. These ideologies, it is argued, pedagogically position the lessons with reference to a procedural, exam-oriented frame, undermining the potential of the content of the talk and the critical literacy unit. Two key implications are drawn from the analysis. First, that in settings with deeply entrenched pedagogic traditions of standards, exam-focused literacy and the attendant instrumentalist view of language education, critical literacy educators may find it helpful to make these ideologies themselves the target of a critical literacy curriculum. Second, it is argued that the notion of frame can be usefully drawn upon in critical analyses of classroom discourse to make visible and understand how ideology as an interpretive framework shapes classroom talk and the learning made possible by that talk.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"94 1","pages":"107 - 128"},"PeriodicalIF":1.4,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82324320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/19463014.2020.1755328
C. Soto
ABSTRACT This article presents classroom discourse analysis as a tool for critical teacher education. It argues that such analysis can raise awareness of how teachers live out their ethical commitments in classroom–level interactions, but needs to be carefully situated. Drawing on the author’s research conducted while teaching junior secondary students in Hong Kong, the article weaves classroom discourse analysis into a critical incident reflection focusing on ethical tensions that emerge from a class activity exploring dehumanisation. The activity used a pedagogy of discomfort in order to unsettle students’ beliefs and practices, but in facilitating the activity, the teacher’s ethic of care was also challenged.
{"title":"Classroom discourse analysis as a tool for exploring ethical tensions in a critical teaching","authors":"C. Soto","doi":"10.1080/19463014.2020.1755328","DOIUrl":"https://doi.org/10.1080/19463014.2020.1755328","url":null,"abstract":"ABSTRACT This article presents classroom discourse analysis as a tool for critical teacher education. It argues that such analysis can raise awareness of how teachers live out their ethical commitments in classroom–level interactions, but needs to be carefully situated. Drawing on the author’s research conducted while teaching junior secondary students in Hong Kong, the article weaves classroom discourse analysis into a critical incident reflection focusing on ethical tensions that emerge from a class activity exploring dehumanisation. The activity used a pedagogy of discomfort in order to unsettle students’ beliefs and practices, but in facilitating the activity, the teacher’s ethic of care was also challenged.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"29 1","pages":"129 - 148"},"PeriodicalIF":1.4,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86104180","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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