Pub Date : 2022-01-05DOI: 10.1080/19463014.2021.1971543
Dan Shi, Derek S. Irwin, Pi-Yi Du
ABSTRACT The present study aims to explore an embodied approach to students’ deep learning; specifically, how deep learning is interactively achieved through teachers’ languaging dynamics and multimodal representations in interactive lecturing in L2 higher education (HE) contexts. The purpose is to understand how an instructor’s embodied and multimodal pedagogical practices of interactive teaching facilitate students’ active classroom engagement in lecture sessions that are often considered a form of passive knowledge transmission. The case study focuses on the languaging dynamics mobilised by the target teacher participant, who has been recognised as a representative of teaching excellence due to an international background and rich localised teaching experience. Aligned with the theoretical underpinnings of an embodied approach to learning from a constructivist perspective, this study focuses on the multimodal repertoire employed by the teacher’s use of gestures to stimulate students’ responses to the pedagogically designed high-order questions. We argue that this complementarity encourages thinking and active learning in the knowledge transfer. Further, this embodied interactive teaching mode with the affordances of gestures not only supports learning potential for information transmission but also affords action potentials for cognitive thinking and projected interaction for knowledge transformation in the active learning process.
{"title":"Languaging dynamics in interactive lecturing: exploring an embodied approach to deep learning in L2 higher education contexts","authors":"Dan Shi, Derek S. Irwin, Pi-Yi Du","doi":"10.1080/19463014.2021.1971543","DOIUrl":"https://doi.org/10.1080/19463014.2021.1971543","url":null,"abstract":"ABSTRACT The present study aims to explore an embodied approach to students’ deep learning; specifically, how deep learning is interactively achieved through teachers’ languaging dynamics and multimodal representations in interactive lecturing in L2 higher education (HE) contexts. The purpose is to understand how an instructor’s embodied and multimodal pedagogical practices of interactive teaching facilitate students’ active classroom engagement in lecture sessions that are often considered a form of passive knowledge transmission. The case study focuses on the languaging dynamics mobilised by the target teacher participant, who has been recognised as a representative of teaching excellence due to an international background and rich localised teaching experience. Aligned with the theoretical underpinnings of an embodied approach to learning from a constructivist perspective, this study focuses on the multimodal repertoire employed by the teacher’s use of gestures to stimulate students’ responses to the pedagogically designed high-order questions. We argue that this complementarity encourages thinking and active learning in the knowledge transfer. Further, this embodied interactive teaching mode with the affordances of gestures not only supports learning potential for information transmission but also affords action potentials for cognitive thinking and projected interaction for knowledge transformation in the active learning process.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"105 1","pages":"147 - 166"},"PeriodicalIF":1.4,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91222201","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 : 2022-01-05DOI: 10.1080/19463014.2021.2013910
Mara van der Ploeg, Annerose Willemsen, Louisa Richter, Merel Keijzer, T. Koole
ABSTRACT In this conversation analytic study, we investigate requests for assistance in the third-age (65+) language classroom. Seven Dutch seniors participated in a one-month course of English as a foreign language. We found that these seniors asked many language-related questions which fell into one of three categories: (1) production-oriented questions, (2) comprehension-oriented questions and (3) wonderment questions. These questions differ in the ways the sequences are shaped: (a) what precedes the request for assistance, (b) the person who is recruited to provide the assistance, (c) the person who offers the assistance, and (d) the response to the provided assistance and the subsequent interaction. We found wonderment questions to be the most prevalent category. Our findings suggest that the senior learners in our data show clear ownership and agency over their own learning process, demonstrated by their active participation and frequent (wonderment) questions in the classroom.
{"title":"Requests for assistance in the third-age language classroom","authors":"Mara van der Ploeg, Annerose Willemsen, Louisa Richter, Merel Keijzer, T. Koole","doi":"10.1080/19463014.2021.2013910","DOIUrl":"https://doi.org/10.1080/19463014.2021.2013910","url":null,"abstract":"ABSTRACT In this conversation analytic study, we investigate requests for assistance in the third-age (65+) language classroom. Seven Dutch seniors participated in a one-month course of English as a foreign language. We found that these seniors asked many language-related questions which fell into one of three categories: (1) production-oriented questions, (2) comprehension-oriented questions and (3) wonderment questions. These questions differ in the ways the sequences are shaped: (a) what precedes the request for assistance, (b) the person who is recruited to provide the assistance, (c) the person who offers the assistance, and (d) the response to the provided assistance and the subsequent interaction. We found wonderment questions to be the most prevalent category. Our findings suggest that the senior learners in our data show clear ownership and agency over their own learning process, demonstrated by their active participation and frequent (wonderment) questions in the classroom.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"45 1","pages":"386 - 406"},"PeriodicalIF":1.4,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82633801","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 : 2022-01-03DOI: 10.1080/19463014.2021.2013266
Emily Starrett, Carla M. Firetto, Michelle E. Jordan
ABSTRACT As educators learn about new tools to utilise in their classrooms, there can be questions and ambiguity that accompany the new information; yet they are not always given time or support to address their questions. Acknowledging and embracing the uncertainties that teachers inevitably face when learning about new instructional approaches can help push them to explore new possibilities and better support student learning. Taking a qualitative discourse analytic approach, we used a single-group case study design to explore how a group of STEM teachers navigate uncertainty when learning a new instructional approach throughout two collaborative discourse sessions within the context of a professional learning space. Grounding our study in a social constructivist lens, we interpreted and compared the sources of uncertainty that teachers expressed. We then mapped out the flow of the conversations to explore how teachers navigated those sources through the trajectory of their collaborative discourse. Analysis revealed that teachers expressed uncertainties while offering suggestions in the form of pedagogical techniques in response to others’ uncertainties, often leading to shifts, resolutions, and generations of new uncertainty expressions. We suggest that professional learning spaces offer an opportunity for teachers to collaboratively navigate their uncertainties when learning new instructional approaches.
{"title":"Navigating sources of teacher uncertainty: exploring teachers’ collaborative discourse when learning a new instructional approach","authors":"Emily Starrett, Carla M. Firetto, Michelle E. Jordan","doi":"10.1080/19463014.2021.2013266","DOIUrl":"https://doi.org/10.1080/19463014.2021.2013266","url":null,"abstract":"ABSTRACT As educators learn about new tools to utilise in their classrooms, there can be questions and ambiguity that accompany the new information; yet they are not always given time or support to address their questions. Acknowledging and embracing the uncertainties that teachers inevitably face when learning about new instructional approaches can help push them to explore new possibilities and better support student learning. Taking a qualitative discourse analytic approach, we used a single-group case study design to explore how a group of STEM teachers navigate uncertainty when learning a new instructional approach throughout two collaborative discourse sessions within the context of a professional learning space. Grounding our study in a social constructivist lens, we interpreted and compared the sources of uncertainty that teachers expressed. We then mapped out the flow of the conversations to explore how teachers navigated those sources through the trajectory of their collaborative discourse. Analysis revealed that teachers expressed uncertainties while offering suggestions in the form of pedagogical techniques in response to others’ uncertainties, often leading to shifts, resolutions, and generations of new uncertainty expressions. We suggest that professional learning spaces offer an opportunity for teachers to collaboratively navigate their uncertainties when learning new instructional approaches.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"11 1","pages":"45 - 68"},"PeriodicalIF":1.4,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79475758","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 : 2021-12-13DOI: 10.1080/19463014.2021.1946112
Lauren Carpenter
ABSTRACT Conversation analysis (CA) has been used for interventionist purposes in different fields, such as medicine, mediation services, and speech and language therapy, but it has yet to be fully utilised in teacher education. In this report, I describe how CA is used in teacher supervision to intervene with the development of a student-teacher (ST) in a 7th grade English as a Second Language classroom over the course of an academic year. In particular, with a focus on three issues of elicitations (unpreparedness, lack of focus and unresponsiveness), I present interactional evidence in a before-and-after manner to highlight ST’s growth in the three areas through repeated cycles of CA-based reflective analysis. Findings contribute to interventionist CA research as well as a growing body of work that uses CA in the classroom to examine the nuances of teaching.
{"title":"Supporting student–teacher development of elicitations over time: a conversation analytic intervention","authors":"Lauren Carpenter","doi":"10.1080/19463014.2021.1946112","DOIUrl":"https://doi.org/10.1080/19463014.2021.1946112","url":null,"abstract":"ABSTRACT Conversation analysis (CA) has been used for interventionist purposes in different fields, such as medicine, mediation services, and speech and language therapy, but it has yet to be fully utilised in teacher education. In this report, I describe how CA is used in teacher supervision to intervene with the development of a student-teacher (ST) in a 7th grade English as a Second Language classroom over the course of an academic year. In particular, with a focus on three issues of elicitations (unpreparedness, lack of focus and unresponsiveness), I present interactional evidence in a before-and-after manner to highlight ST’s growth in the three areas through repeated cycles of CA-based reflective analysis. Findings contribute to interventionist CA research as well as a growing body of work that uses CA in the classroom to examine the nuances of teaching.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"24 1","pages":"109 - 127"},"PeriodicalIF":1.4,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76455095","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 : 2021-11-02DOI: 10.1080/19463014.2021.1981957
Charlott Sellberg, Mona Lundin, R. Säljö
ABSTRACT The background of this article is an interest in analysing how assessment of professional skills is conducted in higher education contexts, drawing on video data from a course on maritime navigation. The empirical study focuses on a) how students working in a bridge simulator are able to display their knowledge about how to calculate the relation between rate of turn, turn rate and speed when navigating, and b) how their performance is evaluated. The results show that the dynamics of the assessment situation and the interaction between the student and the assessor are decisive in how well students manage the task. When analysing assessment of a professional skill as a concrete practice, knowledge emerges through joint work and cannot be ascribed to the student only. At one level, this may be seen as a threat to the validity of the testing situation, but from a different perspective, the display of knowledge-in-action is always responsive to what happens in the exercise of a professional skill.
{"title":"Assessment in the zone of proximal development: simulator-based competence tests and the dynamic evaluation of knowledge-in-action","authors":"Charlott Sellberg, Mona Lundin, R. Säljö","doi":"10.1080/19463014.2021.1981957","DOIUrl":"https://doi.org/10.1080/19463014.2021.1981957","url":null,"abstract":"ABSTRACT The background of this article is an interest in analysing how assessment of professional skills is conducted in higher education contexts, drawing on video data from a course on maritime navigation. The empirical study focuses on a) how students working in a bridge simulator are able to display their knowledge about how to calculate the relation between rate of turn, turn rate and speed when navigating, and b) how their performance is evaluated. The results show that the dynamics of the assessment situation and the interaction between the student and the assessor are decisive in how well students manage the task. When analysing assessment of a professional skill as a concrete practice, knowledge emerges through joint work and cannot be ascribed to the student only. At one level, this may be seen as a threat to the validity of the testing situation, but from a different perspective, the display of knowledge-in-action is always responsive to what happens in the exercise of a professional skill.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"1 1","pages":"365 - 385"},"PeriodicalIF":1.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78559726","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 : 2021-09-16DOI: 10.1080/19463014.2021.1960873
Miaomiao Zuo, Steve Walsh
ABSTRACT This study considers translation as a joint enterprise in the management of both linguistic translation and associated meaning-making resources in English language teacher talk from a translanguaging perspective. Analysis of classroom teaching in Chinese universities using conversation analysis (CA) under the SETT (self-evaluation of teacher talk) framework reveals that the sequential patterns of translation go beyond the linguistic structure and are assimilated into a translanguaging pedagogical frame in alignment with dynamic L2 classroom modes. The findings contribute to an understanding of translanguaging effect within certain L2 classroom contexts. As such, the research further informs the appropriate use of translation/translanguaging practice to develop classroom interactional competence.
{"title":"Translation in EFL teacher talk in Chinese universities: a translanguaging perspective","authors":"Miaomiao Zuo, Steve Walsh","doi":"10.1080/19463014.2021.1960873","DOIUrl":"https://doi.org/10.1080/19463014.2021.1960873","url":null,"abstract":"ABSTRACT This study considers translation as a joint enterprise in the management of both linguistic translation and associated meaning-making resources in English language teacher talk from a translanguaging perspective. Analysis of classroom teaching in Chinese universities using conversation analysis (CA) under the SETT (self-evaluation of teacher talk) framework reveals that the sequential patterns of translation go beyond the linguistic structure and are assimilated into a translanguaging pedagogical frame in alignment with dynamic L2 classroom modes. The findings contribute to an understanding of translanguaging effect within certain L2 classroom contexts. As such, the research further informs the appropriate use of translation/translanguaging practice to develop classroom interactional competence.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"28 1","pages":"128 - 146"},"PeriodicalIF":1.4,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73034323","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 : 2021-09-14DOI: 10.1080/19463014.2021.1975552
Ana Ferreira
ABSTRACT For the socially conscious teacher working in diverse classrooms, conversation can surface and productively engage the politics of difference. Poststructuralist discourse analysis and/or positioning theory have provided insights into the students’ subject positions and discourses in such conversations. However, studies are often limited by the use of brief extracts from lesson transcripts, making it difficult to detect how students are positioning one another and how subject positions shift over time. This article seeks to make a contribution by using extended extracts of moment-by-moment classroom talk to track the subject positions that students take up and map the discourses they draw on over time in an extended conversation. This qualitative case study examines classroom talk in a racially desegregated classroom in an elite school in South Africa. The issues that emerge provide insights into the ways in which students navigate discursive positions on race, place and privilege. Findings suggest that when the interactional order of the classroom is such that students’ diverse knowledges and experiences are invited in, students collectively gain access to a multiplicity of discourses which can be used as resources to rethink their own subject positions and begin to imagine alternative positions from which to view their worlds.
{"title":"The micro-politics of classroom talk: tracking students’ shifting positions on race, place and privilege","authors":"Ana Ferreira","doi":"10.1080/19463014.2021.1975552","DOIUrl":"https://doi.org/10.1080/19463014.2021.1975552","url":null,"abstract":"ABSTRACT For the socially conscious teacher working in diverse classrooms, conversation can surface and productively engage the politics of difference. Poststructuralist discourse analysis and/or positioning theory have provided insights into the students’ subject positions and discourses in such conversations. However, studies are often limited by the use of brief extracts from lesson transcripts, making it difficult to detect how students are positioning one another and how subject positions shift over time. This article seeks to make a contribution by using extended extracts of moment-by-moment classroom talk to track the subject positions that students take up and map the discourses they draw on over time in an extended conversation. This qualitative case study examines classroom talk in a racially desegregated classroom in an elite school in South Africa. The issues that emerge provide insights into the ways in which students navigate discursive positions on race, place and privilege. Findings suggest that when the interactional order of the classroom is such that students’ diverse knowledges and experiences are invited in, students collectively gain access to a multiplicity of discourses which can be used as resources to rethink their own subject positions and begin to imagine alternative positions from which to view their worlds.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"5 1","pages":"293 - 311"},"PeriodicalIF":1.4,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73934229","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 : 2021-09-13DOI: 10.1080/19463014.2021.1954960
Nayalin Pinho Feller
ABSTRACT This study aimed at investigating when, and for which purposes, teachers and pupils translanguaged in a third-grade classroom [8–9 year olds] in a private bilingual school in northern Portugal. It also aimed at highlighting effective scaffolding strategies developed by the teachers in the Natural and Social Sciences (NSS) and English Language (EL) lessons. Classroom observations were conducted for a six-month period. Data was collected through participant-observation, using a single case study design with multiple embedded units of analysis. Data analysis was performed qualitatively by analysing language use in fieldnotes from classroom observations, audio recordings of NSS and EL lessons, and a pupil survey and also through content analysis for teachers’ written reflections. A total of 26 categories were derived under different types of translanguaging and scaffolding strategies used both by the teachers and the pupils. It was found that translanguaging was used for the teaching of content and to establish communication, and it was both teacher-directed and pupil-directed. Findings have implications for educators when considering how translanguaging can be used as a pedagogical tool in Content and Language Integrated Learning (CLIL) classrooms.
{"title":"Translanguaging and scaffolding as pedagogical strategies in a primary bilingual classroom","authors":"Nayalin Pinho Feller","doi":"10.1080/19463014.2021.1954960","DOIUrl":"https://doi.org/10.1080/19463014.2021.1954960","url":null,"abstract":"ABSTRACT This study aimed at investigating when, and for which purposes, teachers and pupils translanguaged in a third-grade classroom [8–9 year olds] in a private bilingual school in northern Portugal. It also aimed at highlighting effective scaffolding strategies developed by the teachers in the Natural and Social Sciences (NSS) and English Language (EL) lessons. Classroom observations were conducted for a six-month period. Data was collected through participant-observation, using a single case study design with multiple embedded units of analysis. Data analysis was performed qualitatively by analysing language use in fieldnotes from classroom observations, audio recordings of NSS and EL lessons, and a pupil survey and also through content analysis for teachers’ written reflections. A total of 26 categories were derived under different types of translanguaging and scaffolding strategies used both by the teachers and the pupils. It was found that translanguaging was used for the teaching of content and to establish communication, and it was both teacher-directed and pupil-directed. Findings have implications for educators when considering how translanguaging can be used as a pedagogical tool in Content and Language Integrated Learning (CLIL) classrooms.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"16 1","pages":"312 - 335"},"PeriodicalIF":1.4,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89116761","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 : 2021-09-13DOI: 10.1080/19463014.2021.1954959
J. Parkinson, Lauren Whitty
ABSTRACT In classroom teaching, where teachers front a large class of students, opportunities for students to talk are limited, with much classroom talk by students involving answering teacher questions. This raises the question of how teachers promote student engagement in their lessons. Using a 394,671-word corpus of recorded teaching in vocational education, this study investigates a discourse feature of classroom discourse, the use of tag questions. Our study compares the use of tag questions in two teaching contexts: teacher-fronted whole-class teaching in the classroom and teaching through interacting with individuals or pairs during skills-teaching in the workshop or construction site. Every tag question (755) in this corpus was analysed for polarity, position in turn, intonation and speech function. The study shows the importance of tag questions in both contexts in involving students in the instructors’ on-going explanations both in silent thought and through brief verbal responses or actions. Instructors also use tag questions to focus students’ attention, to ensure that students are following their explanations, to involve students in problem-solving, to seek information about students’ practical work, to remind them of known information, and to construct them as co-experts who already have some knowledge and judgement related to their vocational field.
{"title":"The role of tag questions in classroom discourse in promoting student engagement","authors":"J. Parkinson, Lauren Whitty","doi":"10.1080/19463014.2021.1954959","DOIUrl":"https://doi.org/10.1080/19463014.2021.1954959","url":null,"abstract":"ABSTRACT In classroom teaching, where teachers front a large class of students, opportunities for students to talk are limited, with much classroom talk by students involving answering teacher questions. This raises the question of how teachers promote student engagement in their lessons. Using a 394,671-word corpus of recorded teaching in vocational education, this study investigates a discourse feature of classroom discourse, the use of tag questions. Our study compares the use of tag questions in two teaching contexts: teacher-fronted whole-class teaching in the classroom and teaching through interacting with individuals or pairs during skills-teaching in the workshop or construction site. Every tag question (755) in this corpus was analysed for polarity, position in turn, intonation and speech function. The study shows the importance of tag questions in both contexts in involving students in the instructors’ on-going explanations both in silent thought and through brief verbal responses or actions. Instructors also use tag questions to focus students’ attention, to ensure that students are following their explanations, to involve students in problem-solving, to seek information about students’ practical work, to remind them of known information, and to construct them as co-experts who already have some knowledge and judgement related to their vocational field.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"18 1","pages":"83 - 105"},"PeriodicalIF":1.4,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89656382","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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