Pub Date : 2022-12-27DOI: 10.14746/ssllt.2022.12.4.1
Rosa M. Manchón, Yvette Coyle
The present special issue (SI) is a collection of position papers and empirical studies intended to advance disciplinary conversations on the learning and teaching of second or foreign language (L2) writing in instructed second language acquisition (ISLA) contexts. It does so by analyzing critically past research, providing new empirical insights obtained in controlled and classroom-based studies conducted in various educational settings with diverse populations, suggesting worthy avenues to be pursued in future research agendas, and drawing implications for practice.
{"title":"Introduction to the special issue on L2 writing and feedback processing and use in pen and paper and digital environments: Advancing research and practice","authors":"Rosa M. Manchón, Yvette Coyle","doi":"10.14746/ssllt.2022.12.4.1","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.4.1","url":null,"abstract":"The present special issue (SI) is a collection of position papers and empirical studies intended to advance disciplinary conversations on the learning and teaching of second or foreign language (L2) writing in instructed second language acquisition (ISLA) contexts. It does so by analyzing critically past research, providing new empirical insights obtained in controlled and classroom-based studies conducted in various educational settings with diverse populations, suggesting worthy avenues to be pursued in future research agendas, and drawing implications for practice.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81992769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.14746/ssllt.2022.12.4.3
Idoia Elola, Ana Oskoz
The integration of digital multimodal composing (DMC) in the second language (L2) and heritage language (HL) classrooms has expanded our notion of writing, shifting from a focus on the written mode to include other modes of expression (e.g., visual, textual, or aural). Notwithstanding the increasing presence of L2 multimodal learning tasks, which combine different semiotic resources (e.g., language and visual components such as images or videos) as intrinsic elements used to generate meaning, instructors have not yet modified the way in which they provide feedback. That is, despite the increasing integration of different modes in a multimodal task, instructors still focus exclusively on language development – replicating the feedback behaviors modeled by non-digital writing assignments – rather than on all the components of multimodal texts. In digitally influenced environments and societies, however, there is a need to reconsider our approaches to feedback to pay greater attention to the linguistic and nonlinguistic elements of DMC. With the scarcity of research on feedback in DMC, this article first identifies a gap in multimodal teaching and research regarding the role and focus on feedback in DMC, and, second, provides an assessment rubric from which to base formative feedback that addresses both linguistic and nonlinguistic elements to help students develop their multimodal texts.
{"title":"Reexamining feedback on L2 digital writing","authors":"Idoia Elola, Ana Oskoz","doi":"10.14746/ssllt.2022.12.4.3","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.4.3","url":null,"abstract":"The integration of digital multimodal composing (DMC) in the second language (L2) and heritage language (HL) classrooms has expanded our notion of writing, shifting from a focus on the written mode to include other modes of expression (e.g., visual, textual, or aural). Notwithstanding the increasing presence of L2 multimodal learning tasks, which combine different semiotic resources (e.g., language and visual components such as images or videos) as intrinsic elements used to generate meaning, instructors have not yet modified the way in which they provide feedback. That is, despite the increasing integration of different modes in a multimodal task, instructors still focus exclusively on language development – replicating the feedback behaviors modeled by non-digital writing assignments – rather than on all the components of multimodal texts. In digitally influenced environments and societies, however, there is a need to reconsider our approaches to feedback to pay greater attention to the linguistic and nonlinguistic elements of DMC. With the scarcity of research on feedback in DMC, this article first identifies a gap in multimodal teaching and research regarding the role and focus on feedback in DMC, and, second, provides an assessment rubric from which to base formative feedback that addresses both linguistic and nonlinguistic elements to help students develop their multimodal texts.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"103 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80311609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.14746/ssllt.2022.12.4.7
Melissa A. Bowles, Kacie Gastañaga
This study compares the processing of three different types of written corrective feedback (WCF) by heritage language (HL), second language (L2), and third language (L3) learners who wrote and revised three short essays and received a different type of WCF for each essay (i.e., direct, coding, or underlining). Comparison of pre- and post-feedback texts and analysis of think-alouds served as the basis for determining whether one type of feedback promoted higher depth of processing (DoP) and whether this processing was mediated by error type and language background. The findings indicate that feedback type did interact with DoP, and that this interaction was in some ways mediated by learner background and error type. This research serves as a first step toward understanding how these three learner groups are impacted by these commonly used feedback types and is therefore important to drive evidence-based pedagogical decisions.
{"title":"Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds","authors":"Melissa A. Bowles, Kacie Gastañaga","doi":"10.14746/ssllt.2022.12.4.7","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.4.7","url":null,"abstract":"This study compares the processing of three different types of written corrective feedback (WCF) by heritage language (HL), second language (L2), and third language (L3) learners who wrote and revised three short essays and received a different type of WCF for each essay (i.e., direct, coding, or underlining). Comparison of pre- and post-feedback texts and analysis of think-alouds served as the basis for determining whether one type of feedback promoted higher depth of processing (DoP) and whether this processing was mediated by error type and language background. The findings indicate that feedback type did interact with DoP, and that this interaction was in some ways mediated by learner background and error type. This research serves as a first step toward understanding how these three learner groups are impacted by these commonly used feedback types and is therefore important to drive evidence-based pedagogical decisions.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"104 3 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72909458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.14746/ssllt.2022.12.4.4
Julio Roca de Larios, Yvette Coyle, Vanessa García
The present study analyzed how a group of young Spanish-speaking English as a foreign language (EFL) learners in a content and language integrated learning (CLIL) science class responded to an instructional unit integrating attention to functional language and an inquiry-oriented approach to science. Working in cooperation with the researchers, a year 4 primary school teacher implemented a teaching sequence on levers with 48 9-10-year-olds over three weeks. The sequence, which was intended to raise the children’s awareness of the demands involved in understanding (content goals) and expressing as written reports (rhetorical goals) how levers work, scaffolded their activity from item-based writing to the production of full texts. On completing the unit, each child independently wrote a report on levers, all of which were analyzed from the perspective of cognitive discourse functions and ideational meaning. The results of these analyses are discussed in terms of their significance for CLIL writing with young learners.
{"title":"The effects of using cognitive discourse functions to instruct 4th-year children on report writing in a CLIL science class","authors":"Julio Roca de Larios, Yvette Coyle, Vanessa García","doi":"10.14746/ssllt.2022.12.4.4","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.4.4","url":null,"abstract":"The present study analyzed how a group of young Spanish-speaking English as a foreign language (EFL) learners in a content and language integrated learning (CLIL) science class responded to an instructional unit integrating attention to functional language and an inquiry-oriented approach to science. Working in cooperation with the researchers, a year 4 primary school teacher implemented a teaching sequence on levers with 48 9-10-year-olds over three weeks. The sequence, which was intended to raise the children’s awareness of the demands involved in understanding (content goals) and expressing as written reports (rhetorical goals) how levers work, scaffolded their activity from item-based writing to the production of full texts. On completing the unit, each child independently wrote a report on levers, all of which were analyzed from the perspective of cognitive discourse functions and ideational meaning. The results of these analyses are discussed in terms of their significance for CLIL writing with young learners.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"5 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78512010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.14746/ssllt.2022.12.4.9
Olena Vasylets, M. D. Mellado, Luke Plonsky
It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study is a first attempt to explore this issue, focusing on the effects of working memory and language aptitude on the quality of paper versus computer-based L2 writing performance. Forty-two Spanish learners of L2 English performed a problem-solving task either digitally or on paper, took a working memory n-back test, and completed LLAMA tests to measure language aptitude. The quality of their L2 written texts was assessed in terms of complexity, accuracy and fluency (CAF) measures. The results indicated that the role of cognitive individual differences may vary depending on the writing environment.
{"title":"The role of cognitive individual differences in digital versus pen-and-paper writing","authors":"Olena Vasylets, M. D. Mellado, Luke Plonsky","doi":"10.14746/ssllt.2022.12.4.9","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.4.9","url":null,"abstract":"It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study is a first attempt to explore this issue, focusing on the effects of working memory and language aptitude on the quality of paper versus computer-based L2 writing performance. Forty-two Spanish learners of L2 English performed a problem-solving task either digitally or on paper, took a working memory n-back test, and completed LLAMA tests to measure language aptitude. The quality of their L2 written texts was assessed in terms of complexity, accuracy and fluency (CAF) measures. The results indicated that the role of cognitive individual differences may vary depending on the writing environment.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"3 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74248664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.14746/ssllt.2022.12.4.6
R. Leow, Anne Thinglum, Stephanie A. Leow
Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: a) the processing dimension of L2 writers’ engagement with WCF in this instructed setting (Manchón & Leow, 2020), b) from an ISLA applied perspective (Leow, 2019a; Leow & Manchón, 2022), and c) any potential relationship with subsequent performances. Also, whether type of linguistic item (e.g., morphological vs. syntactic) plays a role in the processing dimension also warrants further probing. This preliminary quasi-experimental study explored the cognitive processes of 10 adult L2 writers with minimal previous exposure to Spanish interacting with WCF (both direct and metalinguistic) on morphological and syntactic errors. Think aloud data gathered from three compositions written within the natural writing conditions of a foreign language curriculum were transcribed, coded for depth of processing (DoP) (Leow, 2015), and correlated with subsequent performances on the target items. The results revealed: 1) a higher DoP for metalinguistic WCF, 2) differences in processing of linguistic items, 3) similar DoP over time, and 4) a beneficial relationship between DoP and subsequent performances. Recommendations for future research underscore the importance of acknowledging variables within the instructed setting that may impact a pure effect of WCF on L2 development.
{"title":"WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance","authors":"R. Leow, Anne Thinglum, Stephanie A. Leow","doi":"10.14746/ssllt.2022.12.4.6","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.4.6","url":null,"abstract":"Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: a) the processing dimension of L2 writers’ engagement with WCF in this instructed setting (Manchón & Leow, 2020), b) from an ISLA applied perspective (Leow, 2019a; Leow & Manchón, 2022), and c) any potential relationship with subsequent performances. Also, whether type of linguistic item (e.g., morphological vs. syntactic) plays a role in the processing dimension also warrants further probing. This preliminary quasi-experimental study explored the cognitive processes of 10 adult L2 writers with minimal previous exposure to Spanish interacting with WCF (both direct and metalinguistic) on morphological and syntactic errors. Think aloud data gathered from three compositions written within the natural writing conditions of a foreign language curriculum were transcribed, coded for depth of processing (DoP) (Leow, 2015), and correlated with subsequent performances on the target items. The results revealed: 1) a higher DoP for metalinguistic WCF, 2) differences in processing of linguistic items, 3) similar DoP over time, and 4) a beneficial relationship between DoP and subsequent performances. Recommendations for future research underscore the importance of acknowledging variables within the instructed setting that may impact a pure effect of WCF on L2 development.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"18 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82193660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.14746/ssllt.2022.12.4.10
Ssllt Ssllt
Reviewers for Volume 12/2022
第12/2022卷的审稿人
{"title":"Reviewers for Volume 12/2022","authors":"Ssllt Ssllt","doi":"10.14746/ssllt.2022.12.4.10","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.4.10","url":null,"abstract":"Reviewers for Volume 12/2022","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"31 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82022360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.14746/ssllt.2022.12.4.5
Belén González-Cruz, L. Cerezo, F. Nicolás-Conesa
This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.
{"title":"A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing","authors":"Belén González-Cruz, L. Cerezo, F. Nicolás-Conesa","doi":"10.14746/ssllt.2022.12.4.5","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.4.5","url":null,"abstract":"This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"48 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85797824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-27DOI: 10.14746/ssllt.2022.12.3.9
Zixuan Li
In the context of buoyant research on second language acquisition (SLA), language learning motivation has remained one of the most active fields of inquiry for more than 60 years (Al-Hoorie & MacIntyre, 2019; Ushioda, 2019). Several books have approached this topic from a range of perspectives (e.g., Dörnyei & Ushioda, 2021; Lamb et al., 2019; MacIntyre & Al-Hoorie, 2020). However, the seemingly unceasing theoretical and methodological innovation in motivation research can be confusing, and it has become increasingly overwhelming to keep abreast of all the latest advancements in this burgeoning field. In response to this “promising” yet “perplexing” situation, Ali H. Al-Hoorie and Fruzsina Szabó have edited the volume Researching language learning motivation: A concise guide, presenting a timely guidebook for both students and novice researchers to navigate their way through the journey of language learning motivation.
{"title":"Review of Researching language learning motivation: A concise guide by Ali H. Al-Hoorie and Fruzsina Szabó","authors":"Zixuan Li","doi":"10.14746/ssllt.2022.12.3.9","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.3.9","url":null,"abstract":"In the context of buoyant research on second language acquisition (SLA), language learning motivation has remained one of the most active fields of inquiry for more than 60 years (Al-Hoorie & MacIntyre, 2019; Ushioda, 2019). Several books have approached this topic from a range of perspectives (e.g., Dörnyei & Ushioda, 2021; Lamb et al., 2019; MacIntyre & Al-Hoorie, 2020). However, the seemingly unceasing theoretical and methodological innovation in motivation research can be confusing, and it has become increasingly overwhelming to keep abreast of all the latest advancements in this burgeoning field. In response to this “promising” yet “perplexing” situation, Ali H. Al-Hoorie and Fruzsina Szabó have edited the volume Researching language learning motivation: A concise guide, presenting a timely guidebook for both students and novice researchers to navigate their way through the journey of language learning motivation.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"6 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86245450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-27DOI: 10.14746/ssllt.2022.12.3.2
Raquel Serrano
The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that promote intensive exposure versus others in which L2 input or instruction is more widely spaced. Findings from these studies are relevant not only for practical purposes but also for theory development. This review provides a summary of recent studies as well as suggestions for pedagogical practice. Additionally, it identifies areas for future research concerning the effect of time distribution on L2 learning.
{"title":"A state-of-the-art review of distribution-of-practice effects on L2 learning","authors":"Raquel Serrano","doi":"10.14746/ssllt.2022.12.3.2","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.3.2","url":null,"abstract":"The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that promote intensive exposure versus others in which L2 input or instruction is more widely spaced. Findings from these studies are relevant not only for practical purposes but also for theory development. This review provides a summary of recent studies as well as suggestions for pedagogical practice. Additionally, it identifies areas for future research concerning the effect of time distribution on L2 learning.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"2 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84281192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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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