Pub Date : 2024-02-15DOI: 10.1515/applirev-2023-0117
Laura Gurney, Eugenia Demuro
In this paper, we engage the frame of language ontologies to explore what language is or might be, vis-à-vis empirical data from practicing language teachers and researchers. We conducted semi-structured interviews with fourteen participants to explore their accounts and self-reported practices of language(s)/languaging. We present five ontological accounts of language(s)/languaging as shared by the participants during the interviews: language as a tool for communication, language as thought, language as culture, language as system, and languaging as practice. We discuss the implications of these five ontological accounts for teaching, learning, and understanding language as a multiplicity.
{"title":"Languages ontologies in higher education: the world-making practices of language teachers","authors":"Laura Gurney, Eugenia Demuro","doi":"10.1515/applirev-2023-0117","DOIUrl":"https://doi.org/10.1515/applirev-2023-0117","url":null,"abstract":"In this paper, we engage the frame of <jats:italic>language ontologies</jats:italic> to explore what language is or might be, <jats:italic>vis-à-vis</jats:italic> empirical data from practicing language teachers and researchers. We conducted semi-structured interviews with fourteen participants to explore their accounts and self-reported practices of language(s)/languaging. We present five ontological accounts of language(s)/languaging as shared by the participants during the interviews: language as a tool for communication, language as thought, language as culture, language as system, and languaging as practice. We discuss the implications of these five ontological accounts for teaching, learning, and understanding language as a multiplicity.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139771556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-14DOI: 10.1515/applirev-2024-0011
Ali Fuad Selvi
The recent surge in acknowledging and critically engaging with identity, advocacy, social justice, criticality, anti-racism, and decolonization in applied linguistics has initiated a process aimed at destabilizing, disrupting, and eventually transforming the geopolitics of knowledge, epistemological orientations, ideological commitments, and methodological practices in research. The current study investigates the evolutionary trajectory of decoloniality in applied linguistics, specifically focusing on citation practices as a point of entry in knowledge building, theorization, and dissemination in major journals over the past 5 years. The findings uncover the consistent invisibility of scholars from the Global South as authors (who use their voices [in]form the knowledge building and dissemination), cited authors (whose voices are used to [in]form the knowledge building and dissemination), and editors/editorial board members (whose vision and practices that ultimately [in]form disciplinary norms, expectations, and directions about knowledge building and dissemination). These (in)advertent (self-) exclusionary trends relegate Southern voices, subjectivities, and epistemological perspectives, perpetuating the dominance of the Anglosphere and obscuring ongoing epistemic appropriation. It concludes that resisting epistemic injustices (erasure, silence, and theft) must be regarded as an ethical, ideological, and professional imperative and demand the deployment of rhetorical strategies, equitable citation practices, collaborative initiatives, and a sustained commitment to decolonial skepticism.
{"title":"The myopic focus on decoloniality in applied linguistics and English language education: citations and stolen subjectivities","authors":"Ali Fuad Selvi","doi":"10.1515/applirev-2024-0011","DOIUrl":"https://doi.org/10.1515/applirev-2024-0011","url":null,"abstract":"The recent surge in acknowledging and critically engaging with identity, advocacy, social justice, criticality, anti-racism, and decolonization in applied linguistics has initiated a process aimed at destabilizing, disrupting, and eventually transforming the geopolitics of knowledge, epistemological orientations, ideological commitments, and methodological practices in research. The current study investigates the evolutionary trajectory of decoloniality in applied linguistics, specifically focusing on citation practices as a point of entry in knowledge building, theorization, and dissemination in major journals over the past 5 years. The findings uncover the consistent invisibility of scholars from the Global South as authors (who use their voices [in]form the knowledge building and dissemination), cited authors (whose voices are used to [in]form the knowledge building and dissemination), and editors/editorial board members (whose vision and practices that ultimately [in]form disciplinary norms, expectations, and directions about knowledge building and dissemination). These (in)advertent (self-) exclusionary trends relegate Southern voices, subjectivities, and epistemological perspectives, perpetuating the dominance of the Anglosphere and obscuring ongoing epistemic appropriation. It concludes that resisting epistemic injustices (erasure, silence, and theft) must be regarded as an ethical, ideological, and professional imperative and demand the deployment of rhetorical strategies, equitable citation practices, collaborative initiatives, and a sustained commitment to decolonial skepticism.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139771540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1515/applirev-2024-0008
Osman Z. Barnawi, Hamza R’boul
{"title":"Against epistemological theft and appropriation in applied linguistics research","authors":"Osman Z. Barnawi, Hamza R’boul","doi":"10.1515/applirev-2024-0008","DOIUrl":"https://doi.org/10.1515/applirev-2024-0008","url":null,"abstract":"","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1515/applirev-2023-0269
Zhu Hua, Li Wei
This study demonstrates how tribalism and nationalism, exacerbated by the COVID-19 pandemic, have given rise to the enregisterment of a cultural discursive practice – dui (怼) – on Chinese social media. Based on a sample of social media posts collected through a combination of ‘noticing’ and systematic data scanning and archiving over a month, our analysis shows that dui shifted from a discursive practice of friendly teasing, a specific function that underpinned its rise of popularity prior to the onset of the pandemic, to an oppositional discursive practice characterised by wrangling, words of violence and a conversationalised journalistic discourse of refuting. We argue that COVID-19 has heightened Chinese netizens’ sensitivities towards China’s perceived friends and enemies. This politicisation, together with the associated traditional discourses of national pride and humiliation, contributed to the emergence of dui as a tribalising discourse, which in turn has further destabilised and polarised the user community on Chinese social media and beyond. The study illustrates the mutually constitutive nature of the enregisterment of discursive practices and social relationships and the importance of bringing together discourse analytical and socio-cultural perspectives in analytical terms.
{"title":"Who is our friend and who is our enemy? The enregisterment of tribalising digital discourse during the COVID-19 pandemic","authors":"Zhu Hua, Li Wei","doi":"10.1515/applirev-2023-0269","DOIUrl":"https://doi.org/10.1515/applirev-2023-0269","url":null,"abstract":"\u0000 This study demonstrates how tribalism and nationalism, exacerbated by the COVID-19 pandemic, have given rise to the enregisterment of a cultural discursive practice – dui (怼) – on Chinese social media. Based on a sample of social media posts collected through a combination of ‘noticing’ and systematic data scanning and archiving over a month, our analysis shows that dui shifted from a discursive practice of friendly teasing, a specific function that underpinned its rise of popularity prior to the onset of the pandemic, to an oppositional discursive practice characterised by wrangling, words of violence and a conversationalised journalistic discourse of refuting. We argue that COVID-19 has heightened Chinese netizens’ sensitivities towards China’s perceived friends and enemies. This politicisation, together with the associated traditional discourses of national pride and humiliation, contributed to the emergence of dui as a tribalising discourse, which in turn has further destabilised and polarised the user community on Chinese social media and beyond. The study illustrates the mutually constitutive nature of the enregisterment of discursive practices and social relationships and the importance of bringing together discourse analytical and socio-cultural perspectives in analytical terms.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139781423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1515/applirev-2024-0008
Osman Z. Barnawi, Hamza R’boul
{"title":"Against epistemological theft and appropriation in applied linguistics research","authors":"Osman Z. Barnawi, Hamza R’boul","doi":"10.1515/applirev-2024-0008","DOIUrl":"https://doi.org/10.1515/applirev-2024-0008","url":null,"abstract":"","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1515/applirev-2023-0269
Zhu Hua, Li Wei
This study demonstrates how tribalism and nationalism, exacerbated by the COVID-19 pandemic, have given rise to the enregisterment of a cultural discursive practice – dui (怼) – on Chinese social media. Based on a sample of social media posts collected through a combination of ‘noticing’ and systematic data scanning and archiving over a month, our analysis shows that dui shifted from a discursive practice of friendly teasing, a specific function that underpinned its rise of popularity prior to the onset of the pandemic, to an oppositional discursive practice characterised by wrangling, words of violence and a conversationalised journalistic discourse of refuting. We argue that COVID-19 has heightened Chinese netizens’ sensitivities towards China’s perceived friends and enemies. This politicisation, together with the associated traditional discourses of national pride and humiliation, contributed to the emergence of dui as a tribalising discourse, which in turn has further destabilised and polarised the user community on Chinese social media and beyond. The study illustrates the mutually constitutive nature of the enregisterment of discursive practices and social relationships and the importance of bringing together discourse analytical and socio-cultural perspectives in analytical terms.
{"title":"Who is our friend and who is our enemy? The enregisterment of tribalising digital discourse during the COVID-19 pandemic","authors":"Zhu Hua, Li Wei","doi":"10.1515/applirev-2023-0269","DOIUrl":"https://doi.org/10.1515/applirev-2023-0269","url":null,"abstract":"\u0000 This study demonstrates how tribalism and nationalism, exacerbated by the COVID-19 pandemic, have given rise to the enregisterment of a cultural discursive practice – dui (怼) – on Chinese social media. Based on a sample of social media posts collected through a combination of ‘noticing’ and systematic data scanning and archiving over a month, our analysis shows that dui shifted from a discursive practice of friendly teasing, a specific function that underpinned its rise of popularity prior to the onset of the pandemic, to an oppositional discursive practice characterised by wrangling, words of violence and a conversationalised journalistic discourse of refuting. We argue that COVID-19 has heightened Chinese netizens’ sensitivities towards China’s perceived friends and enemies. This politicisation, together with the associated traditional discourses of national pride and humiliation, contributed to the emergence of dui as a tribalising discourse, which in turn has further destabilised and polarised the user community on Chinese social media and beyond. The study illustrates the mutually constitutive nature of the enregisterment of discursive practices and social relationships and the importance of bringing together discourse analytical and socio-cultural perspectives in analytical terms.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-09DOI: 10.1515/applirev-2023-0136
Zhengdong Gan, Xianrong Wang
Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course (N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students completed surveys measuring their perceived teacher feedback practices, feedback motivation and engagement. Scaffolding feedback, verification feedback, and criticism were found to significantly predict student feedback motivation. Feedback enjoyment significantly predicted student feedback engagement, but there was no positive significant relationship between perceived feedback usefulness and feedback engagement. Indirect effects testing provided empirical evidence that student feedback motivation mediated the impact of teacher feedback on student feedback engagement in a university English enhancement course context.
{"title":"Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students","authors":"Zhengdong Gan, Xianrong Wang","doi":"10.1515/applirev-2023-0136","DOIUrl":"https://doi.org/10.1515/applirev-2023-0136","url":null,"abstract":"\u0000 Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course (N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students completed surveys measuring their perceived teacher feedback practices, feedback motivation and engagement. Scaffolding feedback, verification feedback, and criticism were found to significantly predict student feedback motivation. Feedback enjoyment significantly predicted student feedback engagement, but there was no positive significant relationship between perceived feedback usefulness and feedback engagement. Indirect effects testing provided empirical evidence that student feedback motivation mediated the impact of teacher feedback on student feedback engagement in a university English enhancement course context.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139788100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-09DOI: 10.1515/applirev-2023-0136
Zhengdong Gan, Xianrong Wang
Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course (N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students completed surveys measuring their perceived teacher feedback practices, feedback motivation and engagement. Scaffolding feedback, verification feedback, and criticism were found to significantly predict student feedback motivation. Feedback enjoyment significantly predicted student feedback engagement, but there was no positive significant relationship between perceived feedback usefulness and feedback engagement. Indirect effects testing provided empirical evidence that student feedback motivation mediated the impact of teacher feedback on student feedback engagement in a university English enhancement course context.
{"title":"Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students","authors":"Zhengdong Gan, Xianrong Wang","doi":"10.1515/applirev-2023-0136","DOIUrl":"https://doi.org/10.1515/applirev-2023-0136","url":null,"abstract":"\u0000 Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course (N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students completed surveys measuring their perceived teacher feedback practices, feedback motivation and engagement. Scaffolding feedback, verification feedback, and criticism were found to significantly predict student feedback motivation. Feedback enjoyment significantly predicted student feedback engagement, but there was no positive significant relationship between perceived feedback usefulness and feedback engagement. Indirect effects testing provided empirical evidence that student feedback motivation mediated the impact of teacher feedback on student feedback engagement in a university English enhancement course context.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1515/applirev-2023-0106
M. Teng
The present study, given increasing attention to incidental vocabulary learning, explores how different input modes (i.e., listening, reading, and viewing captioned videos) affect such learning while considering frequency and prior vocabulary knowledge. One hundred twenty Chinese university students learning English as a foreign language were allocated to three treatment groups and one (test-only) control group. Target words included 48 terms appearing at various frequencies (1–6 occurrences) in a documentary video. Incidental vocabulary learning outcomes were measured through form and meaning recognition. Mixed effects models showed that the caption viewing condition led to the most pronounced incidental vocabulary learning and retention outcomes, followed by the reading and listening conditions. A significant interaction effect was identified between time, group, and prior vocabulary knowledge. A significant interaction effect was also observed between time, group, and frequency. Meanwhile, frequency was less important for incidental vocabulary learning than prior vocabulary knowledge. Pedagogical implications are discussed based on these findings.
{"title":"Incidental vocabulary learning from listening, reading, and viewing captioned videos: frequency and prior vocabulary knowledge","authors":"M. Teng","doi":"10.1515/applirev-2023-0106","DOIUrl":"https://doi.org/10.1515/applirev-2023-0106","url":null,"abstract":"\u0000 The present study, given increasing attention to incidental vocabulary learning, explores how different input modes (i.e., listening, reading, and viewing captioned videos) affect such learning while considering frequency and prior vocabulary knowledge. One hundred twenty Chinese university students learning English as a foreign language were allocated to three treatment groups and one (test-only) control group. Target words included 48 terms appearing at various frequencies (1–6 occurrences) in a documentary video. Incidental vocabulary learning outcomes were measured through form and meaning recognition. Mixed effects models showed that the caption viewing condition led to the most pronounced incidental vocabulary learning and retention outcomes, followed by the reading and listening conditions. A significant interaction effect was identified between time, group, and prior vocabulary knowledge. A significant interaction effect was also observed between time, group, and frequency. Meanwhile, frequency was less important for incidental vocabulary learning than prior vocabulary knowledge. Pedagogical implications are discussed based on these findings.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139855828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1515/applirev-2023-0106
M. Teng
The present study, given increasing attention to incidental vocabulary learning, explores how different input modes (i.e., listening, reading, and viewing captioned videos) affect such learning while considering frequency and prior vocabulary knowledge. One hundred twenty Chinese university students learning English as a foreign language were allocated to three treatment groups and one (test-only) control group. Target words included 48 terms appearing at various frequencies (1–6 occurrences) in a documentary video. Incidental vocabulary learning outcomes were measured through form and meaning recognition. Mixed effects models showed that the caption viewing condition led to the most pronounced incidental vocabulary learning and retention outcomes, followed by the reading and listening conditions. A significant interaction effect was identified between time, group, and prior vocabulary knowledge. A significant interaction effect was also observed between time, group, and frequency. Meanwhile, frequency was less important for incidental vocabulary learning than prior vocabulary knowledge. Pedagogical implications are discussed based on these findings.
{"title":"Incidental vocabulary learning from listening, reading, and viewing captioned videos: frequency and prior vocabulary knowledge","authors":"M. Teng","doi":"10.1515/applirev-2023-0106","DOIUrl":"https://doi.org/10.1515/applirev-2023-0106","url":null,"abstract":"\u0000 The present study, given increasing attention to incidental vocabulary learning, explores how different input modes (i.e., listening, reading, and viewing captioned videos) affect such learning while considering frequency and prior vocabulary knowledge. One hundred twenty Chinese university students learning English as a foreign language were allocated to three treatment groups and one (test-only) control group. Target words included 48 terms appearing at various frequencies (1–6 occurrences) in a documentary video. Incidental vocabulary learning outcomes were measured through form and meaning recognition. Mixed effects models showed that the caption viewing condition led to the most pronounced incidental vocabulary learning and retention outcomes, followed by the reading and listening conditions. A significant interaction effect was identified between time, group, and prior vocabulary knowledge. A significant interaction effect was also observed between time, group, and frequency. Meanwhile, frequency was less important for incidental vocabulary learning than prior vocabulary knowledge. Pedagogical implications are discussed based on these findings.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：