Pub Date : 2023-05-25DOI: 10.1515/applirev-2022-0169
Shuwen Liu, R. Yuan
Abstract English-medium Instruction (EMI), that is, the use of the English language to teach academic subjects apart from English, is a growing phenomenon around the world. In view of the facilitative role of language in content learning, scholars have stressed the need to incorporate a language focus into EMI classrooms. One practical question that arises from this discussion is “How?” This study, through a telling case, intends to reveal the classroom practices of an EMI teacher who explicitly addresses different language issues during her content teaching in a psychology course in a Macau university. Drawing on multiple sources of data including field observations and interviews, the authors unearth three forms of the teacher’s language-related teaching practices – (1) teaching language for content comprehension, (2) teaching language for classroom engagement, and (3) teaching language through feedback. Specific teaching techniques are further identified and discussed in relation to various personal and contextual factors surrounding the EMI classroom. Practical insights are offered to individual EMI teachers in embracing a language focus to facilitate content learning in EMI programs across geographical contexts.
{"title":"“Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher","authors":"Shuwen Liu, R. Yuan","doi":"10.1515/applirev-2022-0169","DOIUrl":"https://doi.org/10.1515/applirev-2022-0169","url":null,"abstract":"Abstract English-medium Instruction (EMI), that is, the use of the English language to teach academic subjects apart from English, is a growing phenomenon around the world. In view of the facilitative role of language in content learning, scholars have stressed the need to incorporate a language focus into EMI classrooms. One practical question that arises from this discussion is “How?” This study, through a telling case, intends to reveal the classroom practices of an EMI teacher who explicitly addresses different language issues during her content teaching in a psychology course in a Macau university. Drawing on multiple sources of data including field observations and interviews, the authors unearth three forms of the teacher’s language-related teaching practices – (1) teaching language for content comprehension, (2) teaching language for classroom engagement, and (3) teaching language through feedback. Specific teaching techniques are further identified and discussed in relation to various personal and contextual factors surrounding the EMI classroom. Practical insights are offered to individual EMI teachers in embracing a language focus to facilitate content learning in EMI programs across geographical contexts.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45135104","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 : 2023-05-25DOI: 10.1515/applirev-2023-0085
Vincent Greenier, Xiaohua Liu, Yangyu Xiao
Abstract In Chinese primary EFL classrooms, translanguaging between English and Chinese is commonly used by teachers and students out of need for efficient communication, however, this practice has been and is still widely believed to hinder students’ English development. Although recent studies have revealed the benefits translanguaging offers for teaching and learning, little has been done to understand teachers’ perceptions and use of a translanguaging pedagogy in their formative assessment practices, which is expected to play a more important role than before in China’s primary education due to recent policy reform. To close this gap, this exploratory study conducted semi-structured interviews with 10 Chinese primary EFL teachers, who are varied in their geographical location and teaching experience. Adopting an abductive thematic analysis approach, data analysis aimed at understanding how translanguaging was used to facilitate the implementation of formative assessment. Through the lens of creativity, three essential types of translanguaging practices – translanguaging for meaning-making (through preparation and expansion), collaboration, and empowerment – were identified, which have the potential to facilitate different procedures of formative assessment by accelerating understanding and expression, stimulating critical thinking and exploration, maintaining interest and engagement, and promoting autonomy and peer learning.
{"title":"Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom","authors":"Vincent Greenier, Xiaohua Liu, Yangyu Xiao","doi":"10.1515/applirev-2023-0085","DOIUrl":"https://doi.org/10.1515/applirev-2023-0085","url":null,"abstract":"Abstract In Chinese primary EFL classrooms, translanguaging between English and Chinese is commonly used by teachers and students out of need for efficient communication, however, this practice has been and is still widely believed to hinder students’ English development. Although recent studies have revealed the benefits translanguaging offers for teaching and learning, little has been done to understand teachers’ perceptions and use of a translanguaging pedagogy in their formative assessment practices, which is expected to play a more important role than before in China’s primary education due to recent policy reform. To close this gap, this exploratory study conducted semi-structured interviews with 10 Chinese primary EFL teachers, who are varied in their geographical location and teaching experience. Adopting an abductive thematic analysis approach, data analysis aimed at understanding how translanguaging was used to facilitate the implementation of formative assessment. Through the lens of creativity, three essential types of translanguaging practices – translanguaging for meaning-making (through preparation and expansion), collaboration, and empowerment – were identified, which have the potential to facilitate different procedures of formative assessment by accelerating understanding and expression, stimulating critical thinking and exploration, maintaining interest and engagement, and promoting autonomy and peer learning.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45649501","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 : 2023-05-25DOI: 10.1515/applirev-2023-0001
Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari
Abstract Classrooms provide a context in which teachers and learners co-construct meaning in light of their sociocultural understandings and profiles. However, to date, few studies have scrutinized the way such profiles contribute to teachers’ classroom discourse. Informed by the methodological framework of conversation analysis and drawing upon a corpus of 20-h naturally-occurring classroom interactions, the present study examined variations in novice and experienced teachers’ classroom discourse in providing opportunities for learner interlanguage development. The study relied on Walsh’s (2006. Investigating classroom discourse. Routledge) conceptualization of classroom context mode in the data collection and analysis stages. Quantitative and qualitative analyses of the data revealed that the experienced teachers’ discourse was marked by greater simultaneity and immediacy characteristics targeted at learner engagement in comparison to novice teachers. The study findings highlight variations between the two groups across a range of discursive constructions and provide implications for enhancing novice teachers’ classroom discourse.
{"title":"Interactional features in second language classroom discourse: variations across novice and experienced language teachers","authors":"Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari","doi":"10.1515/applirev-2023-0001","DOIUrl":"https://doi.org/10.1515/applirev-2023-0001","url":null,"abstract":"Abstract Classrooms provide a context in which teachers and learners co-construct meaning in light of their sociocultural understandings and profiles. However, to date, few studies have scrutinized the way such profiles contribute to teachers’ classroom discourse. Informed by the methodological framework of conversation analysis and drawing upon a corpus of 20-h naturally-occurring classroom interactions, the present study examined variations in novice and experienced teachers’ classroom discourse in providing opportunities for learner interlanguage development. The study relied on Walsh’s (2006. Investigating classroom discourse. Routledge) conceptualization of classroom context mode in the data collection and analysis stages. Quantitative and qualitative analyses of the data revealed that the experienced teachers’ discourse was marked by greater simultaneity and immediacy characteristics targeted at learner engagement in comparison to novice teachers. The study findings highlight variations between the two groups across a range of discursive constructions and provide implications for enhancing novice teachers’ classroom discourse.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48191787","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 : 2023-05-25DOI: 10.1515/applirev-2022-0105
Li Zhou, Katja Lochtman, Yiheng Xi
Abstract Foreign language peace of mind (FLPOM) is conceptualized as a Chinese culture-specific low-arousal positive emotional state of inner peace and harmony. It is used to describe learners’ psychological well-being in the Chinese English as a foreign language (EFL) context. This study examines the intermediate mechanism for the positive effect of FLPOM on language achievement by testing learners’ cognitive engagement as a mediator on the relationship between FLPOM and language achievement and competitive psychological climate as a moderator of the mediation effect. Foreign language enjoyment (FLE), a comparatively high-arousal positive emotion, is also tested in the same model for comparison purposes. Results showed that cognitive engagement mediated the relationship between both FLPOM and FLE and language achievement and that competitive psychological climate negatively moderated (i.e., weakened) the mediation effect of cognitive engagement on FLE and achievement, but did not moderate the mediation effect of cognitive engagement on FLPOM and achievement. The findings point to the role of FLPOM in gaining learners’ individual resources (e.g., cognitive engagement) and, more importantly, the distinctive role of the low-arousal emotion of FLPOM in lowering resource loss and maintaining learner engagement in high resource loss (e.g., high competitiveness, high stress) circumstances.
{"title":"The mechanism for the positive effect of foreign language peace of mind in the Chinese EFL context: a moderated mediation model based on learners’ individual resources","authors":"Li Zhou, Katja Lochtman, Yiheng Xi","doi":"10.1515/applirev-2022-0105","DOIUrl":"https://doi.org/10.1515/applirev-2022-0105","url":null,"abstract":"Abstract Foreign language peace of mind (FLPOM) is conceptualized as a Chinese culture-specific low-arousal positive emotional state of inner peace and harmony. It is used to describe learners’ psychological well-being in the Chinese English as a foreign language (EFL) context. This study examines the intermediate mechanism for the positive effect of FLPOM on language achievement by testing learners’ cognitive engagement as a mediator on the relationship between FLPOM and language achievement and competitive psychological climate as a moderator of the mediation effect. Foreign language enjoyment (FLE), a comparatively high-arousal positive emotion, is also tested in the same model for comparison purposes. Results showed that cognitive engagement mediated the relationship between both FLPOM and FLE and language achievement and that competitive psychological climate negatively moderated (i.e., weakened) the mediation effect of cognitive engagement on FLE and achievement, but did not moderate the mediation effect of cognitive engagement on FLPOM and achievement. The findings point to the role of FLPOM in gaining learners’ individual resources (e.g., cognitive engagement) and, more importantly, the distinctive role of the low-arousal emotion of FLPOM in lowering resource loss and maintaining learner engagement in high resource loss (e.g., high competitiveness, high stress) circumstances.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43086903","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 : 2023-04-28DOI: 10.1515/applirev-2022-0091
Chonglong Gu, Ali Almanna
Abstract As a burgeoning area of interdisciplinary enquiry, linguistic landscape (LL) research can shed light on the sociopolitical, cultural and demographical realities of a particular locale. However, LL research has seldom explored major international cities from a translation and contrastive perspective. Drawing on a corpus containing 450 photographs (e.g. shop fronts and public signs), this study investigates the multilingual landscape involving the Arabic-English pair in Dubai, an international hub representing a vivid case of micro-cosmopolitanism and superdiversity in the 21st century. An examination of the bilingual and translation practices enacted on Dubai’s LL points to a ubiquitous phenomenon that the Arabic information is often not authentic Arabic but transliterations from English (pseudo Arabic in disguise). Such use of transliteration privileges the phonetic transference of sounds, at the expense of meaning and function. The prevalent use of transliteration as a ‘go-to’ strategy is interesting, considering the obvious existence of pure Arabic equivalents. To provide some ethnographic context for the analysis, 10 people in Dubai were interviewed (Arabic speakers from different Arab countries) to establish whether the transliterated Arabic can be understood and the possible rationale behind this interesting linguistic decision. Such symbolic and decorative use of Arabic reflects Dubai’s global city status with immigrants significantly outnumbering the indigenous Arabic-speaking natives. The widespread aesthetic use of ‘Arabised English’ points to the influence of English in a globalised world. Some tentative reasons are provided to explain the phenomenon.
{"title":"Transl[iter]ating Dubai’s linguistic landscape: a bilingual translation perspective between English and Arabic against a backdrop of globalisation","authors":"Chonglong Gu, Ali Almanna","doi":"10.1515/applirev-2022-0091","DOIUrl":"https://doi.org/10.1515/applirev-2022-0091","url":null,"abstract":"Abstract As a burgeoning area of interdisciplinary enquiry, linguistic landscape (LL) research can shed light on the sociopolitical, cultural and demographical realities of a particular locale. However, LL research has seldom explored major international cities from a translation and contrastive perspective. Drawing on a corpus containing 450 photographs (e.g. shop fronts and public signs), this study investigates the multilingual landscape involving the Arabic-English pair in Dubai, an international hub representing a vivid case of micro-cosmopolitanism and superdiversity in the 21st century. An examination of the bilingual and translation practices enacted on Dubai’s LL points to a ubiquitous phenomenon that the Arabic information is often not authentic Arabic but transliterations from English (pseudo Arabic in disguise). Such use of transliteration privileges the phonetic transference of sounds, at the expense of meaning and function. The prevalent use of transliteration as a ‘go-to’ strategy is interesting, considering the obvious existence of pure Arabic equivalents. To provide some ethnographic context for the analysis, 10 people in Dubai were interviewed (Arabic speakers from different Arab countries) to establish whether the transliterated Arabic can be understood and the possible rationale behind this interesting linguistic decision. Such symbolic and decorative use of Arabic reflects Dubai’s global city status with immigrants significantly outnumbering the indigenous Arabic-speaking natives. The widespread aesthetic use of ‘Arabised English’ points to the influence of English in a globalised world. Some tentative reasons are provided to explain the phenomenon.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45689675","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 : 2023-03-07DOI: 10.1515/applirev-2022-0194
Qi Liu, Sin Wang Chong
Abstract Bilingual education has become increasingly popular in China, with a subsequent growth in research, particularly research with a qualitative component that examines learners’ and teachers’ experiences and perspectives. These studies have mostly been conducted in individual classroom settings where contexts and learners differ, making findings less transferrable to other educational settings. To address this need, we conducted a qualitative synthesis of research that aims to provide a holistic and rich description of bilingual education in China. Our focus is on the implementation of bilingual education in different educational contexts, learners’ and teachers’ perceptions of bilingual education, and the research instruments used for the evaluation of bilingual education. Following a discipline-specific methodological framework for conducting qualitative research synthesis (Chong, Sin Wang & Luke Plonsky. 2021. A primer on qualitative research synthesis in TESOL. TESOL Quarterly 55(3). 1024–1034), we identified suitable studies using a pre-determined search string within various databases. Search results were screened based on a set of inclusion criteria and relevant information was extracted from the included studies using a piloted data extraction form. The extracted data were synthesised using grounded theory to identify new themes and sub-themes. Our findings point to the need for more fine-grained classifications of bilingual education models, despite the fact that Chinese learners generally show positive attitudes towards bilingual education. The study ends with an analysis of limitations, as well as recommendations for future research and practice.
{"title":"Bilingual education in China: a qualitative synthesis of research on models and perceptions","authors":"Qi Liu, Sin Wang Chong","doi":"10.1515/applirev-2022-0194","DOIUrl":"https://doi.org/10.1515/applirev-2022-0194","url":null,"abstract":"Abstract Bilingual education has become increasingly popular in China, with a subsequent growth in research, particularly research with a qualitative component that examines learners’ and teachers’ experiences and perspectives. These studies have mostly been conducted in individual classroom settings where contexts and learners differ, making findings less transferrable to other educational settings. To address this need, we conducted a qualitative synthesis of research that aims to provide a holistic and rich description of bilingual education in China. Our focus is on the implementation of bilingual education in different educational contexts, learners’ and teachers’ perceptions of bilingual education, and the research instruments used for the evaluation of bilingual education. Following a discipline-specific methodological framework for conducting qualitative research synthesis (Chong, Sin Wang & Luke Plonsky. 2021. A primer on qualitative research synthesis in TESOL. TESOL Quarterly 55(3). 1024–1034), we identified suitable studies using a pre-determined search string within various databases. Search results were screened based on a set of inclusion criteria and relevant information was extracted from the included studies using a piloted data extraction form. The extracted data were synthesised using grounded theory to identify new themes and sub-themes. Our findings point to the need for more fine-grained classifications of bilingual education models, despite the fact that Chinese learners generally show positive attitudes towards bilingual education. The study ends with an analysis of limitations, as well as recommendations for future research and practice.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47970756","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 : 2023-03-07DOI: 10.1515/applirev-2022-0189
Sin Wang Chong, Luke Plonsky
Abstract Secondary research is burgeoning in the field of Applied Linguistics, taking the form of both narrative literature review and especially more systematic research synthesis. Clearly purposed and methodologically sound secondary research contributes to the field because it provides useful and reliable summaries in a given domain, facilitates research dialogues between sub-fields, and reduces redundancies in the published literature. It is important to understand that secondary research is an umbrella term that includes numerous types of literature review. In this commentary, we present a typology of 13 types of well-established and emergent types of secondary research in Applied Linguistics. Employing a four-dimensional analytical framework, focus, review process, structure, and representation of text of the 13 types of secondary research are discussed, supported by examples. This article ends with recommendations for conducting secondary research and calls for further inquiry into field-specific methodology of secondary research.
{"title":"A typology of secondary research in Applied Linguistics","authors":"Sin Wang Chong, Luke Plonsky","doi":"10.1515/applirev-2022-0189","DOIUrl":"https://doi.org/10.1515/applirev-2022-0189","url":null,"abstract":"Abstract Secondary research is burgeoning in the field of Applied Linguistics, taking the form of both narrative literature review and especially more systematic research synthesis. Clearly purposed and methodologically sound secondary research contributes to the field because it provides useful and reliable summaries in a given domain, facilitates research dialogues between sub-fields, and reduces redundancies in the published literature. It is important to understand that secondary research is an umbrella term that includes numerous types of literature review. In this commentary, we present a typology of 13 types of well-established and emergent types of secondary research in Applied Linguistics. Employing a four-dimensional analytical framework, focus, review process, structure, and representation of text of the 13 types of secondary research are discussed, supported by examples. This article ends with recommendations for conducting secondary research and calls for further inquiry into field-specific methodology of secondary research.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136245381","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 : 2023-02-23DOI: 10.1515/applirev-2022-0081
B. Reynolds, Chen Ding
Abstract This study investigated the effects of two learner-related factors on English as a first language (L1E) (n = 20) and English as a foreign language (EFL) (n = 20) learners’ incidental vocabulary acquisition through reading an authentic novel. Central to the study was the participants’ reading of the novel: A Clockwork Orange by British novelist Anthony Burgess. The novel contains slovos, which are words from nadsat, a foreignized argot used by the teenage gang members in the novel. Two unannounced tests followed the reading to measure the participants’ word meaning recall and recognition of target words. Regression analyses revealed that reading speed was a robust factor that affected both the L1E and the EFL learners’ acquisition of both word meaning recall and recognition; apparently, the faster the reading, the more words the readers acquired. However, positive affect, measured as reading enjoyment, did not turn out to be a factor in word acquisition. The findings indicate that the cognitive factor, i.e., reading speed, overrides the positive affect of reading enjoyment in determining L1E and EFL learners’ incidental vocabulary acquisition through reading. This research concludes with a discussion of the pedagogical implications of repeated and extensive reading, which promote the development of reading speed.
{"title":"The predictive effects of reading speed and positive affect on first and second language incidental vocabulary acquisition through reading an authentic novel","authors":"B. Reynolds, Chen Ding","doi":"10.1515/applirev-2022-0081","DOIUrl":"https://doi.org/10.1515/applirev-2022-0081","url":null,"abstract":"Abstract This study investigated the effects of two learner-related factors on English as a first language (L1E) (n = 20) and English as a foreign language (EFL) (n = 20) learners’ incidental vocabulary acquisition through reading an authentic novel. Central to the study was the participants’ reading of the novel: A Clockwork Orange by British novelist Anthony Burgess. The novel contains slovos, which are words from nadsat, a foreignized argot used by the teenage gang members in the novel. Two unannounced tests followed the reading to measure the participants’ word meaning recall and recognition of target words. Regression analyses revealed that reading speed was a robust factor that affected both the L1E and the EFL learners’ acquisition of both word meaning recall and recognition; apparently, the faster the reading, the more words the readers acquired. However, positive affect, measured as reading enjoyment, did not turn out to be a factor in word acquisition. The findings indicate that the cognitive factor, i.e., reading speed, overrides the positive affect of reading enjoyment in determining L1E and EFL learners’ incidental vocabulary acquisition through reading. This research concludes with a discussion of the pedagogical implications of repeated and extensive reading, which promote the development of reading speed.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43197233","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}
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