This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the curriculum during a support class for their MLLs. We show how this curriculum, containing what we classify as educative curriculum materials (Davis & Krajcik, 2005), operated to support, and extend linguistically supportive instructional practices occurring within participating teachers' classroom figured worlds (Holland et al., 1998). Using data from classroom observations and teacher interviews, we show how the curriculum operated as a mediating artifact to support teachers' development of more linguistically diverse practices within their classrooms. Findings indicate that curriculum materials bridged theory to practice by supporting teacher development of these practices, which, in turn, bolstered their beliefs in the importance of students' home languages, and led to a shift in how teachers understood, interpreted, and resisted English‐centric policies at their schools.
本研究调查了在一个正式以英语为中心的学区工作的五名多语学习者(mls)教师如何理解基于翻译教学法的阅读课程，或建立在多语青少年熟悉的语言和语言实践(如语言中介、翻译和编码)基础上的教学。参与培训的教师大多自称为单语教育者，他们在为他们的外语学习者提供支持的课堂上使用了该课程。我们展示了这个课程，包含了我们归类为教育课程材料的内容(Davis & Krajcik, 2005)，如何在参与教师的课堂图形世界中支持和扩展语言支持教学实践(Holland et al, 1998)。利用课堂观察和教师访谈的数据，我们展示了课程如何作为中介工具来支持教师在课堂上发展更多语言多样化的实践。研究结果表明，课程材料通过支持教师发展这些实践，将理论与实践联系起来，这反过来又加强了他们对学生母语重要性的信念，并导致教师如何理解、解释和抵制以英语为中心的学校政策的转变。
{"title":"Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices","authors":"Holland White, E. Galloway, Robert T. Jiménez","doi":"10.1002/tesq.3258","DOIUrl":"https://doi.org/10.1002/tesq.3258","url":null,"abstract":"This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the curriculum during a support class for their MLLs. We show how this curriculum, containing what we classify as educative curriculum materials (Davis & Krajcik, 2005), operated to support, and extend linguistically supportive instructional practices occurring within participating teachers' classroom figured worlds (Holland et al., 1998). Using data from classroom observations and teacher interviews, we show how the curriculum operated as a mediating artifact to support teachers' development of more linguistically diverse practices within their classrooms. Findings indicate that curriculum materials bridged theory to practice by supporting teacher development of these practices, which, in turn, bolstered their beliefs in the importance of students' home languages, and led to a shift in how teachers understood, interpreted, and resisted English‐centric policies at their schools.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"92 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79503433","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}
Efforts to promote gender equality/equity in education have received much focus in recent decades. The area of English language teaching (ELT) has contributed to this development by emphasizing gender concerns. However, the views of LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other genders) educators are often undermined in initiatives to engender an inclusive English classroom. Anchored in the notion of queer inquiry, the present study adds to this evolving discussion by focusing on the beliefs of queer Filipino university teachers about queering ELT. Using a qualitative survey of 19 English language teachers from different Philippine universities, the study explores the factors influencing LGBTQIA+ Filipino university teachers' efforts in queering ELT. The facilitating factors include legitimating (i.e., a positive school atmosphere and academic freedom) and favoring aspects (i.e., confidence in one's gender and sexuality literacy and students' acceptance of queer perspectives). On the other hand, the potential impediments cover censoring (i.e., the conservative ideology of relevant key players) and delegitimating factors (i.e., teachers' limited power and capacity to tackle queer perspectives, and lack of school support and sustainability). The findings may have implications in relevant educational situations where the concept of diversity in ELT is explored and promoted.
{"title":"Understanding Queer Filipino University Teachers' Queering Efforts in the English Classroom","authors":"V. Tarrayo, Rafaella R. Potestades","doi":"10.1002/tesq.3256","DOIUrl":"https://doi.org/10.1002/tesq.3256","url":null,"abstract":"Efforts to promote gender equality/equity in education have received much focus in recent decades. The area of English language teaching (ELT) has contributed to this development by emphasizing gender concerns. However, the views of LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other genders) educators are often undermined in initiatives to engender an inclusive English classroom. Anchored in the notion of queer inquiry, the present study adds to this evolving discussion by focusing on the beliefs of queer Filipino university teachers about queering ELT. Using a qualitative survey of 19 English language teachers from different Philippine universities, the study explores the factors influencing LGBTQIA+ Filipino university teachers' efforts in queering ELT. The facilitating factors include legitimating (i.e., a positive school atmosphere and academic freedom) and favoring aspects (i.e., confidence in one's gender and sexuality literacy and students' acceptance of queer perspectives). On the other hand, the potential impediments cover censoring (i.e., the conservative ideology of relevant key players) and delegitimating factors (i.e., teachers' limited power and capacity to tackle queer perspectives, and lack of school support and sustainability). The findings may have implications in relevant educational situations where the concept of diversity in ELT is explored and promoted.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"15 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81796923","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}
Astrid Mairitsch, Giulia Sulis, Sarah Mercer, Sun-Yun Shin, Salam Mairi
While the emotion of pride has received increasing attention in general psychology, it has gone largely overlooked in the field of education generally, and language education specifically. This study explores the sources of pride reported by 140 English language teachers from various contexts across the globe. Data were generated through an online survey using a series of open‐ended items addressing various dimensions of participants' professional pride. The results revealed two main orientations in terms of the sources of professional pride experienced by participants, namely, self‐ and other‐oriented. Furthermore, data showed that participants in this study reported only on authentic pride as opposed to hubristic pride. The data indicated how these teachers' sense of pride is socially determined and interconnected with key psychological constructs such as motivation, self‐esteem, sense of meaning, agency, and well‐being. The concluding section of the paper considers how pride can be conceptualized in the domain of language education, how it can potentially be leveraged to boost teacher well‐being, and what pathways this study opens up for further research.
{"title":"“They Are our Future”: Professional Pride in Language Teachers across the Globe","authors":"Astrid Mairitsch, Giulia Sulis, Sarah Mercer, Sun-Yun Shin, Salam Mairi","doi":"10.1002/tesq.3259","DOIUrl":"https://doi.org/10.1002/tesq.3259","url":null,"abstract":"While the emotion of pride has received increasing attention in general psychology, it has gone largely overlooked in the field of education generally, and language education specifically. This study explores the sources of pride reported by 140 English language teachers from various contexts across the globe. Data were generated through an online survey using a series of open‐ended items addressing various dimensions of participants' professional pride. The results revealed two main orientations in terms of the sources of professional pride experienced by participants, namely, self‐ and other‐oriented. Furthermore, data showed that participants in this study reported only on authentic pride as opposed to hubristic pride. The data indicated how these teachers' sense of pride is socially determined and interconnected with key psychological constructs such as motivation, self‐esteem, sense of meaning, agency, and well‐being. The concluding section of the paper considers how pride can be conceptualized in the domain of language education, how it can potentially be leveraged to boost teacher well‐being, and what pathways this study opens up for further research.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"9 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75671558","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}
This special issue focuses on how neo‐nationalist movements are affecting the teaching of English to speakers of other languages in several countries where English functions as the dominant language, an official language, a lingua franca, and/or a required subject in schools. In this introduction, we offer background on neo‐nationalism and the teaching of English, as well as preview key themes and responses addressed in the rest of the special issue. We then provide an overview of the research articles, brief report, and commentaries that respond to the question of how the field of TESOL, which has benefited from neoliberal globalization even while critiquing it, can meet the challenges posed by a world in which more governments are withdrawing from international agreements, reinforcing their borders, and inciting xenophobic violence among the general populace.
{"title":"Introduction: Teaching English in a Time of Resurgent Nationalism","authors":"Kyle McIntosh, Paul Mcpherron","doi":"10.1002/tesq.3255","DOIUrl":"https://doi.org/10.1002/tesq.3255","url":null,"abstract":"This special issue focuses on how neo‐nationalist movements are affecting the teaching of English to speakers of other languages in several countries where English functions as the dominant language, an official language, a lingua franca, and/or a required subject in schools. In this introduction, we offer background on neo‐nationalism and the teaching of English, as well as preview key themes and responses addressed in the rest of the special issue. We then provide an overview of the research articles, brief report, and commentaries that respond to the question of how the field of TESOL, which has benefited from neoliberal globalization even while critiquing it, can meet the challenges posed by a world in which more governments are withdrawing from international agreements, reinforcing their borders, and inciting xenophobic violence among the general populace.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"14 1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83174165","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}
Digital multimodal composing (DMC) has been receiving increasing attention in the research on English as an additional language (EAL) instruction in higher education. While this approach responds to students' changing writing practices in the digital world, it can create tension with mandated curricula and high‐stakes testing regimes that prioritize print‐based essay writing as in China. However, little research has explored the possibility of negotiating the tension and bridging DMC and print‐based writing through instructional design. This article reports an instrumental case study that investigates a university instructor's pedagogical approach of using DMC in an academic literacy classroom in China. Through qualitative inductive analysis and multimodal analysis, this study identifies five centers of polycentric power relations and explores how and why the instructor designed, implemented, and evaluated the DMC project to leverage students' digital literacy interests, meet the goals of the national English curriculum, and prepare students for the standardized tests. We argue that she served as a digital literacy broker who not only harnessed students' passion for digital communication but also fulfilled the requirements of different centers.
{"title":"Negotiating Polycentric Power Dynamics in China through Digital Multimodal Composing","authors":"Ya Zuo, Fangzhi He","doi":"10.1002/tesq.3252","DOIUrl":"https://doi.org/10.1002/tesq.3252","url":null,"abstract":"Digital multimodal composing (DMC) has been receiving increasing attention in the research on English as an additional language (EAL) instruction in higher education. While this approach responds to students' changing writing practices in the digital world, it can create tension with mandated curricula and high‐stakes testing regimes that prioritize print‐based essay writing as in China. However, little research has explored the possibility of negotiating the tension and bridging DMC and print‐based writing through instructional design. This article reports an instrumental case study that investigates a university instructor's pedagogical approach of using DMC in an academic literacy classroom in China. Through qualitative inductive analysis and multimodal analysis, this study identifies five centers of polycentric power relations and explores how and why the instructor designed, implemented, and evaluated the DMC project to leverage students' digital literacy interests, meet the goals of the national English curriculum, and prepare students for the standardized tests. We argue that she served as a digital literacy broker who not only harnessed students' passion for digital communication but also fulfilled the requirements of different centers.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"30 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89586847","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}
Anja Riemenschneider, Zarah Weiß, Pauline Schröter, Walt Detmar Meurers
The linguistic characteristics of text productions depend on various factors, including individual language proficiency as well as the tasks used to elicit the production. To date, little attention has been paid to whether some writing tasks are more suitable than others to represent and differentiate students' proficiency levels. This issue is especially relevant in the context of high‐stakes language examinations. In this study, we investigated task effects in English as a foreign language (EFL) Abitur examinations, the high‐stakes test qualifying for higher education admission in Germany. Based on texts produced by 362 students, we examined (a) if and how student writings differ in their linguistic complexity and (b) if the EFL Abitur tasks are equally suited to differentiate the students' proficiency levels. We used a broad operationalization of linguistic complexity, including measures from various linguistic domains in the computational analysis of the texts. The results of our mixed‐effects models show that student texts differ in their linguistic complexity primarily by the functional needs of the task types employed (summary, analysis, and argumentation). Furthermore, writing tasks that demand high independence in language performance are best suited to differentiate between proficiency levels, which becomes especially evident in vocabulary choice and usage.
{"title":"The Interplay of Task Characteristics, Linguistic Complexity, and Language Proficiency in High‐Stakes English as a Foreign Language Writing","authors":"Anja Riemenschneider, Zarah Weiß, Pauline Schröter, Walt Detmar Meurers","doi":"10.1002/tesq.3254","DOIUrl":"https://doi.org/10.1002/tesq.3254","url":null,"abstract":"The linguistic characteristics of text productions depend on various factors, including individual language proficiency as well as the tasks used to elicit the production. To date, little attention has been paid to whether some writing tasks are more suitable than others to represent and differentiate students' proficiency levels. This issue is especially relevant in the context of high‐stakes language examinations. In this study, we investigated task effects in English as a foreign language (EFL) Abitur examinations, the high‐stakes test qualifying for higher education admission in Germany. Based on texts produced by 362 students, we examined (a) if and how student writings differ in their linguistic complexity and (b) if the EFL Abitur tasks are equally suited to differentiate the students' proficiency levels. We used a broad operationalization of linguistic complexity, including measures from various linguistic domains in the computational analysis of the texts. The results of our mixed‐effects models show that student texts differ in their linguistic complexity primarily by the functional needs of the task types employed (summary, analysis, and argumentation). Furthermore, writing tasks that demand high independence in language performance are best suited to differentiate between proficiency levels, which becomes especially evident in vocabulary choice and usage.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"3 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87557971","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}
{"title":"English Language Teaching and Resurgent Nationalism: What is to be Done?","authors":"Christian W. Chun","doi":"10.1002/tesq.3251","DOIUrl":"https://doi.org/10.1002/tesq.3251","url":null,"abstract":"","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"70 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74185992","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}
Previous research on neo‐nationalism has largely focused on the political arena, analyzing voters, parties, and policies. The scholarship featured in this special issue moves beyond the analysis of neo‐nationalism in contemporary politics to show how the ideology is enacted at the micro level. The stage for these dynamic interactions is educational settings related to the teaching of English. In this article, we comment on this new research that illustrates the variety of ways English language instruction can either advance or combat neo‐nationalism. Despite the diversity of roles that English plays across different geographic and national‐level contexts, this corpus of work makes evident the importance of language in maintaining national group boundaries. Inspired by this knowledge, we use data from the International Social Survey Program (ISSP) to explore how attitudes about speaking the national language are related to neo‐nationalist stances cross‐nationally. Our findings, which echo the micro‐level evidence presented in the special issue, show that national languages are inextricably linked to the maintenance of national group boundaries and associated with neo‐nationalist concerns about the erosion of national culture, economy, and political institutions due to perceived foreign threats.
{"title":"“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism","authors":"Maureen A. Eger, Sarah Valdez","doi":"10.1002/tesq.3250","DOIUrl":"https://doi.org/10.1002/tesq.3250","url":null,"abstract":"Previous research on neo‐nationalism has largely focused on the political arena, analyzing voters, parties, and policies. The scholarship featured in this special issue moves beyond the analysis of neo‐nationalism in contemporary politics to show how the ideology is enacted at the micro level. The stage for these dynamic interactions is educational settings related to the teaching of English. In this article, we comment on this new research that illustrates the variety of ways English language instruction can either advance or combat neo‐nationalism. Despite the diversity of roles that English plays across different geographic and national‐level contexts, this corpus of work makes evident the importance of language in maintaining national group boundaries. Inspired by this knowledge, we use data from the International Social Survey Program (ISSP) to explore how attitudes about speaking the national language are related to neo‐nationalist stances cross‐nationally. Our findings, which echo the micro‐level evidence presented in the special issue, show that national languages are inextricably linked to the maintenance of national group boundaries and associated with neo‐nationalist concerns about the erosion of national culture, economy, and political institutions due to perceived foreign threats.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"78 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91224479","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}
Progress made in Natural Language Processing (NLP) and Artificial Intelligence (AI) in recent years has resulted in these tools becoming more accessible for individuals who lack professional training. Of particular note are large language models, such as OpenAI's GPT‐3.5. Discussions of utilizing AI for language education usually focus on the impact the technology will have on students and teachers. Less frequently the center of attention is how generative AI tools can empower researchers. The purpose of this paper is to raise awareness by demonstrating and discussing examples of how OpenAI's chatbot, ChatGPT, can be leveraged as a tool for language education researchers. After briefly introducing the use of AI generative tools in the field, this paper demonstrates how a researcher, without any understanding of NLP or AI, may use ChatGPT to assist with research through multiple means, including approaches to its use for compiling and summarizing information, and as a research assistant throughout multiple steps of research. This is followed by a discussion of potential ethical concerns of using AI for research in the field. We conclude by issuing a call for further work examining how researchers can harness the potential of this technology in ethical ways.
{"title":"Using Generative Artificial Intelligence for Language Education Research: Insights from Using OpenAI's ChatGPT","authors":"Austin Pack, J. Maloney","doi":"10.1002/tesq.3253","DOIUrl":"https://doi.org/10.1002/tesq.3253","url":null,"abstract":"Progress made in Natural Language Processing (NLP) and Artificial Intelligence (AI) in recent years has resulted in these tools becoming more accessible for individuals who lack professional training. Of particular note are large language models, such as OpenAI's GPT‐3.5. Discussions of utilizing AI for language education usually focus on the impact the technology will have on students and teachers. Less frequently the center of attention is how generative AI tools can empower researchers. The purpose of this paper is to raise awareness by demonstrating and discussing examples of how OpenAI's chatbot, ChatGPT, can be leveraged as a tool for language education researchers. After briefly introducing the use of AI generative tools in the field, this paper demonstrates how a researcher, without any understanding of NLP or AI, may use ChatGPT to assist with research through multiple means, including approaches to its use for compiling and summarizing information, and as a research assistant throughout multiple steps of research. This is followed by a discussion of potential ethical concerns of using AI for research in the field. We conclude by issuing a call for further work examining how researchers can harness the potential of this technology in ethical ways.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"94 6 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83520342","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}
{"title":"Repeating the Listening Text: Effects on Listener Performance, Metacognitive Strategy Use, and Anxiety","authors":"F. Holzknecht, L. Harding","doi":"10.1002/tesq.3249","DOIUrl":"https://doi.org/10.1002/tesq.3249","url":null,"abstract":"","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"48 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75258274","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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