In this Methods Showcase Article, we illustrate mixed‐effects modeling with a multinomial dependent variable as a means of explaining complexities in language. We model data on future‐time reference in second language Spanish, which consists of a nominal dependent variable that has three levels, measured over 73 participants. We offer step‐by‐step procedures for multinomial logistic regression with fixed and random effects, and we discuss the interpretation of the model and its advantages and limitations.
{"title":"Mixed‐Effects Modeling with a Multinomial Dependent Variable","authors":"Aarnes Gudmestad, Thomas A. Metzger","doi":"10.1111/lang.12667","DOIUrl":"https://doi.org/10.1111/lang.12667","url":null,"abstract":"In this Methods Showcase Article, we illustrate mixed‐effects modeling with a multinomial dependent variable as a means of explaining complexities in language. We model data on future‐time reference in second language Spanish, which consists of a nominal dependent variable that has three levels, measured over 73 participants. We offer step‐by‐step procedures for multinomial logistic regression with fixed and random effects, and we discuss the interpretation of the model and its advantages and limitations.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"53 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084649","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 study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts (lexicosemantic judgment task [LJT]). Among the three measures, the LJT best predicted the participants’ ability to access the target words during real‐life L2 listening comprehension of monologues and conversations (measured via TOEIC). Structural equation modeling demonstrated that the LJT was distinct from both meaning recognition and recall and revealed their different associations with listening comprehension scores. In line with the skill acquisition theory, we propose that the LJT reflects automatized knowledge, whereas meaning recognition and recall represent declarative knowledge.
{"title":"Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words","authors":"Takumi Uchihara, Kazuya Saito, Satsuki Kurokawa, Kotaro Takizawa, Yui Suzukida","doi":"10.1111/lang.12668","DOIUrl":"https://doi.org/10.1111/lang.12668","url":null,"abstract":"This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (<jats:italic>n</jats:italic> = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts (lexicosemantic judgment task [LJT]). Among the three measures, the LJT best predicted the participants’ ability to access the target words during real‐life L2 listening comprehension of monologues and conversations (measured via TOEIC). Structural equation modeling demonstrated that the LJT was distinct from both meaning recognition and recall and revealed their different associations with listening comprehension scores. In line with the skill acquisition theory, we propose that the LJT reflects automatized knowledge, whereas meaning recognition and recall represent declarative knowledge.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"10 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142021865","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}
In this paper, we report a longitudinal study of the effects of procedural task repetition on learners’ task performance (i.e., syntactic complexity in relation to lexical complexity). We investigated how task repetition results in differences at the group and individual level across each task interval (T = 7). Intermediate‐level Saudi learners of English (N = 93) performed a written task biweekly over the course of a whole semester. To control for text type, mode and tenor were fixed at each data elicitation moment, but field was varied in these writing tasks to keep learners engaged. Using Bayesian generalized additive mixed models and mixed location‐scale models, we analyzed specific ways that groups and individuals changed across time over the course of each task iteration and in relation to previous points. Our results showed that learners’ task performance demonstrated nonlinearity, stability, and variability with meaningfully different effects on individual and group‐level development over time.
{"title":"Modeling the Effects of Task Repetition in Second Language Writing: Examining Interindividual and Intraindividual Variability","authors":"Phil Hiver, Ali H. Al‐Hoorie, Akira Murakami","doi":"10.1111/lang.12670","DOIUrl":"https://doi.org/10.1111/lang.12670","url":null,"abstract":"In this paper, we report a longitudinal study of the effects of procedural task repetition on learners’ task performance (i.e., syntactic complexity in relation to lexical complexity). We investigated how task repetition results in differences at the group and individual level across each task interval (<jats:italic>T</jats:italic> = 7). Intermediate‐level Saudi learners of English (<jats:italic>N</jats:italic> = 93) performed a written task biweekly over the course of a whole semester. To control for text type, mode and tenor were fixed at each data elicitation moment, but field was varied in these writing tasks to keep learners engaged. Using Bayesian generalized additive mixed models and mixed location‐scale models, we analyzed specific ways that groups and individuals changed across time over the course of each task iteration and in relation to previous points. Our results showed that learners’ task performance demonstrated nonlinearity, stability, and variability with meaningfully different effects on individual and group‐level development over time.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"19 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141986235","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}
Eye tracking has taken hold in second language acquisition (SLA) and bilingualism as a valuable technique for researching cognitive processes, yet a comprehensive picture of reporting practices is still lacking. Our systematic review addressed this gap. We synthesized 145 empirical eye‐tracking studies, coding for 58 reporting features and applying a gap analysis to the codings. Although certain aspects of reporting, such as descriptions of auxiliary assumptions, equipment, and setup, were consistently implemented, we found significant variation and sometimes complete omission of crucial details surrounding aspects of data quality and of data preprocessing and cleaning. This lack of information hinders the evaluation of methodological rigor and overall study quality of eye‐tracking research. We propose a set of field‐specific reporting guidelines in the form of a checklist to improve the quality of data collected and contribute to the larger goal of advancing the replication and reproducibility of eye‐tracking research in SLA and bilingualism.
{"title":"Reporting Eye‐Tracking Research in Second Language Acquisition and Bilingualism: A Synthesis and Field‐Specific Guidelines","authors":"Aline Godfroid, Brittany Finch, Joanne Koh","doi":"10.1111/lang.12664","DOIUrl":"https://doi.org/10.1111/lang.12664","url":null,"abstract":"Eye tracking has taken hold in second language acquisition (SLA) and bilingualism as a valuable technique for researching cognitive processes, yet a comprehensive picture of reporting practices is still lacking. Our systematic review addressed this gap. We synthesized 145 empirical eye‐tracking studies, coding for 58 reporting features and applying a gap analysis to the codings. Although certain aspects of reporting, such as descriptions of auxiliary assumptions, equipment, and setup, were consistently implemented, we found significant variation and sometimes complete omission of crucial details surrounding aspects of data quality and of data preprocessing and cleaning. This lack of information hinders the evaluation of methodological rigor and overall study quality of eye‐tracking research. We propose a set of field‐specific reporting guidelines in the form of a checklist to improve the quality of data collected and contribute to the larger goal of advancing the replication and reproducibility of eye‐tracking research in SLA and bilingualism.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"48 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141899398","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}
Most second language acquisition (SLA) research has documented the processes involved in learning second/foreign languages, with few studies focusing on the durability of attained second language (L2) skills once instructed learners/users are no longer receiving formal instruction. The current study examines the effects of continued exposure and peak instructional attainment on the long‐term evolution of advanced, instructed L2 learners’ skills following a longitudinal mixed‐methods research design. Participants (n = 28) completed an oral proficiency test, an oral interview, and a vocabulary knowledge test at multiple times over an 8‐year period, 6 years of which were postinstruction. Results showed that continued exposure contributes to long‐term retention (and some further development) of oral proficiency and fluency and that peak attainment at the end of formal instruction is also an important variable for some areas of L2 performance. Additionally, even the participants with limited exposure demonstrated little attrition over time.
{"title":"Is Second Language Attrition Inevitable After Instruction Ends? An Exploratory Longitudinal Study of Advanced Instructed Second Language Users","authors":"Nicole Tracy‐Ventura, Amanda Huensch, Jonah Katz, Rosamond Mitchell","doi":"10.1111/lang.12665","DOIUrl":"https://doi.org/10.1111/lang.12665","url":null,"abstract":"Most second language acquisition (SLA) research has documented the processes involved in learning second/foreign languages, with few studies focusing on the durability of attained second language (L2) skills once instructed learners/users are no longer receiving formal instruction. The current study examines the effects of continued exposure and peak instructional attainment on the long‐term evolution of advanced, instructed L2 learners’ skills following a longitudinal mixed‐methods research design. Participants (<jats:italic>n</jats:italic> = 28) completed an oral proficiency test, an oral interview, and a vocabulary knowledge test at multiple times over an 8‐year period, 6 years of which were postinstruction. Results showed that continued exposure contributes to long‐term retention (and some further development) of oral proficiency and fluency and that peak attainment at the end of formal instruction is also an important variable for some areas of L2 performance. Additionally, even the participants with limited exposure demonstrated little attrition over time.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"39 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141895272","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}
Elly Koutamanis, Gerrit Jan Kootstra, Ton Dijkstra, Sharon Unsworth
This study examined the influence of cognate status and language distance on simultaneous bilingual children's vocabulary acquisition. It aimed to tease apart effects of word‐level similarities and language‐level similarities, while also exploring the role of individual‐level variation in age, exposure, and nontarget language proficiency. Children simultaneously acquiring two closely related languages (n = 203) or two more distant languages (n = 109) performed extended versions of the LITMUS Cross‐Linguistic Lexical Task (Haman et al., 2015), a productive vocabulary test with words varying in their phonological similarity to their translation equivalents. Children speaking closely related languages obtained higher vocabulary scores than children speaking more distant languages, who showed a stronger positive effect of phonological similarity. The effect of language distance on vocabulary was not solely driven by the presence of (near‐)identical cognates in the test. These findings show that similarities beyond specific test items and/or beyond the phonological level play a role in vocabulary acquisition.
{"title":"The Role of Cognates and Language Distance in Simultaneous Bilingual Children's Productive Vocabulary Acquisition","authors":"Elly Koutamanis, Gerrit Jan Kootstra, Ton Dijkstra, Sharon Unsworth","doi":"10.1111/lang.12666","DOIUrl":"https://doi.org/10.1111/lang.12666","url":null,"abstract":"This study examined the influence of cognate status and language distance on simultaneous bilingual children's vocabulary acquisition. It aimed to tease apart effects of word‐level similarities and language‐level similarities, while also exploring the role of individual‐level variation in age, exposure, and nontarget language proficiency. Children simultaneously acquiring two closely related languages (<jats:italic>n</jats:italic> = 203) or two more distant languages (<jats:italic>n</jats:italic> = 109) performed extended versions of the LITMUS Cross‐Linguistic Lexical Task (Haman et al., 2015), a productive vocabulary test with words varying in their phonological similarity to their translation equivalents. Children speaking closely related languages obtained higher vocabulary scores than children speaking more distant languages, who showed a stronger positive effect of phonological similarity. The effect of language distance on vocabulary was not solely driven by the presence of (near‐)identical cognates in the test. These findings show that similarities beyond specific test items and/or beyond the phonological level play a role in vocabulary acquisition.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"36 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141887412","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}
Irene Fioravanti, Anna Siyanova‐Chanturia, Alessandro Lenci
Collocational priming is a priming effect induced by collocationally related words; it has been taken to explain the cognitive reality of collocation. Collocational priming has largely been observed in first language (L1) speakers, whereas work on the representation of collocation in a second language (L2) is still limited. In the present study, we sought to investigate this phenomenon in L1 and L2 speakers of Italian. We used a lexical decision task to explore collocational priming in verb–noun and noun–adjective collocations differing in frequency and collocational strength. Both L1 and L2 speakers were found sensitive to the frequency of collocations. Importantly, exposure to L2 Italian was found to play a role. The results suggest that collocational priming occurs both in L1 and L2 speakers, and that the mechanisms associated with collocation processing and representation in L1 and L2 speakers may be comparable.
{"title":"Collocation in the Mind: Investigating Collocational Priming in Second Language Speakers of Italian","authors":"Irene Fioravanti, Anna Siyanova‐Chanturia, Alessandro Lenci","doi":"10.1111/lang.12663","DOIUrl":"https://doi.org/10.1111/lang.12663","url":null,"abstract":"Collocational priming is a priming effect induced by collocationally related words; it has been taken to explain the cognitive reality of collocation. Collocational priming has largely been observed in first language (L1) speakers, whereas work on the representation of collocation in a second language (L2) is still limited. In the present study, we sought to investigate this phenomenon in L1 and L2 speakers of Italian. We used a lexical decision task to explore collocational priming in verb–noun and noun–adjective collocations differing in frequency and collocational strength. Both L1 and L2 speakers were found sensitive to the frequency of collocations. Importantly, exposure to L2 Italian was found to play a role. The results suggest that collocational priming occurs both in L1 and L2 speakers, and that the mechanisms associated with collocation processing and representation in L1 and L2 speakers may be comparable.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"65 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862352","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}
For Spanish nouns, masculine gender is unmarked and feminine is marked. Effects of markedness on gender agreement processing are inconsistent, possibly owing to differences between online methods. This study presents a reanalysis of eye‐tracking data from Keating's (2022) study on the processing of noun‐adjective gender agreement in speakers of Spanish as a majority and a heritage language. Pairwise comparisons by noun class showed that both groups displayed sensitivity to gender violations with masculine nouns earlier in the time course of agreement processing than they did to violations with feminine nouns, although sensitivity to errors with both classes emerged later for heritage speakers. The time course advantage for detecting gender violations with masculine nouns disappeared when a word occurred between nouns and adjectives. In sum, the native Spanish parser utilizes markedness information during online computation of gender agreement dependencies, even when exposure to native language input is significantly reduced.
{"title":"Morphological Markedness and the Temporal Dynamics of Gender Agreement Processing in Spanish as a Majority and a Heritage Language","authors":"Gregory D. Keating","doi":"10.1111/lang.12662","DOIUrl":"https://doi.org/10.1111/lang.12662","url":null,"abstract":"For Spanish nouns, masculine gender is unmarked and feminine is marked. Effects of markedness on gender agreement processing are inconsistent, possibly owing to differences between online methods. This study presents a reanalysis of eye‐tracking data from Keating's (2022) study on the processing of noun‐adjective gender agreement in speakers of Spanish as a majority and a heritage language. Pairwise comparisons by noun class showed that both groups displayed sensitivity to gender violations with masculine nouns earlier in the time course of agreement processing than they did to violations with feminine nouns, although sensitivity to errors with both classes emerged later for heritage speakers. The time course advantage for detecting gender violations with masculine nouns disappeared when a word occurred between nouns and adjectives. In sum, the native Spanish parser utilizes markedness information during online computation of gender agreement dependencies, even when exposure to native language input is significantly reduced.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"8 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794574","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}
In a recent study, preschoolers adapted their syntactic expectations about a familiar phrase in French; this adaptation affected later word learning. In two experiments, we probed the generality of this finding by replicating the experiment and extending it to a different expression in English. We examined the ambiguous phrase the baby, which can be followed by nouns (the baby monkeys) or verbs (the baby sleeps). In induction trials, the baby consistently preceded either familiar nouns (noun condition) or verbs (verb condition). In later novel‐word trials, children in the verb condition were more likely to interpret novel words following the baby (The baby gorps!) as verbs than were children in the noun condition. In Experiment 2, a modified design isolated the effect of experience with the critical phrase from possible effects of task structure, and an added baseline condition showed the adaptation effect to be asymmetrical, suggesting frequency or surprisal effects on adaptation.
{"title":"Syntactic Adaptation and Word Learning in 3‐ to 4‐Year‐Olds","authors":"Yukun Yu, Naomi Havron, Cynthia Fisher","doi":"10.1111/lang.12661","DOIUrl":"https://doi.org/10.1111/lang.12661","url":null,"abstract":"In a recent study, preschoolers adapted their syntactic expectations about a familiar phrase in French; this adaptation affected later word learning. In two experiments, we probed the generality of this finding by replicating the experiment and extending it to a different expression in English. We examined the ambiguous phrase <jats:italic>the baby</jats:italic>, which can be followed by nouns (<jats:italic>the baby monkeys</jats:italic>) or verbs (<jats:italic>the baby sleeps</jats:italic>). In induction trials, <jats:italic>the baby</jats:italic> consistently preceded either familiar nouns (noun condition) or verbs (verb condition). In later novel‐word trials, children in the verb condition were more likely to interpret novel words following <jats:italic>the baby</jats:italic> (<jats:italic>The baby gorps!</jats:italic>) as verbs than were children in the noun condition. In Experiment 2, a modified design isolated the effect of experience with the critical phrase from possible effects of task structure, and an added baseline condition showed the adaptation effect to be asymmetrical, suggesting frequency or surprisal effects on adaptation.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"06 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141755153","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}
Adults learning a new language tend to judge unconventional utterances more leniently than fluent speakers do; ratings on acceptable utterances, however, tend to align more closely with fluent speakers. This asymmetry raises a question as to whether unconventional utterances can be statistically preempted by conventional utterances for adult learners. We report a preregistered study that provided undergraduates in Spanish classes with three days of exposure to conventional Spanish sentences without feedback. Judgment data reveal a significant effect of statistical preemption, particularly on intermediate learners, as predicted: Repeatedly witnessing conventional sentences led learners to subsequently judge as significantly lower the corresponding unconventional formulations in comparison to unrelated unconventional sentences. Current findings indicate that adult learners can take advantage of statistical preemption to learn the unacceptability of unconventional sentences from repeated exposure to acceptable alternatives, without explicit instruction or feedback.
{"title":"Learning Unacceptability: Repeated Exposure to Acceptable Sentences Improves Adult Learners’ Recognition of Unacceptable Sentences","authors":"Karina Tachihara, Adele E. Goldberg","doi":"10.1111/lang.12660","DOIUrl":"https://doi.org/10.1111/lang.12660","url":null,"abstract":"Adults learning a new language tend to judge unconventional utterances more leniently than fluent speakers do; ratings on acceptable utterances, however, tend to align more closely with fluent speakers. This asymmetry raises a question as to whether unconventional utterances can be statistically preempted by conventional utterances for adult learners. We report a preregistered study that provided undergraduates in Spanish classes with three days of exposure to conventional Spanish sentences without feedback. Judgment data reveal a significant effect of statistical preemption, particularly on intermediate learners, as predicted: Repeatedly witnessing conventional sentences led learners to subsequently judge as significantly lower the corresponding unconventional formulations in comparison to unrelated unconventional sentences. Current findings indicate that adult learners can take advantage of statistical preemption to learn the unacceptability of unconventional sentences from repeated exposure to acceptable alternatives, without explicit instruction or feedback.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"20 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141448155","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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