Chili Li, Xiaoxue Wang, Xuyuan Hu, Zhenru Shang, Long Qian
This paper aims to report on the results of a study on the use of socio-cultural writing strategies as well as its correlation with second language proficiency of a group of Chinese tertiary English majors. To this end, 306 English major students were randomly invited for participating in a questionnaire survey, and 12 of them were purposively sampled for a semi-structured interview. The collected quantitative data were subjected to descriptive analysis as well as Pearson Correlation test. The quantitative results show that the respondents orchestrated a wide range of utilizing socio-cultural writing strategies, of which they had a high level of using role-mediated strategies, followed by a medium-to-high level in deploying sign-mediated strategies, rule-mediated strategies, tool-mediated strategies, and community-mediated strategies respectively. Pearson Correlation test reveals a significantly negative correlation between a dimension of community-mediated strategies (peer interaction) and the surveyed population’s NMET (National Matriculation English Test) scores, and a significantly positive correlation between a dimensional (task requirement) and overall rule-mediated strategies and the participant’s TEM-4 (Test for English Major Band 4) results. These results were further reflected in the qualitative data. The findings of this study shall shed light on teaching English writing to English majors in the Chinese English as a foreign language (EFL) context and others.
{"title":"Relationship between socio-cultural writing strategy use and language proficiency among Chinese tertiary English majors","authors":"Chili Li, Xiaoxue Wang, Xuyuan Hu, Zhenru Shang, Long Qian","doi":"10.54475/jlt.2022.012","DOIUrl":"https://doi.org/10.54475/jlt.2022.012","url":null,"abstract":"This paper aims to report on the results of a study on the use of socio-cultural writing strategies as well as its correlation with second language proficiency of a group of Chinese tertiary English majors. To this end, 306 English major students were randomly invited for participating in a questionnaire survey, and 12 of them were purposively sampled for a semi-structured interview. The collected quantitative data were subjected to descriptive analysis as well as Pearson Correlation test. The quantitative results show that the respondents orchestrated a wide range of utilizing socio-cultural writing strategies, of which they had a high level of using role-mediated strategies, followed by a medium-to-high level in deploying sign-mediated strategies, rule-mediated strategies, tool-mediated strategies, and community-mediated strategies respectively. Pearson Correlation test reveals a significantly negative correlation between a dimension of community-mediated strategies (peer interaction) and the surveyed population’s NMET (National Matriculation English Test) scores, and a significantly positive correlation between a dimensional (task requirement) and overall rule-mediated strategies and the participant’s TEM-4 (Test for English Major Band 4) results. These results were further reflected in the qualitative data. The findings of this study shall shed light on teaching English writing to English majors in the Chinese English as a foreign language (EFL) context and others.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75230407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article argues that the skillful integration of reading strategy instruction with phonics instruction is highly useful for the enhancement of foreign language reading comprehension. There is a vast amount of evidence which clearly suggests that reading strategy instruction improves learners’ ability to understand foreign language texts. However, some researchers have argued that foreign language learners need a critical amount of lexical and grammatical knowledge to make use of reading strategy instruction; in other words, lower proficiency readers are unable to profit from reading strategy instruction. Yet, a detailed analysis of relevant published and unpublished research indicates that while more proficient readers are able to take full advantage of reading strategy instruction on its own, less skilled readers require an integrated phonics component in order to fully benefit from reading strategy instruction. This conclusion is in line with our current understanding of the complex process of reading which suggests that reading proficiency is the product of linguistic knowledge and strategic behaviour.
{"title":"Integrating reading strategy and phonics instruction to enhance foreign language reading comprehension: A complex approach to a complex phenomenon","authors":"Natalie Da Costa","doi":"10.54475/jlt.2022.011","DOIUrl":"https://doi.org/10.54475/jlt.2022.011","url":null,"abstract":"This article argues that the skillful integration of reading strategy instruction with phonics instruction is highly useful for the enhancement of foreign language reading comprehension. There is a vast amount of evidence which clearly suggests that reading strategy instruction improves learners’ ability to understand foreign language texts. However, some researchers have argued that foreign language learners need a critical amount of lexical and grammatical knowledge to make use of reading strategy instruction; in other words, lower proficiency readers are unable to profit from reading strategy instruction. Yet, a detailed analysis of relevant published and unpublished research indicates that while more proficient readers are able to take full advantage of reading strategy instruction on its own, less skilled readers require an integrated phonics component in order to fully benefit from reading strategy instruction. This conclusion is in line with our current understanding of the complex process of reading which suggests that reading proficiency is the product of linguistic knowledge and strategic behaviour.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84271268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article argues for the adoption of a hybrid product-process approach to EFL writing instruction. It lays bare the weaknesses of the well-established writing approaches: the controlled approach, the current traditional rhetoric, the process approach and the genre approach. Then, it makes it clear how language teaching methods in general have lost their credibility and fallen out of favor over the last few years. Reasons of this discreditation are presented. This condition paved the way for the emergence of eclecticism, which started taking shape as a favorable classroom practice in the post method era. Within this framework, this paper suggests an eclectic approach to the teaching of writing. This approach pulls together and merges the strengths of both product and process approaches. The nine stages of this model are explained in depth. The article also presents practical tips and examples that would aid teachers in the adoption of this eclectic mix in their classrooms.
{"title":"Towards eclecticism: A hybrid product-process approach to the teaching of EFL writing","authors":"Mustapha Rakrak","doi":"10.54475/jlt.2022.010","DOIUrl":"https://doi.org/10.54475/jlt.2022.010","url":null,"abstract":"This article argues for the adoption of a hybrid product-process approach to EFL writing instruction. It lays bare the weaknesses of the well-established writing approaches: the controlled approach, the current traditional rhetoric, the process approach and the genre approach. Then, it makes it clear how language teaching methods in general have lost their credibility and fallen out of favor over the last few years. Reasons of this discreditation are presented. This condition paved the way for the emergence of eclecticism, which started taking shape as a favorable classroom practice in the post method era. Within this framework, this paper suggests an eclectic approach to the teaching of writing. This approach pulls together and merges the strengths of both product and process approaches. The nine stages of this model are explained in depth. The article also presents practical tips and examples that would aid teachers in the adoption of this eclectic mix in their classrooms.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84679532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study evaluates the relationship between the inherent tense and aspect systems among Moroccan EFL learners. The study was conducted through a mixed-methods approach focusing mainly on statistically significant findings. Data was collected using a self-governed grammaticality judgment test, translation, and writing tasks. Two hundred and twenty subjects were arbitrarily selected to participate in the study, mainly from the Rabat-Salé region given the high diversity of the latter. The statistical analysis highlighted second language learning in the case of Moroccan EFL learners. The study deduced that there is an impact on the learning process related to the student’s academic level. The results revealed that the higher the level of education attained, the more learning is exhibited, highlighting the crucial role of the academic level in the acquisitional process. The paper also highlights the role of the developmental path among Moroccan EFL learners. The findings reiterated the gradual learning claims in temporal system research, indicating that tense and aspect are learned simultaneously.
{"title":"The acquisition of the English temporal system: A developmental perspective","authors":"Taha El Hadari","doi":"10.54475/jlt.2022.009","DOIUrl":"https://doi.org/10.54475/jlt.2022.009","url":null,"abstract":"This study evaluates the relationship between the inherent tense and aspect systems among Moroccan EFL learners. The study was conducted through a mixed-methods approach focusing mainly on statistically significant findings. Data was collected using a self-governed grammaticality judgment test, translation, and writing tasks. Two hundred and twenty subjects were arbitrarily selected to participate in the study, mainly from the Rabat-Salé region given the high diversity of the latter. The statistical analysis highlighted second language learning in the case of Moroccan EFL learners. The study deduced that there is an impact on the learning process related to the student’s academic level. The results revealed that the higher the level of education attained, the more learning is exhibited, highlighting the crucial role of the academic level in the acquisitional process. The paper also highlights the role of the developmental path among Moroccan EFL learners. The findings reiterated the gradual learning claims in temporal system research, indicating that tense and aspect are learned simultaneously.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77648477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contrastive analysis normally focuses on negative transfer and the rather fraught notion of standard language and tends to fall short in its ability to explain transfer, whether negative or positive. The language that learners actually speak is another source of transfer, and to downplay or ignore nonstandard varieties, or lects, is to leave out a crucial variable in the language learning process. This paper calls for a lect-inclusive perspective on transfer: one that recognizes transfer as a function of more variables than contrastive analysis of two standard languages is likely to turn up. The upshot is that there is more room for positive transfer via positive processing instruction when lect is accounted for. This perspective is exemplified by a critique of Smith’s (2001) contrastive analysis of English and Modern Standard Arabic. In the case of Arabic speakers, Arabic lects and/or a non-Arabic L1 or L2 can facilitate language learning. Lect inclusivity complements contrastive analysis of standard language, enabling teachers to draw upon their students’ L1 to support language learning and open up underutilized or unrecognized avenues for positive transfer in the areas covered by Smith (viz., phonology, orthography and pronunciation, grammar, vocabulary, and culture).
{"title":"A lect-inclusive perspective on transfer","authors":"Nathaniel Lotze","doi":"10.54475/jlt.2022.008","DOIUrl":"https://doi.org/10.54475/jlt.2022.008","url":null,"abstract":"Contrastive analysis normally focuses on negative transfer and the rather fraught notion of standard language and tends to fall short in its ability to explain transfer, whether negative or positive. The language that learners actually speak is another source of transfer, and to downplay or ignore nonstandard varieties, or lects, is to leave out a crucial variable in the language learning process. This paper calls for a lect-inclusive perspective on transfer: one that recognizes transfer as a function of more variables than contrastive analysis of two standard languages is likely to turn up. The upshot is that there is more room for positive transfer via positive processing instruction when lect is accounted for. This perspective is exemplified by a critique of Smith’s (2001) contrastive analysis of English and Modern Standard Arabic. In the case of Arabic speakers, Arabic lects and/or a non-Arabic L1 or L2 can facilitate language learning. Lect inclusivity complements contrastive analysis of standard language, enabling teachers to draw upon their students’ L1 to support language learning and open up underutilized or unrecognized avenues for positive transfer in the areas covered by Smith (viz., phonology, orthography and pronunciation, grammar, vocabulary, and culture).","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89641879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article outlines the steps involved in writing secondary learners’ textbooks from the vantage point of the authors and publishers. It unpacks the technicalities, merits, and demerits of team-authoring of materials in the context of revitalisation of indigenous languages within Zimbabwe’s education system. The main focus is on the technical steps involved in the compilation and design of the textbook series. It evaluates the approaches that were used in the development of the Nambya textbooks in light of informing practice in subsequent future works by the same group or others.
{"title":"Designing textbooks for an indigenous language: The case of Nambya","authors":"Mthokozisi Moyo","doi":"10.54475/jlt.2022.007","DOIUrl":"https://doi.org/10.54475/jlt.2022.007","url":null,"abstract":"This article outlines the steps involved in writing secondary learners’ textbooks from the vantage point of the authors and publishers. It unpacks the technicalities, merits, and demerits of team-authoring of materials in the context of revitalisation of indigenous languages within Zimbabwe’s education system. The main focus is on the technical steps involved in the compilation and design of the textbook series. It evaluates the approaches that were used in the development of the Nambya textbooks in light of informing practice in subsequent future works by the same group or others.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73114198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the rapid development of globalization, foreign language learners are supposed to have the ability to use the language in intercultural communication accurately and appropriately. However, guided by the traditional teacher-centered language teaching and learning model, learners cannot meet the requirements of social development because the knowledge that students acquire is rather limited, let alone learning and applying abilities. Meanwhile, their interest in learning a foreign language cannot be fully stimulated. RICH, a creative curriculum concept, combines Research-based Learning, Integrated Curriculum, Cooperative Learning, and Humanistic Outcomes. The new curriculum concept aims to lead students to enter the language classroom as thinkers and researchers, developing their humanistic qualities and their abilities to use the English language in practice through interdisciplinary studies so as to promote their intercultural communicative ability eventually. To test the applicability of RICH in senior high English school instruction, qualitative and quantitative research methods were employed, including one academic year’s teaching experiment lasting from 2020 through 2021, video recordings of instructing cases, and semi-open interviews with some subjects. Research data has demonstrated that RICH can be of great help in creatively designing and implementing key competence cultivation-oriented English instructions in the context of the New Curriculum Standards for senior high school English instruction.
{"title":"An exploratory foreign language curriculum: The creative application of RICH in senior high school English instruction","authors":"Y. Fu","doi":"10.54475/jlt.2022.006","DOIUrl":"https://doi.org/10.54475/jlt.2022.006","url":null,"abstract":"With the rapid development of globalization, foreign language learners are supposed to have the ability to use the language in intercultural communication accurately and appropriately. However, guided by the traditional teacher-centered language teaching and learning model, learners cannot meet the requirements of social development because the knowledge that students acquire is rather limited, let alone learning and applying abilities. Meanwhile, their interest in learning a foreign language cannot be fully stimulated. RICH, a creative curriculum concept, combines Research-based Learning, Integrated Curriculum, Cooperative Learning, and Humanistic Outcomes. The new curriculum concept aims to lead students to enter the language classroom as thinkers and researchers, developing their humanistic qualities and their abilities to use the English language in practice through interdisciplinary studies so as to promote their intercultural communicative ability eventually. To test the applicability of RICH in senior high English school instruction, qualitative and quantitative research methods were employed, including one academic year’s teaching experiment lasting from 2020 through 2021, video recordings of instructing cases, and semi-open interviews with some subjects. Research data has demonstrated that RICH can be of great help in creatively designing and implementing key competence cultivation-oriented English instructions in the context of the New Curriculum Standards for senior high school English instruction.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88484148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development of technology has prompted the translation from an “empirical” practice to gradually show its “technical” feature. Translation technology has been one of the necessary competences for professional translators and has been incorporated into current translation education. As the basis of college teaching and curriculum construction, the quality of textbooks directly affects students’ learning efficiency and ability acquisition. This paper selects fourteen translation technology textbooks and analyzes their compilation under the guidance of the Translator’s Technological Competence (TTC). It finds three problems: illogical compelling principle, unbalanced contents of practice and theory, and lack of learning resources. Then, this paper proposes solutions to those problems respectively. This study provides references for teachers to choose the appropriate teaching materials and helps to improve future textbook compilation to achieve better teaching results.
{"title":"Evaluation of translation technology textbooks from the perspective of translator’s technological competence","authors":"Hanji Li","doi":"10.54475/jlt.2022.005","DOIUrl":"https://doi.org/10.54475/jlt.2022.005","url":null,"abstract":"The development of technology has prompted the translation from an “empirical” practice to gradually show its “technical” feature. Translation technology has been one of the necessary competences for professional translators and has been incorporated into current translation education. As the basis of college teaching and curriculum construction, the quality of textbooks directly affects students’ learning efficiency and ability acquisition. This paper selects fourteen translation technology textbooks and analyzes their compilation under the guidance of the Translator’s Technological Competence (TTC). It finds three problems: illogical compelling principle, unbalanced contents of practice and theory, and lack of learning resources. Then, this paper proposes solutions to those problems respectively. This study provides references for teachers to choose the appropriate teaching materials and helps to improve future textbook compilation to achieve better teaching results.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75994802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cognitive linguistics can inspire language pedagogy. As one of the core conceptions of cognitive linguistics, image schema theory can be integrated into foreign/second language teaching to facilitate learners’ acquisition of word meanings, especially those polysemous words which have long been difficult points for both learners and instructors. This research conducts a thorough review of the image schema theory and polysemy in cognitive linguistics and discusses the feasibility, and potential benefits of the teaching method based on image schema theory. Also, this research synthesizes the previous empirical studies about the effects of image schema theory on the acquisition of polysemy. It is found that the effectiveness of image-schema-based instruction has been generally recognized; however, the inconsistencies in the previous studies necessitate further exploration. Also, future studies can pay more attention to the effects of image schema theory on the acquisition of polysemous verbs.
{"title":"A brief review of the effects of image schema theory on the acquisition of polysemy","authors":"Jie Yu","doi":"10.54475/jlt.2022.004","DOIUrl":"https://doi.org/10.54475/jlt.2022.004","url":null,"abstract":"Cognitive linguistics can inspire language pedagogy. As one of the core conceptions of cognitive linguistics, image schema theory can be integrated into foreign/second language teaching to facilitate learners’ acquisition of word meanings, especially those polysemous words which have long been difficult points for both learners and instructors. This research conducts a thorough review of the image schema theory and polysemy in cognitive linguistics and discusses the feasibility, and potential benefits of the teaching method based on image schema theory. Also, this research synthesizes the previous empirical studies about the effects of image schema theory on the acquisition of polysemy. It is found that the effectiveness of image-schema-based instruction has been generally recognized; however, the inconsistencies in the previous studies necessitate further exploration. Also, future studies can pay more attention to the effects of image schema theory on the acquisition of polysemous verbs.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89926956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L2 reading, as a dominant source of language input, is an essential skill contributing to language learners’ academic success across various educational contexts. The process of teaching that strategy is reading strategy instruction (RSI). A considerable amount of literature has provided important information on the effect of RSI on improving L2 reading. This article briefly reviews the effect of reading strategy instruction on L2 reading comprehension from the perspective of the types and amount of RSI, L2 proficiency, and age.
{"title":"A brief review of the effect of reading strategy instruction on L2 reading comprehension: A discussion of types, amount, L2 proficiency, and age","authors":"Hao Wu","doi":"10.54475/jlt.2022.003","DOIUrl":"https://doi.org/10.54475/jlt.2022.003","url":null,"abstract":"L2 reading, as a dominant source of language input, is an essential skill contributing to language learners’ academic success across various educational contexts. The process of teaching that strategy is reading strategy instruction (RSI). A considerable amount of literature has provided important information on the effect of RSI on improving L2 reading. This article briefly reviews the effect of reading strategy instruction on L2 reading comprehension from the perspective of the types and amount of RSI, L2 proficiency, and age.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84066413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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