Pub Date : 2020-06-28DOI: 10.28914/atlantis-2020-42.1.08
A. Ojea
espanolEste articulo ofrece un analisis formal de los enunciados teticos en ingles, centrandose en los mecanismos estructurales de que dispone esta lengua para expresar este tipo de interpretacion. Se explica la oposicion categorico/tetico como el resultado de dos formas alternativas de validar la intencion discursiva [DI], un rasgo intencional de caracter nuclear que marca el punto de arranque de la proposicion. Este rasgo se comprueba en ingles, de manera general, en el componente fonologico, pero aqui propongo que tambien puede validarse en la sintaxis, en concreto mediante la insercion de una categoria, LocP, que cumple una doble funcion: 1) facilitar que el sujeto se mantenga dentro del sintagma verbal sin que esto impida cumplir con el Extended Projection Principle (EPP); y, 2) permitir que un sintagma locativo valide [DI]. De esta manera, la gramatica garantiza que se mantiene un equilibrio entre la necesidad de expresar una asercion no predicativa y el requisito computacional de tener un sujeto preverbal. Se demuestra, tambien, como las oraciones introducidas por el expletivo de presentacion there y las denominadas estructuras de inversion locativa (LI) se siguen de las posibilidades estructurales que permite LocP, ofreciendose asi un analisis que da cuenta de las semejanzas y diferencias entre las dos construcciones de forma explicita. EnglishThis article offers a formal approach to thetic statements in English that focuses on the structural mechanisms available in this language to express a reading of this sort. I explain the opposition categorical/thetic as the result of two alternative ways to value discourse intention [DI], a core intentional feature (CIF) which signals the point of departure of the proposition. This feature is standardly accessed at the phonological component in English, but I argue that it may also be valued through syntactic means, in particular through the insertion of a language particular category, LocP, which serves a double purpose: 1) to keep the subject low in the verbal phrase while still complying with the Extended Projection Principle (EPP); and, 2) to allow a locative phrase to value [DI]. This way, the grammar maintains a balance between the interface need to express a nonpredicative assertion and the computational requirement to have a preverbal subject. I also show how presentational there-sentences and so-called locative inversion (LI) structures result from the structural possibilities opened in LocP, thus offering an analysis that accounts for the similarities and differences between the two constructions in a principled way.
这篇文章对英语的理论陈述进行了正式的分析，重点是英语表达这种解释的结构机制。在这篇文章中，我们提出了一个命题，在这个命题中，范畴/理论对立被解释为验证话语意图(DI)的两种替代方法的结果，这是一个核心特征的有意特征，标志着命题的起点。这项发现特色的英文,作为一个整体,在fonologico组件,但在这里我建议也是可以验证在语法,特别是通过insercion下层阶级,LocP,具有双重功能:1)推动主体保持sintagma内没有说这不能履行口头扩展Projection原则(认可);2)允许一个位置短语验证[DI]。通过这种方式，语法确保了在表达非谓词断言的需要和拥有动词前主语的计算要求之间保持平衡。本研究的目的是分析LocP所提供的结构可能性，以解释这两种结构之间的异同，并揭示由there和所谓的位置倒置结构(LI)引入的句子是如何遵循LocP所提供的结构可能性的。这篇文章提供了一种正式的英文论题陈述方法，重点关注该语言可用的结构机制，以表达对这一问题的解读。我将范畴/论题对立解释为价值话语意图的两种替代方式的结果，这是一个核心意向性特征(CIF)，它标志着命题的出发点。This feature is standardly查阅at the phonological component in English, but I还争辩that it may be valued through syntactic means,尤其是through the insertion of a language,包括LocP category which可双重目的:1)to keep the subject low in the phrase口头同时仍然遵守the Extended Projection原则(认可);和，2)允许一个位置短语的价值。因此，语法保持了界面表达非谓词断言的需要和具有语言前主语的计算要求之间的平衡。我还展示了这些句子和所谓的位置倒置(LI)结构是如何从LocP中打开的结构可能性中产生的，从而提供了一种分析，以一种原则的方式解释了这两个结构之间的异同。
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Pub Date : 2020-06-28DOI: 10.28914/atlantis-2020-42.1.09
Ana Elvira Ojanguren López
espanolEste articulo trata sobre la sintaxis y la semantica de los verbos de Finalizar en ingles antiguo tomando como base el marco teorico de las clases verbales y alternancias y la teoria de la Gramatica del Papel y la Referencia. El analisis se centra en definir la pertenencia a una clase verbal y tiene en cuenta los componentes de significado y la realizacion de los argumentos—el enlace en construcciones simples y complejas y las alternancias. El inventario de los verbos bajo analisis incluye a¯blinnan, aetstandan, blinnan, for(e)sacan, geblinnan, linnan, ofersittan, oflinnan, oðstillan y (ge)trucian. La conclusion principal de este trabajo es que, teniendo en cuenta las construcciones sintacticas y las alternancias morfosintacticas en las que aparecen, los verbos a¯blinnan y blinnan, que estan relacionados morfologicamente, son los candidatos mas claros para pertenecer a la clase verbal de Finalizar. EnglishThis article deals with the syntax and semantics of Old English End verbs on the basis of the framework of verb classes and alternations and the theory of Role and Reference Grammar. The analysis focuses on class membership and includes meaning components and argument realisation—linking in simplex and complex constructions and alternations. The inventory of verbs under analysis comprises a¯blinnan, aetstandan, blinnan, for(e)sacan, geblinnan, linnan, ofersittan, oflinnan, oðstillan and (ge)trucian. The main conclusion is that the morphologically related verbs a¯blinnan and blinnan are the strongest candidates for End verbs, given the syntactic constructions and morphosyntactic alternations in which they are found.
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Pub Date : 2020-06-28DOI: 10.28914/atlantis-2020-42.1.07
Luis Alfonso González Rodríguez
espanolAunque la eficacia del feedback sobre la competencia escrita de los estudiantes de una lengua extranjera ha sido ampliamente analizada y ha suscitado una gran controversia entre defensores y detractores, todavia es posible investigar en mayor profundidad como puede integrarse en el proceso de aprendizaje para mejorar la produccion escrita del alumnado. Este articulo demuestra las ventajas de combinar el feedback con la instruccion explicita de las convenciones retoricas para mejorar la competencia escrita del alumnado en el contexto de la educacion superior. En un estudio longitudinal de la produccion escrita de cuatro grupos de estudiantes se investigaron tres variables: el efecto del feedback, el efecto de la instruccion explicita y la combinacion de ambos, junto con un grupo de control que no recibio tratamiento. Los alumnos fueron asignados a cada grupo en base a la asistencia y a las tareas realizadas y se compararon los resultados de los analisis de la produccion escrita de cada grupo, los cuales confirman que el grupo que recibio un tratamiento combinado obtuvo mejores notas y demostro un mayor dominio de las microdestrezas. Ademas, se demostro que ni el feedback ni la instruccion explicita por separado son tan eficaces para mejorar la competencia escrita como la combinacion de ambos. EnglishThe efficacy of feedback on EFL students’ writing proficiency has been researched extensively and has also sparked off considerable controversy among detractors and supporters alike. However, there is still room for further investigation on how feedback can better contribute to students’ writing performance and how it can be fully integrated into the learning process. This article empirically demonstrates the learning advantages of combining both feedback and explicit rhetorical instruction for improving EFL students’ writing skills in the context of higher education. In a longitudinal study of the rhetorical competence of students’ written production carried out over a semester, three treatment variables were investigated: the effect of feedback, the effect of explicit instruction and the combination of both, along with a control condition of no treatment at all. Students were allocated to a treatment group on the basis of their attendance and work profile and the results of the analysis of the written production of each group were compared. The findings confirm not only that the group that received the combined treatment achieved higher grades and displayed a better control of relevant microskills in their written production, but also that neither feedback nor explicit instruction alone proved as effective in terms of rhetorical competence as the combination of the two variables.
espanolAunque竞争法书面反馈的效力外语的学生在很大程度上已经分析和辩护之间引起了很大的争议和批评,仍是可能的调查过程中的最大可以融入深度学习在提高的学生写的。在这篇文章中，我们提出了一种方法，将反馈与口头惯例的明确指导相结合，以提高学生在高等教育背景下的写作能力。在一项对四组学生书面创作的纵向研究中，研究了三个变量:反馈效应、明确教学效应和两者的结合，以及未接受治疗的对照组。被分配到每一个学生团体和援助的基础上开展的工作并比较了书面的分析结果,其中每个组你确认小组曾经接受联合治疗获得更好的成绩和进一步掌握microdestrezas这样的呵护。此外，反馈和单独的明确指导在提高写作能力方面不如两者的结合有效。EnglishThe . on成就人生students ' writing反馈资格的人选已researched extensively and还相当sparked off 27 detractors和supporters alike。然而，反馈如何能更好地促进学生的写作表现，以及如何将反馈充分融入学习过程，仍有进一步研究的空间。本文实证论证了在高等教育的背景下，将反馈与明确的修辞指导结合起来提高EFL学生写作技能的学习优势。在一项关于学生写作能力的纵向研究中，研究了三个变量的处理:反馈效应、明确指导效应和两者的结合，以及完全不处理的控制条件。根据学生的出勤率和工作情况以及对每个小组书面产出的分析结果进行比较，将学生分配到一个治疗小组。The confirm not only that The group that received The combined待遇一高等项目情况和displayed有助于更好地控制相关microskills列入生产,确保既不反馈,也明确修改孤独,而且证明有效in terms of rhetorical事故专职投诉“过分of The two变数。
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Pub Date : 2019-12-23DOI: 10.28914/atlantis-2019-41.2.02
Barry Pennock-Speck, Begoña Clavel-Arroitia
This study centres on the analysis of prosocial teasing during a videoconference (telecollaboration) exchange between mixed-gender adolescent secondary school students from Spain and Germany. We contend that the provocative elements present in prosocial teasing activate a play frame, in Gregory Bateson’s terms, in which seemingly hostile face acts can be interpreted as playful behaviour. We argue that successful teasing can ultimately enhance the face of the teaser and that of the person being teased and thus build up rapport between them. Our analysis of the facework in the interaction during this telecollaboration exchange is based on Erwin Goffman’s notions of face, demeanour and deference and stands in opposition to the dominant (im)politeness paradigm put forward by Jonathan Culpeper, which has its roots in Penelope Brown and Stephen C. Levinson’s seminal work. Keywords: facework; teasing; telecollaboration; language learning
本研究主要分析了西班牙和德国男女混合的青少年中学生在视频会议(远程协作)交流中的亲社会戏弄行为。我们认为，亲社会戏弄中存在的挑衅因素激活了一个游戏框架，用格雷戈里·贝特森的话说，在这个框架中，看似敌对的面部行为可以被解释为游戏行为。我们认为，成功的戏弄最终可以提高戏弄者和被戏弄者的面孔，从而建立他们之间的融洽关系。我们对这种远程协作交流中互动中的面部表情的分析是基于Erwin Goffman关于面部、举止和尊重的概念，并与Jonathan Culpeper提出的主导(非)礼貌范式相反，该范式源于Penelope Brown和Stephen C. Levinson的开创性工作。关键词:抹面工作;戏弄别人;telecollaboration;语言学习
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Pub Date : 2019-12-23DOI: 10.28914/atlantis-2019-41.2.03
Paula Rodríguez-Puente, Cristina Blanco-García, Iván Tamaredo
Adding annotation and mark-up to linguistic corpora has become a standard practice in corpus building over the past few decades as a way to facilitate data extraction and at the same time guarantee that new corpora are compatible with existing and future tools. The purpose of this article is twofold. First, we provide an overview of the main forms of annotation and mark-up available to the research community and how they have been applied to the Corpus of Historical English Law Reports 1535-1999 (CHELAR), a specialized corpus consisting of law reports or records of judicial decisions. Second, we give an account of preliminary research based on the annotated versions of CHELAR, which so far has been primarily aimed at identifying the distinctive linguistic characteristics of law reports, as well as at investigating how the language of law reports has evolved over a time span of almost five centuries. Our article illustrates the multiple advantages of applying a simple annotation schema to a corpus and how this can enhance the potential of a corpus for historical genre analysis.Keywords: corpus annotation; corpus mark-up; law reports; TEI-XML; legal English
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Pub Date : 2019-12-23DOI: 10.28914/atlantis-2019-41.2.05
Paul Camacho
At the beginning of the twentieth century, many young male and female poets attended “Ezuversity,” that is, Ezra Pound’s programme through which he educated them on the art of reading and writing. This study focuses on the case of Iris Barry (1895-1969), the English poet, novelist, film critic and forgotten modernist pioneer, to whom Pound sent a series of letters at the beginning of the twentieth century encouraging her to emancipate herself and avoid marriage. It also analyses “The Ezra Pound Period,” a text written by Barry and published in the Bookman in 1931, which serves as a response to the poet’s letters and instruction. The aim of this article is to contribute to feminist modernist studies by rescuing Barry from oblivion and by highlighting Pound’s promotion and support of many women writers who would later play a significant role in literary modernism. Keywords: Iris Barry; Ezra Pound; “Ezuversity”; literary modernism; feminism; women’s emancipation
{"title":"Returning to \"Ezuversity\": Feminism and Emancipation in the Letters of Ezra Pound to Forgotten Modernist Iris Barry, 1916-1917","authors":"Paul Camacho","doi":"10.28914/atlantis-2019-41.2.05","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.05","url":null,"abstract":"At the beginning of the twentieth century, many young male and female poets attended “Ezuversity,” that is, Ezra Pound’s programme through which he educated them on the art of reading and writing. This study focuses on the case of Iris Barry (1895-1969), the English poet, novelist, film critic and forgotten modernist pioneer, to whom Pound sent a series of letters at the beginning of the twentieth century encouraging her to emancipate herself and avoid marriage. It also analyses “The Ezra Pound Period,” a text written by Barry and published in the Bookman in 1931, which serves as a response to the poet’s letters and instruction. The aim of this article is to contribute to feminist modernist studies by rescuing Barry from oblivion and by highlighting Pound’s promotion and support of many women writers who would later play a significant role in literary modernism. Keywords: Iris Barry; Ezra Pound; “Ezuversity”; literary modernism; feminism; women’s emancipation","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80281897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-23DOI: 10.28914/atlantis-2019-41.2.11
Celia Gorba
{"title":"Teaching L2 English Pronunciation: Research and Course Design","authors":"Celia Gorba","doi":"10.28914/atlantis-2019-41.2.11","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.11","url":null,"abstract":"","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72630577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-23DOI: 10.28914/atlantis-2019-41.2.07
M. J. Lerena
This article looks at trauma beyond the fixation on the limits of narrative as expressed in the mainstream theory of trauma in the 1990s, in the work of Cathy Caruth, Shoshana Felman and Dori Laub, among others. Its purpose is to achieve an appreciation of narrative as a navigable textual itinerary whose very flows and discontinuities are energized by a reconciliation (or lack thereof) with life’s shocking and incomprehensible moments. I build upon Amir Khadem’s rejection of the polarity between narrative and the incurable psychic wound in order to provide textual analyses of a corpus of three contemporary novels set in the context of a historically traumatized regional identity, that of Newfoundland in Canada: The Town That Forgot How to Breathe (2003), by Kenneth J. Harvey, February (2009), by Lisa Moore, and Sweetland (2014), by Michael Crummey. A revision of the role of genres traditionally used to describe historical and personal crises will help us observe how their conventions function within a context of outrage at the global and regional mismanagement of natural resources.Keywords: Canadian literature; testimony; trauma; gothic; environmental disasters; Newfoundland
{"title":"Pain and Narrative Shape: Beyond the Indocility of Trauma in Three Newfoundland Novels","authors":"M. J. Lerena","doi":"10.28914/atlantis-2019-41.2.07","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.07","url":null,"abstract":"This article looks at trauma beyond the fixation on the limits of narrative as expressed in the mainstream theory of trauma in the 1990s, in the work of Cathy Caruth, Shoshana Felman and Dori Laub, among others. Its purpose is to achieve an appreciation of narrative as a navigable textual itinerary whose very flows and discontinuities are energized by a reconciliation (or lack thereof) with life’s shocking and incomprehensible moments. I build upon Amir Khadem’s rejection of the polarity between narrative and the incurable psychic wound in order to provide textual analyses of a corpus of three contemporary novels set in the context of a historically traumatized regional identity, that of Newfoundland in Canada: The Town That Forgot How to Breathe (2003), by Kenneth J. Harvey, February (2009), by Lisa Moore, and Sweetland (2014), by Michael Crummey. A revision of the role of genres traditionally used to describe historical and personal crises will help us observe how their conventions function within a context of outrage at the global and regional mismanagement of natural resources.Keywords: Canadian literature; testimony; trauma; gothic; environmental disasters; Newfoundland","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77917334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-23DOI: 10.28914/atlantis-2019-41.2.08
Silvia Martínez-falquina
This article examines Louise Erdrich’s latest novel Future Home of the Living God (2017) in the light of the current conversation about the attacks on women’s reproductive rights and the devastating effects of climate change. Erdrich’s speculative novel describes an unspecified future where evolution has reversed itself and human reproduction is under threat, as a response to which a Puritan authoritarian government takes control of women of childbearing age to try to sustain procreation. The article contends that, using the dystopian mode—and more specifically, a theorization of uncertainty as characteristic of the present situation of many people—Erdrich addresses persisting, historical unresolved grief, making current feminist and Native vindications visible. She also continues the challenging of the whitestream idea of progress and the subversion of stereotypes that characterize her oeuvre. Most significantly, the article reads the novel as representative of both Indigenous resurgence and the global transmodern paradigm insofar as it articulates a relational understanding of language and identity as our best hope for the future. The article concludes that Erdrich’s use of the future perfect tense is best interpreted as a ritual of proleptic mourning that connects this novel to Native American literary activism. Keywords: Louise Erdrich; Native dystopia; Native American resurgence; transmodernity; relationality; proleptic mourning
{"title":"Louise Erdrich’s Future Home of the Living God: Uncertainty, Proleptic Mourning and Relationality in Native Dystopia","authors":"Silvia Martínez-falquina","doi":"10.28914/atlantis-2019-41.2.08","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.08","url":null,"abstract":"This article examines Louise Erdrich’s latest novel Future Home of the Living God (2017) in the light of the current conversation about the attacks on women’s reproductive rights and the devastating effects of climate change. Erdrich’s speculative novel describes an unspecified future where evolution has reversed itself and human reproduction is under threat, as a response to which a Puritan authoritarian government takes control of women of childbearing age to try to sustain procreation. The article contends that, using the dystopian mode—and more specifically, a theorization of uncertainty as characteristic of the present situation of many people—Erdrich addresses persisting, historical unresolved grief, making current feminist and Native vindications visible. She also continues the challenging of the whitestream idea of progress and the subversion of stereotypes that characterize her oeuvre. Most significantly, the article reads the novel as representative of both Indigenous resurgence and the global transmodern paradigm insofar as it articulates a relational understanding of language and identity as our best hope for the future. The article concludes that Erdrich’s use of the future perfect tense is best interpreted as a ritual of proleptic mourning that connects this novel to Native American literary activism. Keywords: Louise Erdrich; Native dystopia; Native American resurgence; transmodernity; relationality; proleptic mourning","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72789452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-23DOI: 10.28914/atlantis-2019-41.2.01
J. P. Arranz, Karen L. Jacob
This article reports on an initiative characterised by a transcultural approach to English Language Teaching (ELT) which may be seen as an instance of Internationalisation at Home (IAH). Participants were ninety-five learners of English from three secondary schools in Spain and Poland who stayed in touch throughout the project through Computer-Mediated Communication (CMC). The article explores the impact of this particular IAH experience on the participants’ national identities through a combination of qualitative and quantitative data. Data point to national identity discourses being perceived very differently by the Spanish and Polish participants in the sample, and show how the participants’ positions with regard to such discourses change during the programme. The results challenge the notion that transcultural competence may result in the individual perceiving him/herself as culturally closer to members of other imagined communities. Instead, they point to the gradual erasure of national imagined communities as transcultural competence develops, thus opening up a new avenue of research.Keywords: Internationalisation at Home; national identity; transcultural pedagogy; English as an International Language; Computer-Mediated Communication; ethnocentrism
{"title":"A Transcultural Approach to EIL Teaching and its Impact on Learners’ National Identities","authors":"J. P. Arranz, Karen L. Jacob","doi":"10.28914/atlantis-2019-41.2.01","DOIUrl":"https://doi.org/10.28914/atlantis-2019-41.2.01","url":null,"abstract":"This article reports on an initiative characterised by a transcultural approach to English Language Teaching (ELT) which may be seen as an instance of Internationalisation at Home (IAH). Participants were ninety-five learners of English from three secondary schools in Spain and Poland who stayed in touch throughout the project through Computer-Mediated Communication (CMC). The article explores the impact of this particular IAH experience on the participants’ national identities through a combination of qualitative and quantitative data. Data point to national identity discourses being perceived very differently by the Spanish and Polish participants in the sample, and show how the participants’ positions with regard to such discourses change during the programme. The results challenge the notion that transcultural competence may result in the individual perceiving him/herself as culturally closer to members of other imagined communities. Instead, they point to the gradual erasure of national imagined communities as transcultural competence develops, thus opening up a new avenue of research.Keywords: Internationalisation at Home; national identity; transcultural pedagogy; English as an International Language; Computer-Mediated Communication; ethnocentrism","PeriodicalId":54016,"journal":{"name":"Atlantis-Journal of the Spanish Association of Anglo-American Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76474714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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