Sight translation is widely used in the T&I classroom as a pedagogical tool to enhance trainees’ acquisition of interpreting skills and as a communicative tool to prepare trainees for the translation market. Sight translation, as a separate course, or at least as a necessary component of an interpreting course, is increasingly visible in most T&I programs. However, the pedagogy of sight translation is a rarely touched upon topic in the current literature. This article discusses the design of a sight translation course as a stepping stone for interpreting courses in an undergraduate program. Graves’ (2000) course development model is adapted to serve as the framework of course design. Drawing on findings from previous research, the author describes the five initial elements of course design: context definition, articulation of beliefs, content conceptualization, goals and objectives formulation, and course organization. This article aims at inspiring fellow trainers to design sight translation courses and other T&I courses in a scientific and systematic way.
{"title":"Designing a sight translation course for undergraduate T&I students: From context definition to course organization","authors":"Xiangdong Li","doi":"10.1075/RESLA.28.1.08LI","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.08LI","url":null,"abstract":"Sight translation is widely used in the T&I classroom as a pedagogical tool to enhance trainees’ acquisition of interpreting skills and as a communicative tool to prepare trainees for the translation market. Sight translation, as a separate course, or at least as a necessary component of an interpreting course, is increasingly visible in most T&I programs. However, the pedagogy of sight translation is a rarely touched upon topic in the current literature. This article discusses the design of a sight translation course as a stepping stone for interpreting courses in an undergraduate program. Graves’ (2000) course development model is adapted to serve as the framework of course design. Drawing on findings from previous research, the author describes the five initial elements of course design: context definition, articulation of beliefs, content conceptualization, goals and objectives formulation, and course organization. This article aims at inspiring fellow trainers to design sight translation courses and other T&I courses in a scientific and systematic way.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"92 1","pages":"169-198"},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76358844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.2.07ROS
Paolo Roseano, Ana Maria Fernández Planas, Wendy Elvira-García, R. Massó, E. M. Celdrán
This article, based on an experimental corpus of 1,020 sentences, provides a description of the intonation of wh-questions in Central Catalan, which had not been studied in depth so far. The data show that wh-questions display a greater variety of intonation patterns than yes/no questions. The paper argues that each intonation pattern is preferably associated with a specific pragmatic meaning (asking for information, offering information, giving an order and so far).
{"title":"La entonación de las preguntas parciales en catalán","authors":"Paolo Roseano, Ana Maria Fernández Planas, Wendy Elvira-García, R. Massó, E. M. Celdrán","doi":"10.1075/RESLA.28.2.07ROS","DOIUrl":"https://doi.org/10.1075/RESLA.28.2.07ROS","url":null,"abstract":"This article, based on an experimental corpus of 1,020 sentences, provides a description of the intonation of wh-questions in Central Catalan, which had not been studied in depth so far. The data show that wh-questions display a greater variety of intonation patterns than yes/no questions. The paper argues that each intonation pattern is preferably associated with a specific pragmatic meaning (asking for information, offering information, giving an order and so far).","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"5 1","pages":"511-554"},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87928234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.15WAN
Phalangchok Wanphet
An emic perspective, or insiders’ perspective, has been widely employed in social interactionism-inspired qualitative studies. This view claims that any interactional behavior can be examined from within the system. Applied to research in which talk is central, this view requires data to come from the participants who are involved in the talk because they document their social actions to each other within the details of their interaction. Researchers can access the perspective by adopting the same perspective as the participants. As a result, the findings yield high internal and ecological validity. Following this perspective, this study, which explores silence, or, to be more specific, gap, in institutionalized talk, demonstrates how interactional data is produced and analyzed by the participants as the talk emerges. This study shows that an emic view allows researchers to indirectly involve participants in the analysis and can be an alternative potential tool in descriptive communication research.
{"title":"Emic approach to research on conversational gap in the foreign language classroom","authors":"Phalangchok Wanphet","doi":"10.1075/RESLA.28.1.15WAN","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.15WAN","url":null,"abstract":"An emic perspective, or insiders’ perspective, has been widely employed in social interactionism-inspired qualitative studies. This view claims that any interactional behavior can be examined from within the system. Applied to research in which talk is central, this view requires data to come from the participants who are involved in the talk because they document their social actions to each other within the details of their interaction. Researchers can access the perspective by adopting the same perspective as the participants. As a result, the findings yield high internal and ecological validity. Following this perspective, this study, which explores silence, or, to be more specific, gap, in institutionalized talk, demonstrates how interactional data is produced and analyzed by the participants as the talk emerges. This study shows that an emic view allows researchers to indirectly involve participants in the analysis and can be an alternative potential tool in descriptive communication research.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"152 1","pages":"319-340"},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76190043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.01ALV
M. A. Ortega
This article presents an analysis of some phraseological units, conversational routines, according to their independence degree, in order to restructure Sphere III (Corpas, 1996). In this Sphere there are also proverbs and idioms. In an attempt to classify Spanish phraseological units, we have taken as a model the system proposed by Briz and Val.Es.Co. Group (Briz & Grupo Val.Es.Co., 2003, 2014) for conversational segmentation. This system characterizes some statements in terms of different degrees and types of independence, which allow us to restructure Sphere III. This paper adopts a phraseological and pragmatic approach, with examples taken from Corpus de conversaciones coloquiales (Briz & Grupo Val.Es.Co., 2002).
本文根据一些短语单元、会话例例的独立程度对它们进行了分析，以重构Sphere III (Corpas, 1996)。在这个领域也有谚语和习语。为了对西班牙语的词组单位进行分类，我们以Briz和vales提出的系统为模型。集团(Briz & Grupo vales)(2003年，2014年)的会话分割。这个系统以不同程度和类型的独立性来描述一些陈述，这使我们能够重构球体III。本文采用了措词学和语用学的方法，并以语料库de conversaciones colquiales (Briz & Grupo vales . co .)中的例子为例。, 2002)。
{"title":"Independencia y fórmulas rutinarias: Reestructuración de la Esfera III","authors":"M. A. Ortega","doi":"10.1075/RESLA.28.1.01ALV","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.01ALV","url":null,"abstract":"This article presents an analysis of some phraseological units, conversational routines, according to their independence degree, in order to restructure Sphere III (Corpas, 1996). In this Sphere there are also proverbs and idioms. In an attempt to classify Spanish phraseological units, we have taken as a model the system proposed by Briz and Val.Es.Co. Group (Briz & Grupo Val.Es.Co., 2003, 2014) for conversational segmentation. This system characterizes some statements in terms of different degrees and types of independence, which allow us to restructure Sphere III. This paper adopts a phraseological and pragmatic approach, with examples taken from Corpus de conversaciones coloquiales (Briz & Grupo Val.Es.Co., 2002).","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"25 1","pages":"1-16"},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80797143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.02ARB
Inmaculada de Jesús Arboleda, R. Monroy
This is a perceptual study on the production of English syllabic consonants vs. schwa in word final position at discourse level. It is intended to find out whether the speaker’s gender, accent, speech rate and emphasis placed upon words have any bearing on the production of this alternation. The effect the aforementioned factors may have on the production of this apparently anarchic phonetic alternation demands further exploration (see, however, O’Shaughnessy, 1981; Byrd, 1994; Wells, 1995; Toft, 2002). The informants for this study were 80 non-rhotic native newsreaders (40 males and 40 females) taken from the BBC learning English website (2009). Three female listeners not knowledgeable about the purposes of the study had to decide whether they perceived a syllabic consonant in certain words (800 overall) or not. Results show that there is a statistically significant relationship between each of these factors and the production of English syllabic consonants vs. schwa.
{"title":"English syllabic consonants vs. schwa at discourse level: A perceptual analysis","authors":"Inmaculada de Jesús Arboleda, R. Monroy","doi":"10.1075/RESLA.28.1.02ARB","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.02ARB","url":null,"abstract":"This is a perceptual study on the production of English syllabic consonants vs. schwa in word final position at discourse level. It is intended to find out whether the speaker’s gender, accent, speech rate and emphasis placed upon words have any bearing on the production of this alternation. The effect the aforementioned factors may have on the production of this apparently anarchic phonetic alternation demands further exploration (see, however, O’Shaughnessy, 1981; Byrd, 1994; Wells, 1995; Toft, 2002). The informants for this study were 80 non-rhotic native newsreaders (40 males and 40 females) taken from the BBC learning English website (2009). Three female listeners not knowledgeable about the purposes of the study had to decide whether they perceived a syllabic consonant in certain words (800 overall) or not. Results show that there is a statistically significant relationship between each of these factors and the production of English syllabic consonants vs. schwa.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"11 1","pages":"17-47"},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74143161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.13VAR
E. González
It seems that children are born with sophisticated abilities to perceive speech sounds. Phonological short-term memory plays a key role in the process of language acquisition in the storage of unknown phonological forms while more permanent representations are stored in the long-term memory.In this paper we present the results of a study on the influence of two factors in the short-term memory: the degree of perceptibility (phonetic prominence) and the type of syllable structure (structural prominence) of the stimuli used. The results showed a larger influence of the latter at the expense of the amount of phonetic substance. This reinforces the importance of the role of syllabic structure in the early stages of language acquisition, used as a clue for learning the stress rules on speech and, subsequently, in the process of learning how to read.
{"title":"Prominencia estructural y prominencia fonética en el funcionamiento de la memoria fonológica a corto plazo","authors":"E. González","doi":"10.1075/RESLA.28.1.13VAR","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.13VAR","url":null,"abstract":"It seems that children are born with sophisticated abilities to perceive speech sounds. Phonological short-term memory plays a key role in the process of language acquisition in the storage of unknown phonological forms while more permanent representations are stored in the long-term memory.In this paper we present the results of a study on the influence of two factors in the short-term memory: the degree of perceptibility (phonetic prominence) and the type of syllable structure (structural prominence) of the stimuli used. The results showed a larger influence of the latter at the expense of the amount of phonetic substance. This reinforces the importance of the role of syllabic structure in the early stages of language acquisition, used as a clue for learning the stress rules on speech and, subsequently, in the process of learning how to read.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"84 1","pages":"273-289"},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83463281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.07LAR
Angela María Larrea Espinar
This paper analyses three B1-level textbooks used in EFL in Spain to gather information about how culture is taught, given that language learning and culture learning are closely related. A model of culture learning based on previous work by Paige, Jorstad, Paulson, Klein, and Colby (1999) and Lee (2009) has been designed in order to examine the textbooks’ cultural content. This functional framework gathers every theme and aspect of culture needed to develop each of the competencies that are required to accomplish an integrated language and culture learning, i.e., to achieve intercultural communicative competence as the ultimate goal of language learning. Findings show that the invisible aspect of culture (small “c” target-culture learning), which is crucial to understanding the values and ways of thinking of a society, was neglected in all three textbooks. Thus, despite some promising changes in the way of addressing culture learning in EFL textbooks, we are still far from developing intercultural speakers.
{"title":"El aprendizaje cultural en la enseñanza del inglés y su alcance en los libros de texto","authors":"Angela María Larrea Espinar","doi":"10.1075/RESLA.28.1.07LAR","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.07LAR","url":null,"abstract":"This paper analyses three B1-level textbooks used in EFL in Spain to gather information about how culture is taught, given that language learning and culture learning are closely related. A model of culture learning based on previous work by Paige, Jorstad, Paulson, Klein, and Colby (1999) and Lee (2009) has been designed in order to examine the textbooks’ cultural content. This functional framework gathers every theme and aspect of culture needed to develop each of the competencies that are required to accomplish an integrated language and culture learning, i.e., to achieve intercultural communicative competence as the ultimate goal of language learning. Findings show that the invisible aspect of culture (small “c” target-culture learning), which is crucial to understanding the values and ways of thinking of a society, was neglected in all three textbooks. Thus, despite some promising changes in the way of addressing culture learning in EFL textbooks, we are still far from developing intercultural speakers.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"119 1","pages":"145-168"},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86279028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.2.02MOO
Emilee Moore
This article draws on a corpus of transnational encounters that are not a priori about learning, recorded at a university in Catalonia immersed in processes of internationalization. However, by taking a CA-for-SLA approach to the data, it is shown how opportunities for language teaching and learning emerge across the settings, from the most institutional (i.e. formal ceremonies) to the most informal interactions (i.e. friendly conversation), and are mediated by available plurilingual and multimodal resources. In this regard, the analysis yields results that differ from previous research conducted in similar higher education contexts in which categorizations of participants as language ‘experts’/‘non-experts’ or ‘teachers’/‘learners’ were avoided (e.g. Kurhila, 2004). Such data prompts the author to argue that beyond simply recognizing the potential for second language learning ‘in the wild’ at universities going about internationalization, active steps could be taken to implement strategies that would enhance opportunities for language learning to happen.
{"title":"Language learning ‘in the wild’ in transnational encounters","authors":"Emilee Moore","doi":"10.1075/RESLA.28.2.02MOO","DOIUrl":"https://doi.org/10.1075/RESLA.28.2.02MOO","url":null,"abstract":"This article draws on a corpus of transnational encounters that are not a priori about learning, recorded at a university in Catalonia immersed in processes of internationalization. However, by taking a CA-for-SLA approach to the data, it is shown how opportunities for language teaching and learning emerge across the settings, from the most institutional (i.e. formal ceremonies) to the most informal interactions (i.e. friendly conversation), and are mediated by available plurilingual and multimodal resources. In this regard, the analysis yields results that differ from previous research conducted in similar higher education contexts in which categorizations of participants as language ‘experts’/‘non-experts’ or ‘teachers’/‘learners’ were avoided (e.g. Kurhila, 2004). Such data prompts the author to argue that beyond simply recognizing the potential for second language learning ‘in the wild’ at universities going about internationalization, active steps could be taken to implement strategies that would enhance opportunities for language learning to happen.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"1 1","pages":"382-415"},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83994251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.2.06ROD
F. R. Muñoz
The present research, firstly, aims to determine the global structure of the virtual discussion forum/unspecialized medical appointment genre from the analysis of its superstructure. The pattern of the genre presents a tripartite division in which three types of postings succeed each other: problem messages, advice messages and thanks messages. Secondly, the study of the sections and movements that establish the formal structure of these types of messages is completed with the description of the macrostructural level, in which the content or semantic structure of textual productions is covered, without sacrificing the functional exponents and the microstructural supports that contribute to its elucidation.
{"title":"Análisis discursivo del ciberconsejo en el género foro virtual de discusión/consulta médica no especializada","authors":"F. R. Muñoz","doi":"10.1075/RESLA.28.2.06ROD","DOIUrl":"https://doi.org/10.1075/RESLA.28.2.06ROD","url":null,"abstract":"The present research, firstly, aims to determine the global structure of the virtual discussion forum/unspecialized medical appointment genre from the analysis of its superstructure. The pattern of the genre presents a tripartite division in which three types of postings succeed each other: problem messages, advice messages and thanks messages. Secondly, the study of the sections and movements that establish the formal structure of these types of messages is completed with the description of the macrostructural level, in which the content or semantic structure of textual productions is covered, without sacrificing the functional exponents and the microstructural supports that contribute to its elucidation.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"114 1","pages":"486-510"},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79455639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.2.03NAR
Beatriz Naranjo Sánchez
One of the most frequent English social dialects that we can hear in American cinema is the so-called Black English or Ebonics, whose users are typically (although not exclusively any more) African American characters. In this study, we attempted an approach to the linguistic portrayal of black characters on screen and the translation of these ‘black-speech’ traits into Spanish by closely examining both the original and dubbed versions of a total sample of 19 films belonging to the genre of Afro-American cinema. We hypothesized that, even when the general tendency would most likely be neutralization, the resulting target text might still be characterized by ethnically marked discourse, having a distinctive and recognizable identity. We believe that the data obtained needs to be complemented with further research in order to accurately prove our hypothesis; however, we could conclude that the target version contains some specific elements that may provide the audience with the necessary clues that would lead them to associate this ethnically marked dubbed discourse with black ethnicity.
{"title":"Translating blackness in Spanish dubbing","authors":"Beatriz Naranjo Sánchez","doi":"10.1075/RESLA.28.2.03NAR","DOIUrl":"https://doi.org/10.1075/RESLA.28.2.03NAR","url":null,"abstract":"One of the most frequent English social dialects that we can hear in American cinema is the so-called Black English or Ebonics, whose users are typically (although not exclusively any more) African American characters. In this study, we attempted an approach to the linguistic portrayal of black characters on screen and the translation of these ‘black-speech’ traits into Spanish by closely examining both the original and dubbed versions of a total sample of 19 films belonging to the genre of Afro-American cinema. We hypothesized that, even when the general tendency would most likely be neutralization, the resulting target text might still be characterized by ethnically marked discourse, having a distinctive and recognizable identity. We believe that the data obtained needs to be complemented with further research in order to accurately prove our hypothesis; however, we could conclude that the target version contains some specific elements that may provide the audience with the necessary clues that would lead them to associate this ethnically marked dubbed discourse with black ethnicity.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":"122 1","pages":"416-441"},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86443829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：