Journal of Teaching Language Skills最新文献_第10页

The Structural Invariance of a Model of Washback to Test Takers’ Perceptions and Preparation: The Moderating Role of Institutions 考生认知和准备的回拨模型的结构不变性:制度的调节作用

Journal of Teaching Language Skills Pub Date : 2018-03-01 DOI: 10.22099/JTLS.2018.28165.2440

Kioumars Razavipour, Zohreh Gooniband Shoushtari, M. Mansoori

{"title":"The Structural Invariance of a Model of Washback to Test Takers’ Perceptions and Preparation: The Moderating Role of Institutions","authors":"Kioumars Razavipour, Zohreh Gooniband Shoushtari, M. Mansoori","doi":"10.22099/JTLS.2018.28165.2440","DOIUrl":"https://doi.org/10.22099/JTLS.2018.28165.2440","url":null,"abstract":"Test washback is held to be complicated and multifaceted in that a host of cultural, social, individual, test, and institutional factors are involved in shaping it. Thus far, the majority of washback studies have had as their focus the role of teachers in test washback or washback to teachers. How educational environments or institutions might function in isolation or in interaction with other factors in shaping washback to the learners and test takers has not received adequate research attention. The current study examined the mediatory role of academic institutions in washback to learners' perceptions of test content and test preparation. To this aim, 86 senior English students from two universities, one a top tier and the other a low tier one, completed two questionnaires: one on test takers' preparation practices including test analysis, test taking skills, drilling target skills, and socio-affective strategies; and the other on test takers' construal of test demands and uses as well as their expectation of success on the test. The data analyzed through partial least squares structural equation modeling revealed that a washback model based on expectancy-value theory explains a moderate amount of variance in test preparation. Further, for test takers from the low tier university, favorable perceptions of test content were associated with more value placed on test taking. However, Multi-group analysis pointed to group-invariance of the model across the two institutions, indicating a lack of strong evidence for the mediatory role of educational environments in washback to test takers’ perceptions and preparation.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117294973","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}

引用次数: 2

Second Language Learners' Phonological Awareness and Perception of Foreign Accentedness and Comprehensibility by Native and Non-native English Speaking EFL Teachers 第二语言学习者的语音意识以及母语和非母语英语教师对外国口音和可理解性的感知

Journal of Teaching Language Skills Pub Date : 2018-03-01 DOI: 10.22099/JTLS.2018.29899.2538

Musa Nushi Kochaksaraie, H. Makiabadi

{"title":"Second Language Learners' Phonological Awareness and Perception of Foreign Accentedness and Comprehensibility by Native and Non-native English Speaking EFL Teachers","authors":"Musa Nushi Kochaksaraie, H. Makiabadi","doi":"10.22099/JTLS.2018.29899.2538","DOIUrl":"https://doi.org/10.22099/JTLS.2018.29899.2538","url":null,"abstract":"Phonological awareness has been defined as the speaker’s sensitivity to the phonological characteristics of a language. The present study is aimed at exploring the relationship between Iranian EFL learners’ explicit phonological awareness, their foreign accentedness and speech comprehensibility as perceived by native and non-native English-speaking EFL teachers. To determine the relationships, the researchers used a set of tasks that measured 34 EFL learners’ phonological awareness in five domains of rhyming, alliteration or onset, segmenting, blending, and manipulation. They also asked the participants to read a short text which was recorded and later rated for accentedness and comprehensibility on a 9-point scale. Results indicated that there was a significant correlation between the learners’ phonological awareness and perception of foreign accentedness. The same was true about the correlation between phonological awareness and speech comprehensibility. Furthermore, a strong positive correlation was found between foreign accentedness and comprehensibility, suggesting that foreign accentedness could affect comprehensibility of L2 speech. The findings suggest that pedagogical strategies that highlight formal properties of language be employed in second language classrooms to reduce learners’ foreign accent and increase their speech comprehensibility.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123863643","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}

引用次数: 3

Iranian EFL Learners’ Perception of the Efficacy and Affordance of Activity Theory-based Computer Assisted Language Learning in Writing Achievement 伊朗英语学习者对基于活动理论的计算机辅助语言学习在写作成就中的有效性和可得性的感知

Journal of Teaching Language Skills Pub Date : 2018-03-01 DOI: 10.22099/JTLS.2018.24838.2222

Arezoo Hajimaghsoodi, P. Maftoon

{"title":"Iranian EFL Learners’ Perception of the Efficacy and Affordance of Activity Theory-based Computer Assisted Language Learning in Writing Achievement","authors":"Arezoo Hajimaghsoodi, P. Maftoon","doi":"10.22099/JTLS.2018.24838.2222","DOIUrl":"https://doi.org/10.22099/JTLS.2018.24838.2222","url":null,"abstract":"Second language writing instruction has been greatly influenced by the growing importance of technology and the recent shift of paradigm from a cognitive to a social orientation in second language acquisition (Lantolf & Thorne, 2006). Therefore, the applications of computer-assisted language learning and activity theory have been suggested as a promising framework for writing studies. The present study aimed to investigate the perception of Iranian EFL learners of the efficacy and affordance of activity theory integrated with computer-assisted language learning in writing improvement. To this end, sixty-seven sophomores majoring in English translation were selected as the participants of this study. The writing instruction was geared to an e-learning platform based on the six elements of activity theory--subject, object, mediating artifacts, rules, community, and division of labor--appropriate for the writing course. The students were assigned to write nine expository paragraphs on six different developmental patterns and share various relevant materials on the platform during the treatment. Their assignments were carefully monitored and evaluated by the instructor. Upon the completion of the treatment, the students completed a closed-ended questionnaire and an open-ended questionnaire and took part in a semi-structured focus group interview to express their perception. The results showed that the students held favorable perception toward the use of computer-assisted language learning within the activity theory framework. The findings of the study also revealed that there was a significant difference among the students' perception concerning the four mediating elements of activity theory.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116571784","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}

引用次数: 2

On The Factor Structure (Invariance) of the PhD UEE Using Multigroup Structural Equation Modeling 基于多群结构方程模型的博士级电子商务因素结构(不变性)研究

Journal of Teaching Language Skills Pub Date : 2018-03-01 DOI: 10.22099/jtls.2018.27029.2372

Hamdollah Ravand, Gholamreza Rohani, Fatemeh Faryabi

{"title":"On The Factor Structure (Invariance) of the PhD UEE Using Multigroup Structural Equation Modeling","authors":"Hamdollah Ravand, Gholamreza Rohani, Fatemeh Faryabi","doi":"10.22099/jtls.2018.27029.2372","DOIUrl":"https://doi.org/10.22099/jtls.2018.27029.2372","url":null,"abstract":"The aim of the current study was twofold: (1) to validate the internal structure of the general English (GE) section of the university entrance examination for Ph.D applicants into the English programs at state universities in Iran (Ph.D. UEE), and (2) to examine the factor structure invariance of the Ph.D. UEE across two proficiency levels. Structural equation modeling (SEM) was used to analyze the responses of a random sample of participants (N=1009) who took the test in 2014 to seek admission to English programs at Iranian state universities. First, four models (unitary, uncorrelated, correlated and higher-ordered) were estimated and compared to find the model that best represented the data. Then, the factor structure invariance of the test across two proficiency levels was explored using multigroup confirmatory factor analysis. The higher-order and correlated three-factor model showed the best fit to the data. The result also showed that the structure of the test remained invariant across both proficiency levels. These results supported the multi-componential view of language proficiency. It was found that there is no relationship between levels of language proficiency and the structure of the test. However, the results called into question the score-reporting policy for the PhD UEE and led to the conclusion that a single total score does not reflect the structure of the test.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127350551","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}

引用次数: 0

Classroom Repair Practices and Reflective Conversations: Longitudinal Interactional Changes 课堂修复实践与反思对话:纵向互动变化

Journal of Teaching Language Skills Pub Date : 2018-03-01 DOI: 10.22099/JTLS.2018.29384.2515

Fatemeh Mozaffari, H. Allami, G. Mazdayasna

{"title":"Classroom Repair Practices and Reflective Conversations: Longitudinal Interactional Changes","authors":"Fatemeh Mozaffari, H. Allami, G. Mazdayasna","doi":"10.22099/JTLS.2018.29384.2515","DOIUrl":"https://doi.org/10.22099/JTLS.2018.29384.2515","url":null,"abstract":"For many English as a Foreign Language (EFL) teachers, working contingently with language learners' problematic learner contributions in classroom interaction remains a challenge. Drawing on conversation analysis methodology and using sociocultural and situated learning theories, this longitudinal case study traces the progressional changes in one Iranian English language teacher's repairing practices (his orientation to repairable, repair completion type and trajectory) along with the changing impacts of different organizational patterns of repair and interactional awareness on learning opportunities. The data material consists of video recordings of EFL oral classroom interactions (11 lessons) and reflective conversations (seven sessions) between the researcher and the participant teacher at one private language institute in Iran over a period of six months, in two phases. Qualitative results from the first (descriptive) phase indicated that the teacher's provision of repair in meaning-oriented contexts was generally convergent while in form-oriented ones divergent. The qualitative changes revealed the teacher's increasing attention to lexical errors and use of self-repair types, particularly in form-oriented contexts and the teacher's progress in interactional awareness including identification of contexts and repair organization, use of metalanguage and critical self-evaluation This study makes a contribution to conversation analytic research and our understanding of English teacher professional development.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121561140","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}

引用次数: 1

Sociological and Aesthetic Senses of Culture Represented in Global and Localized ELT Textbooks 全球化与本土化英语教材中所表现的文化社会学与美学意义

Journal of Teaching Language Skills Pub Date : 2017-12-01 DOI: 10.22099/JTLS.2017.25995.2299

Z. Tajeddin, S. Bahrebar

{"title":"Sociological and Aesthetic Senses of Culture Represented in Global and Localized ELT Textbooks","authors":"Z. Tajeddin, S. Bahrebar","doi":"10.22099/JTLS.2017.25995.2299","DOIUrl":"https://doi.org/10.22099/JTLS.2017.25995.2299","url":null,"abstract":"The relationship between language and culture has become a rich source of inquiry in the context of English language teaching. Learning materials can depict cultural content in different cultural senses, namely aesthetic, sociological, semantic, and pragmatic. The present study aimed to investigate the way cultural aspects are represented in the reading and dialog sections of global (American English File) and localized (The ILI English Series) ELT textbooks which are widely used in Iran. The framework adopted to analyze the cultural contents of the materials was Adaskou, Britten, and Fahsi (1990) to explore how culture in aesthetic and sociological senses is realized in the series. The findings demonstrated that more emphasis was put on the sociological sense and that this aspect of the culture dominated the aesthetic sense in the cultural contents of the two series. The cultural and culture-free contents represented in the two global and localized series were found to be entirely different in frequency and sense realization. Most of the contents in the localized series were culture-free, while the culture-free contents in the global series were reasonably less than the sociological and aesthetic senses. Additionally, the findings revealed that compared with the worldwide series, the localized textbook was less representative of cultural features in sociological and aesthetic senses. The results imply that ELT materials should be inclusive enough regarding the sociological and aesthetic senses of culture to help learners get engaged in the development of their cultural understanding.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114170264","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}

引用次数: 8

The Impact of Raters’ and Test Takers’ Gender on Oral Proficiency Assessment: A Case of Multifaceted Rasch Analysis 评判员和考生性别对口语水平评价的影响:一个多方面的Rasch分析案例

Journal of Teaching Language Skills Pub Date : 2017-12-01 DOI: 10.22099/JTLS.2017.25897.2290

Houman Bijani, Mona Khabiri

{"title":"The Impact of Raters’ and Test Takers’ Gender on Oral Proficiency Assessment: A Case of Multifaceted Rasch Analysis","authors":"Houman Bijani, Mona Khabiri","doi":"10.22099/JTLS.2017.25897.2290","DOIUrl":"https://doi.org/10.22099/JTLS.2017.25897.2290","url":null,"abstract":"The application of Multifaceted Rasch Measurement (MFRM) in rating test takers’ oral language proficiency has been investigated in some previous studies (e.g., Winke, Gass, & Myford, 2012). However, little research so far has ever documented the effect of test takers’ genders on their oral performances and few studies have investigated the relationship between the impact of raters’ gender on the awarded scores to male and female test takers. Thus, this study aimed to address the above-mentioned issue. Twenty English as a Foreign Language (EFL) teachers rated the oral performances of 300 test takers. The outcomes demonstrated that test takers’ gender differences did not have any significant role in their performance differences when they were rated by the raters of the same or opposite gender. The findings also reiterated that raters of different genders did not demonstrate bias in rating test takers of the opposite or same gender. Moreover, no significant difference was observed regarding male and female raters’ biases towards the rating scale categories. The outcomes of the study showed that both male and female raters assign fairly similar scores to test takers. This suggests no evidence based on which either male or female raters must be excluded from the rating process. The findings imply that there is no need to worry about the impact of gender for a more valid and reliable assessment.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128741442","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}

引用次数: 3

The Effect of Reducing Lexical and Syntactic Complexity of Texts on Reading Comprehension 降低语篇词汇和句法复杂性对阅读理解的影响

Journal of Teaching Language Skills Pub Date : 2017-12-01 DOI: 10.22099/JTLS.2017.26325.2324

M. Safari, M. Montazeri

{"title":"The Effect of Reducing Lexical and Syntactic Complexity of Texts on Reading Comprehension","authors":"M. Safari, M. Montazeri","doi":"10.22099/JTLS.2017.26325.2324","DOIUrl":"https://doi.org/10.22099/JTLS.2017.26325.2324","url":null,"abstract":"The present study investigated the effect of different types of text simplification (i.e., reducing the lexical and syntactic complexity of texts) on reading comprehension of English as a Foreign Language learners (EFL). Sixty female intermediate EFL learners from three intact classes in Tabarestan Language Institute in Tehran participated in the study. The intact classes were assigned to three experimental groups. Moreover, to homogenize the groups, the researchers administered a general proficiency test (TOEFL, 2003) to the participants. The results revealed no significant difference among the groups in general proficiency and reading ability. Then four reading comprehension texts from TOEFL test (2005) were simplified through lexical simplification, syntactic simplification or lexical-syntactic simplification techniques. The simplified texts, along with their reading comprehension (RC) questions, formed the three versions of the post-test, each version contained either lexically, syntactically or lexical-syntactically simplified texts. Each group took one version of the post-test. The scores were analyzed through one-way ANOVA. The results revealed a significant difference among the groups. The post hoc test indicated that the lexical-syntactic simplification group significantly outperformed the lexical simplification group and performed considerably better than the syntactic simplification group. There was no significant difference between the lexical and syntactic simplification groups, although the latter showed better results.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130795870","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}

引用次数: 4

Cooperative Learning Pedagogy: A Response to an Urgent Need in the Iranian EFL Reading Comprehension Context 合作学习教学法:对伊朗英语阅读理解语境的迫切需要的回应

Journal of Teaching Language Skills Pub Date : 2017-12-01 DOI: 10.22099/JTLS.2017.27008.2370

A. M. Hanjani, Li Li

{"title":"Cooperative Learning Pedagogy: A Response to an Urgent Need in the Iranian EFL Reading Comprehension Context","authors":"A. M. Hanjani, Li Li","doi":"10.22099/JTLS.2017.27008.2370","DOIUrl":"https://doi.org/10.22099/JTLS.2017.27008.2370","url":null,"abstract":"While the advantages of cooperative learning activities have been extensively acknowledged in L2 literature, this type of pedagogy has not received due attention in the Iranian EFL context. Indeed, the traditional reading method still dominates in most Iranian EFL university classes even though it fails to meet its main objective which is training competent EFL readers. In an attempt to address this challenge, the current case study incorporated cooperative learning pedagogy into two EFL reading comprehension classes in a medium size university in Iran and sought learners’ behaviors and reflections toward the student-centered activities they engaged in during an academic semester. To serve that end, two volunteer cohorts of learners (less and more experienced) from two EFL reading comprehension classes were recruited. Class observation field notes along with focus group interviews comprised the data collection instruments of the study. While the learners’ behaviors and activities were recorded in observation field notes throughout the semester, the two focus groups were interviewed right after the course had finished. Data analyses indicated that the learners expressed favorable attitudes toward the new approach they were involved in, even though some issues were raised by the interviewees. Some pedagogical implications and recommendations are proposed for efficient incorporation of cooperative learning activities in EFL reading comprehension classes which have traditionally been dominated by teachers based on the findings of the current study.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130258844","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}

引用次数: 7

Process-oriented Listening Instruction: A study of Iranian EFL Teachers’ Stated and Actual Practices 以过程为导向的听力教学:伊朗英语教师陈述与实践研究

Journal of Teaching Language Skills Pub Date : 2017-12-01 DOI: 10.22099/JTLS.2017.24841.2223

Mohammad Zohrabi, Amir Shokrzadeh

{"title":"Process-oriented Listening Instruction: A study of Iranian EFL Teachers’ Stated and Actual Practices","authors":"Mohammad Zohrabi, Amir Shokrzadeh","doi":"10.22099/JTLS.2017.24841.2223","DOIUrl":"https://doi.org/10.22099/JTLS.2017.24841.2223","url":null,"abstract":"Research on teacher cognition concerning listening instruction has not been sufficiently touched upon. The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and metacognitive instruction (MCI). To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill a self-report questionnaire. The findings from the questionnaire revealed teachers' relative but insufficient use of the two process-oriented approaches. Regarding the effectiveness of the process-oriented approaches, the majority of the techniques were perceived by the teachers as effective. Also, the result of the observation showed that process-oriented approaches were conspicuously absent in the teachers' actual classroom practices. Finally, pedagogical implications for EFL teachers, teacher educators, and material developers concerning how best to teach listening are discussed.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124919976","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}

引用次数: 3