Journal of Teaching Language Skills最新文献_第6页

Developing Intercultural Awareness and Skills in English Majors: A Constructivist Approach 培养英语专业学生的跨文化意识和技能:一个建构主义的方法

Journal of Teaching Language Skills Pub Date : 2019-10-01 DOI: 10.22099/JTLS.2020.35611.2758

Monir Ghasemi Mighani, Massood Yazdanimoghaddam, A. Mohseni

{"title":"Developing Intercultural Awareness and Skills in English Majors: A Constructivist Approach","authors":"Monir Ghasemi Mighani, Massood Yazdanimoghaddam, A. Mohseni","doi":"10.22099/JTLS.2020.35611.2758","DOIUrl":"https://doi.org/10.22099/JTLS.2020.35611.2758","url":null,"abstract":"In the fast-changing modern world of today, learners need global skills for life-long learning and effective communication. Among these skills are intercultural competence and critical thinking. Although teachers have acknowledged the importance of the inclusion of global skills in their actual teaching procedures, they still need more concrete methodology and tangible pedagogical frameworks to incorporate these skills into their teachings. This study has been an attempt to propose a framework based on the constructivist approach to activate critical thinking and, in turn, develop critical cultural awareness and intercultural skills in EFL learners. To achieve this aim, a qualitative study was designed; an intercultural syllabus was developed and implemented through the constructivist approach in an academic semester. The related data were then collected through the participants’ reflective worksheets and interviews. The content analysis of the data indicated that the constructivist approach and the intercultural syllabus were effective in assisting the participants in applying critical thinking strategies and developing critical cultural awareness and intercultural skills of discovery and interaction, interpreting and relating, and evaluation. Meanwhile, the results of the self-report evaluation survey indicated that the participants evaluated most of the aspects of the intercultural experience positively. The findings of the current study have implications for instructors, materials developers, and educational stakeholders who support developing intercultural awareness and skills in learners.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114475396","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

On the Role of Willingness to Communicate and Critical Thinking in Receptive/Productive Lexical Knowledge of Gifted and Non-Gifted EFL Learners 试论沟通意愿和批判性思维在资优和非资优英语学习者词汇知识的接受性/生产性中的作用

Journal of Teaching Language Skills Pub Date : 2019-10-01 DOI: 10.22099/JTLS.2020.35463.2750

K. Heidari, Naser Rashidi

{"title":"On the Role of Willingness to Communicate and Critical Thinking in Receptive/Productive Lexical Knowledge of Gifted and Non-Gifted EFL Learners","authors":"K. Heidari, Naser Rashidi","doi":"10.22099/JTLS.2020.35463.2750","DOIUrl":"https://doi.org/10.22099/JTLS.2020.35463.2750","url":null,"abstract":"TWillingness to Communicate (WTC) and vocabulary development have unanimously been considered as two essential goals of language pedagogy as they directly contribute to the ultimate purpose of language learning that is communicative competence development. This study looked into the role of Willingness to Communicate (WTC), as an individual differences construct, in the EFL learners' receptive and productive vocabulary knowledge to investigate whether or not the learners' WTC degree significantly affected their receptive/productive lexical knowledge. To this end, 112 EFL learners were selected as the participants of the study, and they were asked to sit for three instruments: a WTC questionnaire, a receptive lexical knowledge test, and a productive lexical knowledge test. Having gathered and analyzed the data through descriptive statistics and an independent samples t-test, the researchers found out that there was no significant difference between the high and low WTC learners in terms of their receptive lexical knowledge. However, a significant difference was observed between high and low WTC learners in terms of their productive vocabulary knowledge. The pedagogical implications of the study were also discussed.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124751998","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

Peer/Teacher Technology-Enhanced Scaffolding through Process Approach and Iranian EFL Learners’ Vocabulary Knowledge: A Probe into Self-regulation 过程法中同伴/教师技术增强的脚手架与伊朗英语学习者词汇知识:自我调节的探讨

Journal of Teaching Language Skills Pub Date : 2019-10-01 DOI: 10.22099/JTLS.2020.34379.2717

Saeedeh Mansouri, Davood Mashhadi Heidar

{"title":"Peer/Teacher Technology-Enhanced Scaffolding through Process Approach and Iranian EFL Learners’ Vocabulary Knowledge: A Probe into Self-regulation","authors":"Saeedeh Mansouri, Davood Mashhadi Heidar","doi":"10.22099/JTLS.2020.34379.2717","DOIUrl":"https://doi.org/10.22099/JTLS.2020.34379.2717","url":null,"abstract":"The present study aimed at investigating the effect of peer and teacher scaffolding through a process approach in a technology-enhanced environment on vocabulary learning among high and low self-regulated learners. Participants of the study were 120 English as a Foreign Language (EFL) learners who were selected based on their scores on a sample copy of the Oxford Placement Test (OPT). The participants were divided into three groups each consisting of 40 learners. One group of the participants received peer scaffolding; the second group was exposed to teacher scaffolding via the Telegram app based on process approach principles, while the third group served as the control group. The control group received conventional vocabulary teaching in such a way that the Telegram app was not employed. The learners in the control group were also provided with vocabulary exercises in the vocabulary book (English Vocabulary in Use). Data were collected through a sample copy of OPT, a vocabulary test, and a self-regulation questionnaire. The results of a one-way ANOVA revealed that both peer and teacher scaffolding significantly affected vocabulary learning. However, there was no significant difference between peer and teacher scaffolding in terms of their effects on vocabulary learning. The results of a two-way ANOVA indicated that the main effect of treatment on vocabulary learning was significant; however, there was no statistically significant difference between the effects of the two treatment modalities on students’ vocabulary learning.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134535685","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: 6

Move-based investigation of appraisal in the introduction section of Applied Linguistics research articles: Similarities and differences between L1 and L2 English texts 应用语言学研究论文导论部分评价的移动调查:母语和第二语言文本的异同

Journal of Teaching Language Skills Pub Date : 2019-10-01 DOI: 10.22099/JTLS.2020.35187.2745

J. Abdi, Karim Sadeghi, M. Mohammadi

{"title":"Move-based investigation of appraisal in the introduction section of Applied Linguistics research articles: Similarities and differences between L1 and L2 English texts","authors":"J. Abdi, Karim Sadeghi, M. Mohammadi","doi":"10.22099/JTLS.2020.35187.2745","DOIUrl":"https://doi.org/10.22099/JTLS.2020.35187.2745","url":null,"abstract":"Recent research has shown that academic writing is not ‘author-evacuated’ but, rather, carries a representation of the writers’ identity. One way through which writers project their identity in academic writing is stance-taking toward propositions advanced in the text. Appropriate stance-taking has proved to be challenging for novice writers of Research Articles (RAs), especially those writing in a foreign language. To contribute to the literature on stance-taking, the present study compared the move-based use of evaluative resources in the introduction section of L1 (written by native English speakers) and L2 (written by Iranian, non-native writers) English RAs in the discipline of Applied Linguistics. To this end, 100 English Research Article Introductions (RAIs), 50 by L1 writers and 50 by L2 writers, were investigated as the corpus of the study. Categories of analysis were taken from Appraisal framework (Martine & White, 2005) and CARS model (Swales, 2004). The results revealed that the two groups of texts were not substantially different in the overall use of appraisal resources in the whole body of RAIs. However, more detailed analyses of the specific categories of appraisal in each of the rhetorical moves demonstrated that in some cases, especially in moves 1 and 3, L1 and L2 writers made different choices when taking a stance. The findings of this study can serve as a valuable source providing a practical and comprehensive understanding of the use of evaluative resources in RAIs for EAP researchers, teachers, and other professionals involved in the teaching of academic writing.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114675417","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

Investment in L2 learning among Iranian English language learners 伊朗英语学习者对第二语言学习的投入

Journal of Teaching Language Skills Pub Date : 2019-07-12 DOI: 10.22099/JTLS.2019.31876.2620

Nahid Soltanian, Z. Ghapanchi, R. Pishghadam

{"title":"Investment in L2 learning among Iranian English language learners","authors":"Nahid Soltanian, Z. Ghapanchi, R. Pishghadam","doi":"10.22099/JTLS.2019.31876.2620","DOIUrl":"https://doi.org/10.22099/JTLS.2019.31876.2620","url":null,"abstract":"Drawing on Norton Peirce's (1995) theory of investment and Darvin and Norton's (2015) expanded the model of investment, the present study aims to research investment in second language (L2) learning among Iranian English language learners. The participants included 852 male and female English language learners belonging to different age groups and English language proficiency levels. A 42-item questionnaire, developed and validated by the present authors (forthcoming), was administered online and by hand. The results showed that Iranian English as a Foreign Language (EFL) learners moderately invested to learn English language and that there were significant differences in the extent of investment between male and female participants and different language proficiency levels (low- and high-proficiency learners). Moreover, the results of the study demonstrated that there was no significant difference in the extent of investment between different age groups (teenage and adult ones). The study concludes with suggestions for future research on investment in L2 learning and a discussion of how such research can impact language education policy in EFL contexts.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116821485","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

A Genre-Based Investigation of Inter/Intra-Lingual Relationships between Persian and English Academic Writings: Common Underlying Proficiency Oriented 基于体裁的波斯语和英语学术著作语际/语内关系研究:共同的潜在能力导向

Journal of Teaching Language Skills Pub Date : 2019-07-01 DOI: 10.22099/JTLS.2020.34951.2742

M. Safavi, F. Sadighi, M. Bagheri, Mustafa Zamanian

{"title":"A Genre-Based Investigation of Inter/Intra-Lingual Relationships between Persian and English Academic Writings: Common Underlying Proficiency Oriented","authors":"M. Safavi, F. Sadighi, M. Bagheri, Mustafa Zamanian","doi":"10.22099/JTLS.2020.34951.2742","DOIUrl":"https://doi.org/10.22099/JTLS.2020.34951.2742","url":null,"abstract":"Although L2 writing has attracted salient attention and monopolized many studies in EFL contexts, there is still no full image of its complicated nature. Trying to play a supplementary role in achieving that image, this study aimed at finding whether Persian and English argumentative and descriptive academic writings were inter/intra-lingually associated and if genre played a role in provoking any differences in the means of total scores obtained from the essays. In so doing, 50 Iranian senior MA TEFL students at the intermediate level were asked to write down two argumentative and two descriptive essays in Persian and English. Each essay was assessed against IELTS task 2 writing band descriptors. Then, the data were analyzed through the Pearson product-moment correlation and paired-samples t-test. The results revealed there were significant positive correlations between the total scores obtained from Persian and English argumentative and descriptive essays. The findings supported the existence of a common underlying proficiency (Cummins, 1980), out of which L1 and L2 writing skills emerged. The results also illustrated there were significant differences between the means of some of the total scores. It was supposed these differences might be due to the possible genre-sensitive nature of common underlying proficiency.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126921629","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

The Effects of Gradual and Indirect Feedback on EFL Learners' Grammar Development and Beliefs 渐进和间接反馈对英语学习者语法发展和信念的影响

Journal of Teaching Language Skills Pub Date : 2019-07-01 DOI: 10.22099/JTLS.2020.35539.2755

Mahmood Dehqan, Zahra Hosseini Bay

{"title":"The Effects of Gradual and Indirect Feedback on EFL Learners' Grammar Development and Beliefs","authors":"Mahmood Dehqan, Zahra Hosseini Bay","doi":"10.22099/JTLS.2020.35539.2755","DOIUrl":"https://doi.org/10.22099/JTLS.2020.35539.2755","url":null,"abstract":"Corrective feedback has received significant attention in English language teaching, and its role has been highly substantial. Considering the importance of corrective feedback in EFL classes, this study aimed at finding the effects of indirect and gradual CF on Iranian EFL learners' grammatical development and their beliefs toward CF. Twenty EFL learners, meeting the criterion of being lower-intermediate in their proficiency, participated in this study and were divided randomly into two groups of indirect and gradual CF. An Oxford Placement Test, Aljaafreh and Lantolf's (1994) regulatory scale, error correction test, writing tasks, and Corrective Feedback Belief Scale were used as data collection instruments. The indirect group received indirect CF based on cognitive theory and the gradual group received feedback based on Aljaafreh and Lantolf's (1994) regulatory scale for four sessions. The findings obtained from Mann-Whitney U tests revealed that the gradual group which received CF based on sociocultural theory was better able to overcome the problems related to simple present and present progressive tenses than the indirect group which received indirect CF based on cognitive theory. The findings also indicated that all learners, both gradual and indirect, preferred receiving CF and both groups always preferred to be corrected and likewise, both groups considered the teacher as the main provider of CF. The results of this study suggest that gradual feedback based on learners’ ZPD was more effective in improving EFL learners’ grammar development. In conclusion, these findings support the idea that social interaction is a prerequisite for cognitive development.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115284786","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

Integrating Portfolio-Assessment into the Writing Process: Does it Affect a Significant Change in Iranian EFL Undergraduates’ Writing Achievement? A Mixed-Methods Study 将档案袋评估纳入写作过程:是否影响伊朗英语本科生写作成绩的显著变化?混合方法研究

Journal of Teaching Language Skills Pub Date : 2019-07-01 DOI: 10.22099/JTLS.2020.35142.2744

Mina Saghaieh Bolghari, Hossein Aghaalikhani

{"title":"Integrating Portfolio-Assessment into the Writing Process: Does it Affect a Significant Change in Iranian EFL Undergraduates’ Writing Achievement? A Mixed-Methods Study","authors":"Mina Saghaieh Bolghari, Hossein Aghaalikhani","doi":"10.22099/JTLS.2020.35142.2744","DOIUrl":"https://doi.org/10.22099/JTLS.2020.35142.2744","url":null,"abstract":"The paradigm shift from testing the outcome to assessing the learning of process shines a light on the alternative assessment approaches, among which portfolio-assessment has sparked researchers’ interest in writing instruction. This study aimed at investigating the effect of portfolio-assessment on Iranian EFL students’ writing achievement through the process-centered approach to writing. To this end, fifty-three sophomores, studying English translation at Islamic Azad University, Tehran Science and Research Branch, were chosen as the participants of this study. The researchers randomly divided them into two groups--an experimental and control. The experimental group received an instruction based on the four stages of the writing process--brainstorming, outlining, drafting, and editing--and underwent the portfolio-assessment. For ten weeks, the participants of the experimental group practiced reflecting on their writing through formative self-check, peer-review, and teacher-feedback on each of the stages written as homework assignments. The revised paragraphs were regarded as the final portfolio. The control group, however, received a product-based writing instruction, to which portfolio-assessment, individualized-feedback, and reflection did not adhere. The results of the quantitative data analysis showed that the students in the experimental group performed better than the students in the control group in their writing achievement. The qualitative findings also revealed the students’ positive perception toward the portfolio-assessment on the writing process. The results suggest some pedagogical implications for EFL writing instruction and assessment.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125532263","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

Dynamicity of Transformative L2 Materials Preparation Model in EFL Classroom: Place of Critical Language Pedagogy in Teacher Education 英语课堂中变革性第二语言材料准备模式的动态性:批判语言教学法在教师教育中的地位

Journal of Teaching Language Skills Pub Date : 2019-07-01 DOI: 10.22099/JTLS.2020.34142.2707

Hamed Barjesteh

{"title":"Dynamicity of Transformative L2 Materials Preparation Model in EFL Classroom: Place of Critical Language Pedagogy in Teacher Education","authors":"Hamed Barjesteh","doi":"10.22099/JTLS.2020.34142.2707","DOIUrl":"https://doi.org/10.22099/JTLS.2020.34142.2707","url":null,"abstract":"Over the past decades, education took a critical-oriented shift. This perspective changed the role of teachers, students, and classrooms. A teacher's role changes from an instructor to a reflective practitioner, a student is considered an active agent of his/her learning, and a classroom is a place for identity endeavor. The assumption underlying such an approach conceptualizes education as a means for social control, not separated from social and cultural influences. This study sought to examine the impediments overshadowing the practicality of critical language pedagogy (CLP) and to explore English as a foreign language (EFL) teachers' attitudes toward the dynamicity of transformative L2 materials preparation (TLMP) model. To undertake the study, the model was used in an M.A. language teaching methodology course with 40 prospective teachers. They were asked to write reflective journals (RJs) on several topics, followed by two class-assessments and two self-assessments, all focusing on the course procedure as well as learners' progress in attaining the intended outcomes of the course. Notably, they were requested to report their personal beliefs towards the dynamicity and functional efficacy of the proposed model and the extent to which it contributed to promoting their critical thinking skills and intellectual development. Qualitative data analysis included an in-depth content analysis of written data derived from RJs. The results attested that the participants positively appraised the practicality of the model.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127222979","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: 5

A Cross-sectional Study of Iranian EFL Learners’ Pragmatic Skills Development: The Case of Written Requests 伊朗英语学习者语用技能发展的横断面研究:以书面请求为例

Journal of Teaching Language Skills Pub Date : 2019-07-01 DOI: 10.22099/JTLS.2020.34548.2728

Abdolvahab Asefi, M. Amerian, H. Yazdani, M. Ahmadian

{"title":"A Cross-sectional Study of Iranian EFL Learners’ Pragmatic Skills Development: The Case of Written Requests","authors":"Abdolvahab Asefi, M. Amerian, H. Yazdani, M. Ahmadian","doi":"10.22099/JTLS.2020.34548.2728","DOIUrl":"https://doi.org/10.22099/JTLS.2020.34548.2728","url":null,"abstract":"This study attempts to investigate the pragmalinguistic and sociopragmatic development of Iranian EFL learners cross-sectionally when making requests in different situations. To this end, 103 university students in three proficiency levels of pre-intermediate, upper-intermediate, and advanced were asked to write three discourse completion tests (DCTs) of requests in different situations with various social and power relation demands and 20% of them were interviewed about their DCTs. The analyses of these written and verbal reports suggested that parallel with proficiency there was a movement from directness to conventional indirectness and an expansion of the repertoire of both external and internal modification devices. Even though all the participants expressed their awareness of the sociopragmatic requirements of different request situations in their verbal reports, increasing proficiency led to the application of this awareness in practice. That is, advanced learners were more successful to differentiate among the situations both sociopragmatically and pragmalinguistically. The results are discussed in light of previous research and available developmental patterns.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116697709","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