Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings最新文献

{"title":"Foreign Language Online Learning in a Multicultural Context. International Perspective","authors":"Anda Komarovska","doi":"10.37384/va.2022.17.18.156","DOIUrl":"https://doi.org/10.37384/va.2022.17.18.156","url":null,"abstract":"The contemporary world shows changes in employability patterns and skills, including intercultural skills. Online study materials were developed to acquire and practice language and intercultural skills, based on the existing language level. The goal of the study is to find out how students evaluate the created online “Cultural Knowledge and Language Competence as a Means to Develop the 21st Century Skills” course. The present study is conducted in the framework of Erasmus+ project “Cultural knowledge and language competences as means to develop the 21st century skills”. The theoretical framework comprises theories of language teaching/learning for adults, intercultural skills, and online learning. The research methods: analysis of theoretical literature and resources, face-to-face questionnaire, data processing and analysis. An online platform is a valuable learning tool for anyone interested in traveling across the borders of their country. The suggestions will also help learners to enhance international collaboration more efficiently.","PeriodicalId":211089,"journal":{"name":"Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117067323","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}

{"title":"Corresponding with Customers – How is Daily Writing Done by Office Workers?","authors":"Hartmut Reinke, F. Kaiser","doi":"10.37384/va.2022.17.18.515","DOIUrl":"https://doi.org/10.37384/va.2022.17.18.515","url":null,"abstract":"Business correspondence has been a subject of various advisory literatures and an object of academic writing process research for many years. With the publication of the research report “The Writing Subject”, Reinke added a relevant component to the scientific discourse on writing in the business world (Reinke 2019). Superiors who read draft texts are less perceived by the authors as help and much more as control and censorship – this can lead to a change in writing behaviour. In other words: to adapted, uncreative, externally determined letters, whose innovative power – individual originality – can no longer or does not want to develop. Reinke’s work follows Kaiser’s research (Kaiser, Brötz 2011; Kaiser 2013; Kaiser, Brötz 2015; Kaiser 2017) into the vocational training of office workers as well as Efing’s work (Efing 2015; 2017) into professional language registers. By means of a reflective grounded theory, Reinke gains interesting insights into the everyday world of writing merchants – and valuable impulses are created for the relevant training and further education.","PeriodicalId":211089,"journal":{"name":"Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123252816","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}

{"title":"Logopēda darbs pirmsskolā Covid-19 pandēmijas laikā","authors":"Māra Domicēviča, Alise Valtere","doi":"10.37384/va.2022.17.18.061","DOIUrl":"https://doi.org/10.37384/va.2022.17.18.061","url":null,"abstract":"In March 2020, World Health Organization announced that Covid-19 (SARS-CoV-2) has become a worldwide pandemic. Trying to curb the spread of the disease many countries, including Latvia, announced emergency measures, including lockdowns. As the situation surrounding Covid-19 developed, Ministry of Education and Science created various suggestions on how to organise the education process during a coronavirus pandemic, however, these did not cover the work of speech therapists. Language is an important indicator of quality of life and helps to achieve personal and social goals. Therefore, it is especially important to provide speech therapy assistance to children with speech and language disorders at preschool and it is offered in vast majority of preschool educational institutions in Latvia. At present, the course of speech therapy work has been significantly affected by the restrictions that are being implemented in the field of education in Latvia to reduce the spread of Covid-19. In order to understand the effects of Covid-19 restrictions on the work of speech therapists in Latvia, a study Speech therapy intervention in preschool education institutions during Covid-19 pandemic was conducted in April 2021. The questions of the study covered various aspects of managing and performing day to day activities such as conducting speech therapy sessions and communicating with parents before and during the pandemic. Additionally, the study enquired about the use of epidemiological measures and social distancing in preschool speech therapy classes during Covid-19 pandemic. The Covid-19 pandemic, which created an unprecedented situation, has had a significant impact on society, including most families with children, through both distance learning and various epidemiological constraints. In order to provide preschool children with speech and language skills, timely, individualized and high-quality assistance from a speech therapist is required, however, the current situation has necessitated continuous adaption. Therefore, speech therapists in Latvia have used a variety of creative solutions to keep providing preschool children with the assistance they require to thrive.","PeriodicalId":211089,"journal":{"name":"Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116070141","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}

{"title":"Development of English Language Skills in Upper-Secondary School through Meaningful Learning","authors":"Dagnija Deimante","doi":"10.37384/va.2022.17.18.144","DOIUrl":"https://doi.org/10.37384/va.2022.17.18.144","url":null,"abstract":"The article deals with the problem of lack of motivation in upper-secondary school students when learning the English language in the school environment. Highly developed academic language skills are important when studying at the university and in their professional career. The author reflects on the basic theories on motivation, which is a precondition to a successful teaching and learning process. The aim of the article is to research and reveal the importance of understanding the nature of motivation that is the basis of meaningful learning so that appropriate teaching and learning strategies could be applied by upper-secondary school teachers. In addition, some strategies have been described in the article. Motivation is closely related to meaningful learning, which is to be implemented in the school environment. Although this issue was brought up a long time ago, it has not become school practice in many cases. The article offers some strategies that can be made use of when working on meaningful learning.","PeriodicalId":211089,"journal":{"name":"Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128732753","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}

{"title":"Fächerübergreifende Integration im litauischen Schulcurriculum für die zweite Fremdsprache am Beispiel DaF","authors":"Aina Būdvytytė","doi":"10.37384/va.2022.17.18.172","DOIUrl":"https://doi.org/10.37384/va.2022.17.18.172","url":null,"abstract":"In diesem Beitrag geht es um Herausforderungen und Realisierungsmöglichkeiten der fächerübergreifenden Integration im aktualisierten allgemeinen Curriculum für die zweite Fremdsprache an litauischen Schulen. Die Analyse unterschiedlicher Teile des Curriculums zeigt, dass es verschiedene Möglichkeiten für fächerübergreifende Integration bietet und so die Grenzen des üblichen Fremdsprachenunterrichts erweitert bzw. aufhebt. Die fächerübergreifende Integration umfasst vielfältige Kombinationen von Themenbereichen, Methoden und Fächern, die durch ein themenzentriertes Problem bedingt sind. Dies heißt aber nicht, dass die Lehrkraft jedes Mal das Rad neu erfinden muss. Die Lehrwerke für DaF sind kontextuell und integrieren zahlreiche Fachtexte, die dem Sprachniveau der Lernenden entsprechen. Der CLIL Unterricht bietet im Fall der themenzentrierten Integration die Möglichkeit, das Sprach- und Fachlernen gegenseitig zu ergänzen, und verändert die Kultur des Lehrens und Lernens in der Schule.","PeriodicalId":211089,"journal":{"name":"Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124568301","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}

{"title":"Latviešu valodas apguve diasporā, izmantojot ClassFlow izglītības platformu: process un rezultāti","authors":"Linda Krastiņa, Zenta Anspoka","doi":"10.37384/va.2022.17.18.333","DOIUrl":"https://doi.org/10.37384/va.2022.17.18.333","url":null,"abstract":"The topicality of the research comes from the state policy to help the children and youth’s families belonging to the Latvia State living in the diaspora not to lose their sense of belonging to Latvia, preserve and develop their identity, language, values of Latvian national culture. The Latvian Language Agency has been offering 7–15-year-old diaspora pupils the acquisition of the Latvian language in the digital class for three years, applying the ClassFlow educational platform. Some experience has already been accumulated which enables us to judge the work process, outcomes and problems to be solved. The goal of the article is to analyse the diaspora pupils’ Latvian language acquisition process, applying the ClassFlow educational platform, and outcomes of the learning achievement. The theoretical base of the research consists of the pedagogical and linguodidactics theory. The empirical data has been obtained analysing the results of the diaspora pupils’ diagnostic work and their parents’ surveys. The diagnostics of the distance learning pupils’ Latvian language skills was implemented in autumn 2019 and repeatedly in spring, 2020 for 196 pupils in a group of 31 LLA distance learning classes. Two structurally and evaluatively equivalent diagnostic tests were developed. At the end of the school year the results of the pupils’ learning success were compared and the analysis of the success dynamics was carried out. 107 respondents or 53.5% of the LLA distance learning pupils’ families in 299 countries all over the world took part in the parents’ survey. In distance learning classes diaspora pupils acquire the Latvian language as a foreign language. During the learning process, integrated acquisition of content and language is ensured. The diagnostic tests have been made, taking into account the descriptions of the Latvian language proficiency levels. The tests include thematically related tasks in order to diagnose the acquisition of all principal language skills. Within the framework of the topic, the pupils' knowledge of Latvian cultural traditions and social events is also diagnosed. The results of the research show that 53% of the diagnosed pupils have a positive dynamics of language development, which can be explained by a regular and purposeful language acquisition process under the guidance of professional teachers. Integrated with language learning, diaspora pupils also expand their knowledge of Latvian culture, geography, historical facts and current events in Latvia. 47% of respondents' dynamics of language learning outcomes are influenced by irregular attendance of classes, lack of motivation to learn Latvian while living outside Latvia, insufficient parental support, heavy workload at home country school, pupil’s individual characteristics, insufficient technical support of the learning process by the pupil’s family, lack of the natural language environment, etc. Cooperation with the children’s parents is essential for teachers, since bot","PeriodicalId":211089,"journal":{"name":"Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130248856","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}

{"title":"Vārdnīcu lietošana otrās un trešās svešvalodas apguvē: mācīšanās stratēģija","authors":"Silga Sviķe","doi":"10.37384/va.2022.17.18.279","DOIUrl":"https://doi.org/10.37384/va.2022.17.18.279","url":null,"abstract":"Learning strategies are important for controlling and optimizing the acquisition and use of a foreign language. Regular use of strategies with specific work steps and tips helps students to become more independent and reach their learning objective quicker. This study provides an insight into one foreign language learning strategy – working with dictionaries. Dictionaries are not only a tool for translation, but also an important part of language learning. This foreign language acquisition tool is often undervalued, although proficient and appropriate use of dictionaries not only strengthens the learner’s self-directed learning skills, but also their confidence in using the foreign language. The research question: how can students acquire the learning strategy of using a dictionary to enhance their foreign language skills and self-directed learning? The aim of the study is to explore whether and how the use of dictionaries can contribute to learning a second and third language by summarizing theory and developing and validating techniques and appropriate tasks for this strategy to make the dictionary an important tool for language learning, as well as for the development of self-directed learning skills. The research has resulted in a summary of the theory on the chosen topic and the development of materials for an introductory lesson on working with dictionaries. The study concludes with a number of conclusions. The most significant of these are as follows. The use of dictionaries as part of foreign language acquisition must be included in the group of resource use strategies, which can be metacognitive or cognitive. First, students need to learn how to work with printed dictionaries, which is also a good basis for future work with electronic dictionaries. Printed dictionaries should be available in the lecture room to build the habit of using them. If they are not available, students should be allowed to use electronic dictionaries. Vocabulary skills will certainly improve language acquisition and give learners the confidence to make their own decisions about the choice of language unit in their speech or a written text in a foreign language. The materials developed under the research can be used in German language classes for beginners learning German as a second or third foreign language. Acquiring this learning strategy will not only be useful for students at school, but also later at university.","PeriodicalId":211089,"journal":{"name":"Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127715483","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}

{"title":"Heterogēnas svešvalodu klases – universāla problēma Latvijas vidusskolās: izaicinājumi un risinājumi","authors":"Kristīne Gaugere, Andra Rektiņa","doi":"10.37384/va.2022.17.18.107","DOIUrl":"https://doi.org/10.37384/va.2022.17.18.107","url":null,"abstract":"According to data from the National Educational Content Centre, in the school year 2019/2020, only about 30 % of the students completing the centralised exam in English reached level B2, which is set as a goal in the educational standard. When analysing the results of the examinations in different schools and applying statistical deviance calculations, the authors concluded that there is a significant difference in the level of knowledge within the same class in all Latvian secondary schools, apart from state gymnasiums. The difference between the levels of knowledge is so vast, that effective learning is rendered virtually useless. In the second part of the article, the authors study how to ensure meaningful learning in heterogeneous classes, and when analysing the benefits of internal and external differentiation, as well as the different aspects of motivation, it is concluded that external differentiation, as well as setting an attainable goal that is personalized to each individual students existing level of knowledge, are optimal methods for effective learning in highly heterogeneous classes. In conclusion, the authors offer recommendations to foreign-language teachers and highlight topics for further discussion. 1. Evaluation of students’ knowledge level has to become the first step in the planning of foreign-language teaching. 2. Once the students’ level of knowledge has been evaluated, the teacher can effectively produce realistic goals for the students. 3. The teacher chooses the appropriate mode of differentiation (inner or outer) based on the students outlined goal. 4. The teacher assesses the students; both in regard to summative and formative assessments, purely based on the students’ outlined goals, regardless of their compliance with the educational standard. Two important topics can be brought to contention and further discussion, the first one being a more practical one, linked to the wider use of external differentiation in classrooms with students representing significant variances in their knowledge level, and the other a more philosophical point, linked to our students’ potential vision of themselves as language users and the compatibility of this vision with the language learning objectives expressed in the educational standard.","PeriodicalId":211089,"journal":{"name":"Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133042461","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}

{"title":"Teksta loma svešvalodu apguvē","authors":"Agata Babina","doi":"10.37384/va.2022.17.18.303","DOIUrl":"https://doi.org/10.37384/va.2022.17.18.303","url":null,"abstract":"Nowadays language learning does not mean only philological and grammar studies, but more and more emphasis is being placed on communication and acquisition of vocabulary and grammar in use by studying them in context. Common European Framework of Reference for Languages (CEFR) that is a reference for all language teachers in Europe emphasizes the actual need of plurilingual, communicative and creative approach in language teaching. Based on CEFR new Educational Standard in Latvia, including foreign language teaching, has been introduced and enters into force since September 2020. Both documents stress the importance of text use and literacy training in language studies. Several authors admit that contemporary literary texts such as flash fiction as well as song lyrics, advertisements and other texts can enrich the language learning and serve as a basis for mutual discussions, philosophical reflections as well as creative oral and written expression in the language classroom. The present article seeks to answer the following questions: - What does the text mean in the context of foreign languages studies? - What kind of text is suitable for promoting foreign language learning? - Which language specific elements can be taught by the use of texts? - What are the advantages of using literary text in foreign languages studies? The article aims to clarify the importance of the use of text, particularly literary text, in the process of foreign language acquisition, by analyzing actual regulations and linguistic publications on the subject. The article reviews such terms as text and literacy that are the clue words in the big ideas introduced by a new Latvian Educational Standard. Both, the Standard and CEFR highlight the importance of the text use and give precise indications as to how the language learner should work with oral and written text in each of the language proficiency levels. Different types of texts should be used in the learning process, from short dialogues, advertising texts to literary texts, but before any text is selected. It should not be forgotten its relevance to the specific target group of language learners, nor the didactic objectives of its use, which should be the most comprehensive and advanced understanding of the text. Using a complete text structure is more welcome instead of dividing shortening and adapting texts and losing the whole purpose of them. Authentic texts form a language learner’s understanding of the target language user’s culture, its society, philosophical thoughts, promotes the learner’s comprehensive learning, creativity and critical thinking, and is a motivating material not only for learning the language but also for practical communication in today’s European multilingual environment language learner and user lives, both, in business and leisure environment.","PeriodicalId":211089,"journal":{"name":"Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134339657","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}

{"title":"Iztēle tekstpratībā un valodas jaunradē literatūras mācību procesā vidusskolā","authors":"Daiga Celmiņa","doi":"10.37384/va.2022.17.18.127","DOIUrl":"https://doi.org/10.37384/va.2022.17.18.127","url":null,"abstract":"The aim of the article is to analyze the theoretical findings and practical experience of the role of imagination in thinking and the promotion of imagination in the secondary school literature teaching process. In philosophy studies the imagination is associated with thinking and emotions, aesthetics and art, language and creativity. Student language development interacts with the development of thinking and imagination, therefore in literature studies it is preferable to use pedagogical tools that promote imagination, they give the learning process both intellectual and emotional character and are aimed at student self-expression and language creativity, as well as self-experience and the ability to apply in diverse life situations the knowledge, skills and attitudes acquired from the learning process. Imagination as a concept belongs to philosophy, psychology and pedagogy. There are different approaches to the understanding of imagination; however, the unifying view is that imagination is both intellectual and sensual, as well as imitative (reproductive) and creative (productive). Psychologists point out the importance of school in the development of a child's language and thinking, because it is at school age that conditions for the development of the imagination are formed, that is where the child can reflect on the acquired knowledge in imagination and then do it, apply it in practice. It is therefore important for the school to use a variety of pedagogical tools for developing the imagination, including creative imaginative tasks such as stories drawings, drama, giving the process a logical-constructive, emotional direction and a conscious character. Along with the text literacy, the students also discover their attitude towards the world, for the emotional field plays a significant role in a person’s life and thinking. The pedagogical possibilities for the promotion of the imagination stem from the findings of philosophers and psychologists that the imagination is responsible for the deepest creative reflections, because thinking is not possible without images. Imagination in text literacy is related to critical and emotional thinking, to memory and emotions, the ability to compare, the desire to create and it is realized in language. As a result of theoretical research and analysis of self-experience are criteria of imagination for performing creative tasks in literature in secondary school: originality of thought in the task performance (creative, original judgments, solutions); the relevance of the content to the specific creative task; understanding of the meaning of the text and the subtext; involvement of images in the performance of a creative task; use of metaphors and symbols creation of new connections. These criteria are intended for student self-assessment in cooperation between teacher and student, and can be used as a formative assessment in the secondary school literature study process.","PeriodicalId":211089,"journal":{"name":"Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121142488","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}