Language Education in Asia最新文献

{"title":"Towards More Sophisticated Academic Writing: Moving Beyond the Five-Paragraph Essay","authors":"Ditthayanan Punyaratabandhu, E. Rush, Michael Kleindl, P. Wadden","doi":"10.5746/LEIA/13/V4/I1/A5/PUNYARATABANDHU_RUSH_KLEINDL_WADDEN","DOIUrl":"https://doi.org/10.5746/LEIA/13/V4/I1/A5/PUNYARATABANDHU_RUSH_KLEINDL_WADDEN","url":null,"abstract":"This article argues that due to test washback, simplicity of instruction, misconceptions of Western-heritage teachers about Asian students, and prevalence in ESL textbooks, the conventional five-paragraph essay is the dominant writing form taught to Asian university students. Yet as Dombek and Herndon (2004) observe, such a simplified form does not reflect the “periodic development” commonly found in the essays of proficient English-language writers and expected in Western university courses. To address this shortcoming, two sophisticated teaching methodologies used in language and liberal arts programs in Thailand and Japan are presented: the essay based upon periodic rather than cumulative development, and the Situation-ProblemSolution-Evaluation (SPSE) approach. Such pedagogies, it is argued, challenge students to move beyond formulas, to incorporate and integrate sources (in addition to personal experience), to engage in critical and creative analysis, and to enact a richer process of thinking in their writing. The Orthodoxy of the Five-Paragraph Essay In a compilation of critical perspectives on language instruction in TESOL Quarterly in 1999, Alastair Pennycook observed that work in TESOL had for a long time been “too narrowly constructed to be of much interest to people outside the area” (p. 346). In other words, the instrumentalist assumptions that underlie much of the field seem to have been accepted to degree that analysis rarely occurred in the discipline. This rigidity continues to be illustrated in the widespread use – and misuse – of the “five-paragraph essay.” Any student who has been required to take an English proficiency examination, such as the TOEFL or IELTS, will have been taught this familiar several-paragraph thesis-driven form (typically five paragraphs, but Language Education in Asia, 2013, 4(1), 60-75. http://dx.doi.org/10.5746/LEiA/13/V4/I1/A5/Punyaratabandhu_Rush_Kleindl_Wadden Language Education in Asia, Volume 4, Issue 1, 2013 Punyaratabandhu, Rush, Kleindl, and Wadden Page 61 ranging from three to six). Driven by test washback (the back-to-front influence tests have on teaching and learning) and its ease of instruction, this model has become the norm in ESL courses and texts around the world. However, authentic writing by authors fully proficient in English rarely takes this form. Instead, as Dombek and Herndon observed, professional essayists tend to write . . . in the periodic style, leading up to the most important thought . . . in their final sentences. They do this because their ideas are so complex or counterintuitive that they could not be understood without the train of thought and pieces of evidence that precede them (2004, p. 27). As Dombek and Herndon pointed out, while the five-paragraph essay can serve as a good base for beginners, it is often inappropriate for higher-level writing. Thus, this paper will suggest and evaluate teaching methodologies which can be used to help students move beyond familiar ","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131420804","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":"Students’ Perceptions of Academic Writing: A Needs Analysis of EAP in China","authors":"Luna Jing Cai","doi":"10.5746/LEIA/13/V4/I1/A2/CAI","DOIUrl":"https://doi.org/10.5746/LEIA/13/V4/I1/A2/CAI","url":null,"abstract":"Academic writing remains a prominent issue for students and teachers in Asian EFL contexts. English courses offered in mainland China at tertiary levels mostly focus on teaching English for general purposes, and few concern writing for academic purposes, even for English majors. This small-scale needs analysis study reports on a survey of 50 Master of Arts students in English who are part of a new English for Academic Purposes program at a university in south China, as well as a focus group interview with a smaller group. Results indicate that 70% of the participants have never taken an academic writing course before and that the academic writing skills students found difficult are those less frequently taught. Students want a new course which provides them with generic features for writing the sections in a research article / thesis and, more importantly, the linguistic resources needed for writing academic papers appropriately. Current Teaching of Academic English at the University Level in China Tertiary students in EFL contexts are often faced with a gap between their limited command of L2 English academic literacies and their much more developed L1 academic literacies. In mainland China, while many universities are becoming more globally oriented, few institutions have established English language centers to provide specific linguistic consultancy for nonnative English-speaking students, as those in English-dominant countries or other contexts in Asia (e.g., Hong Kong and Singapore) have done. The majority of universities in mainland China offer “College English” courses, employing a textbook oriented for College English Test (CET) preparation that emphasizes grammar drilling (Zhang & Luo, 2004) and overlooks academic writing. Due to local constraints such as “large class size, disjunction between classroom instruction and the CET test and students’ test-driven learning styles” (You, 2004, p. 255), students’ academic writing proficiency remains low. As a result, Chinese students are constantly reported as able to attain high scores on grammarbased tests yet unable to write acceptable English compositions. According to Xu (2005), most Chinese students would like to rely on writing handbooks or directly imitate the format of published articles by borrowing certain expressions when required to write academic papers. Even though academic / thesis writing courses are offered in a few universities, they are usually teacher-centered lectures, with only referencing skills and thesis layout being taught, while elaborations on moves [the smallest discourse units that perform a certain communicative or 1Language Education in Asia, 2013, 4(1), 5-22. http://dx.doi.org/10.5746/LEiA/13/V4/I1/A2/Cai","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129123941","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":"Empowering Students Through Speaking Round Tables","authors":"E. Harms, Ceann Myers","doi":"10.5746/LEIA/13/V4/I1/A4/HARMS_MYERS","DOIUrl":"https://doi.org/10.5746/LEIA/13/V4/I1/A4/HARMS_MYERS","url":null,"abstract":"Oral communication teachers constantly strive to empower students to become confident English speakers. In order to become fluent, students must spend class time speaking English, but it can be difficult to increase individual speaking time and still meet the goals of the curriculum. Many teachers focus on individual presentations; however, this is time-consuming and difficult in large classes. This paper will explain Round Tables, a practical, engaging alternative to the traditional classroom presentation. Round Tables are small groups of students, with each student given a specific speaking role to perform. The roles allow students to practice different types of presentations and build fluency. Throughout the course, students present to their Round Table several times, improving their confidence and competence, while still allowing teachers to achieve other goals. This paper will also provide an implementation structure and offer materials that can be adapted for different classrooms. Developing speaking skills is essential for students to become fluent in a language. According to Folse (2006), one key factor in a speaking course is that students should be doing the majority of the speaking throughout the class. While informal conversation can be practiced and improved through group work and pair work, in an English for Academic Purposes (EAP) setting, the goal is not only informal conversation but also formal presentation practice. It is essential to provide students more formalized opportunities to develop their self-expression and help build an authentic voice (Roberts & Cooke, 2009). Yet individual presentations are timeconsuming and difficult in large classes, with only one student speaking at a time while all other students are listening. In large classes, it can easily take more than one full class period for each student to give a standard five-minute speech. In addition, for the majority of this class time, students are primarily developing listening skills instead of interacting with the presenter or developing their own presentation skills. This represents a huge loss of student speaking time. Therefore, lost time and the limited linguistic output of the majority of the students during individual presentations are major disadvantages of heavily focusing on this activity throughout the semester. However, acquiring the skills necessary to give effective presentations is one major component of effective speaking, especially within an EAP environment. Of the four Language Education in Asia, 2013, 4(1), 39-59. http://dx.doi.org/10.5746/LEiA/13/V4/I1/A4/Harms_Myers","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126640613","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":"Issues for Language Education Leaders in Asia","authors":"Kelly Kimura","doi":"10.5746/LEIA/13/V4/I1/A1/KIMURA","DOIUrl":"https://doi.org/10.5746/LEIA/13/V4/I1/A1/KIMURA","url":null,"abstract":"Language Education in Asia publishes research and teaching practice papers with a practical focus on the classroom, yet the publication also aims to address all aspects of language education in this part of the world and so welcomes submissions from leaders in the field. Leaders have a broad perspective on and deep knowledge of language education issues, as well as experience with past changes in the field that may be applicable to current and future changes. Whether commentary or research, or describing successes or failures, these submissions represent potentially valuable contributions to the ongoing discussion and development of language education in this region.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130597931","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":"Task-Based Learning for Communication and Grammar Use","authors":"Colin Thompson, N. Millington","doi":"10.5746/LEIA/12/V3/I2/A04/THOMPSON_MILLINGTON","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A04/THOMPSON_MILLINGTON","url":null,"abstract":"Research has shown how tasks can improve L2 oral skills in different ways (Ellis, 2005). The effectiveness of task-based learning has drawn interest within Asian educational contexts which have been accustomed to more traditional methods of language instruction. Authorities in these contexts have recently started to express a desire for more communicative oral syllabuses. However, large class sizes, inadequate financial support, and teacher time constraints at many institutions have often made the implementation of task-based learning problematic. This paper attempts to address these issues by reporting action research on an interactive task designed by teachers on a limited budget for use in an intermediate-level university classroom in Japan. It describes how the task was used to facilitate interaction and use of a specific grammar form, English articles.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132270222","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":"Teaching Paperless with Freely Available Resources","authors":"Kelly W. Butler, Michael Wilkins","doi":"10.5746/LEIA/12/V3/I2/A09/BUTLER_WILKINS","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A09/BUTLER_WILKINS","url":null,"abstract":"The world is increasingly going digital. Many universities have one-to-one computing and campus Wi-Fi networks that allow teachers and students to interact digitally more than ever before, although the situation does vary from country to country. Teachers at one Japanese university are rapidly moving toward teaching paperless using various information and communication technology (ICT) tools. The article addresses how paperless teaching was applied in classes with first-year university students having low levels of computer skills, using specific tools such as Google Docs, Facebook, and Dropbox. It then provides general ideas of how to implement paperless teaching in classrooms, specific recommendations on tools and activities to use, and specific ways that students can be prepared before they enter university. Across Asia, there is a huge variety of information technology (IT) situations in universities, ranging from low-tech classrooms with only a whiteboard to classrooms with a full array of audio / visual materials available. Some universities have high speed Wi-Fi throughout their campuses. Some students have access to well-equipped computer labs outside of class. Additionally, schools in various areas around the world are moving to a one-to-one computing model (Trucano, 2010). With this transition toward more technologically-focused classrooms, teachers are finding ways to integrate new methods into their practices. This paper targets instructors with access to IT and highlights teaching practices attempting to make the technologies more useful for the teacher and students. It is designed as a basic outline for teaching paperless. Inspiration for this article came from the blog TeachPaperless (Blake-Plock, 2012), which aims not only to remove the paperwork from teaching, but to meet students’ technology needs. The article relates the challenges of employing various online media websites in class for academic purposes and aims to share how a paperless classroom was accomplished, what online tools and references were utilized, which skills the students needed to perform the tasks, and finally, what advantages and disadvantages were discovered during the process. The questions fostering this exploration were: 1Language Education in Asia, 2012, 3(2), 204-217. http://dx.doi.org/10.5746/LEiA/12/V3/I2/A09/Butler_Wilkins Language Education in Asia, Volume 3, Issue 2, 2012 Butler and Wilkins Page 205 1) What are the benefits or drawbacks of a paperless system for teachers and students? 2) What are the limitations and difficulties of teaching a paperless course? 3) What computer programs can be used in a face-to-face class so that it can be taught entirely paperless? While many e-Learning platforms exist, the authors’ university did not subscribe to any, requiring teachers to find other means of integrating technology into the classroom. One goal of this exploration was to discover technologies to use in the absence of these platforms. Further, this ","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123553496","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":"A Data-Driven Approach to Increasing Student Motivation in the Reading Classroom","authors":"Darrell Wilkinson","doi":"10.5746/LEIA/12/V3/I2/A13/WILKINSON","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A13/WILKINSON","url":null,"abstract":"Reading is widely accepted as one of the most important second-language skills as it offers language learners the opportunity to acquire a variety of lexical items, grammatical structures, and additional schematic knowledge. In an EFL or ESL context, two approaches to teaching reading, intensive and extensive reading, have generally been adopted. When employing intensive reading in a group context, the teacher faces many challenges, e.g., finding material interesting to all students and dealing with mixed levels, individual learner differences, and low motivation. After describing an action research project designed to indicate motivation for reading among two groups of Japanese college students and analyzing the results of that project, the author outlines a nontraditional, more holistic, and student-centered approach to intensive and extensive reading. This approach aims to overcome students’ low intrinsic motivation by adopting a more differentiated learning approach and applying some extensive reading principles to intensive reading. Although the ability to read effectively in a foreign language is widely viewed as one of the most important skills that a foreign language learner can possess, the teaching of reading poses a range of challenges, both pedagogical and logistical. From a pedagogical perspective, issues such as what type of reading should be carried out, what skills are necessary, how to teach these skills, and how to strike a balance between explicit instruction and time on task are still being discussed and researched (see Carrell, Devine, & Eskey, 1988; Hunt & Beglar, 2005; Macalister, 2008; Nation, 2009; Sehlaoui, 2001). For designers of the intensive reading component of a language course, the choice of materials (level, genre, style, and amount) and the grouping of students into levels are two of the biggest issues. Students’ second language levels vary considerably in many foreign language courses, causing many problems for students (Childs, 2002; DelliCarpini, 2006; Prodromou, 1989; Sehlaoui, 2001; Simanova, 2010).","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131853578","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":"English as a Medium of Instruction in Asian Universities: The Case of Vietnam","authors":"Le Manh","doi":"10.5746/LEIA/12/V3/I2/A14/MANH","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A14/MANH","url":null,"abstract":"","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122418611","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":"Peer Teaching and Learner-Generated Materials: Introducing Students to New Roles","authors":"Paul Mennim","doi":"10.5746/LEIA/12/V3/I2/A11/MENNIM","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A11/MENNIM","url":null,"abstract":"This paper reports on a classroom teaching project in which Japanese university students were asked to produce and teach a thirty-minute lesson in English based around a research topic of their own choice. It explores the feasibility of making students responsible for creating teaching materials and describes the scaffolded assistance given to the students to train them into the role of teacher. The paper reports on the participants’ positive reactions to the teaching project, as reflected in questionnaire responses, and presents examples of student-generated teaching materials. Learner-centered curricula allow students to make decisions about the content of their courses and how those courses are taught (Nunan, 1988). The project that is the subject of this paper took place in a course where students were given the responsibility to design and teach their own English language materials. Students created their goals and objectives, a level of learnercenteredness that Nunan (1995, p. 138) rated as relatively high on a scale of implementation. Scharle and Szabo, discussing learner autonomy, pointed out the benefits of granting learners a high degree of independence: “For one, learners can only assume responsibility for their own learning if they have some control over the learning process. For another, increasing independence may evoke and reinforce responsible and autonomous attitudes” (2000, p. 80). Even so, Scharle and Szabo (2000) and Nunan (1995) cautioned that learner independence does not come automatically and that learners need training and guidance to adapt to new classroom roles. Literature Review The Context of the Study Such caution is relevant in the Japanese context. High schools in particular still feel pressure to prepare students for Japan’s notoriously demanding university entrance exams; because these exams do not test oral communication skills, the wash-back effect means that most classes are teacher-fronted, concentrating on the written language and the deductive teaching of grammar (Sakui, 2004). Learners in such a system have little experience in taking charge of their own learning. When they reach the tertiary level, however, they may gain some experience, since, as Language Education in Asia, 2012, 3(2), 230-242. http://dx.doi.org/10.5746/LEiA/12/V3/I2/A11/Mennim Language Education in Asia, Volume 3, Issue 2, 2012 Mennim Page 231 Hadley (1999) pointed out, Japanese universities enjoy more freedom to implement innovative courses and curricula that address the communicative deficit in high schools. The peer-teaching project in this study took place at a private Japanese university within a general, obligatory oral English course. The aim of the course was the development of fluency and experience in a range of oral communication styles. Although the participants were first-year law majors, this course did not focus on legal English (a legal English course can be taken as an elective) but on general conversational English; it","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131518564","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":"Helping Learners Develop Interactional Competence Through Project Work in the Language Classroom","authors":"Nicholas T. S. Marshall","doi":"10.5746/LEIA/12/V3/I2/A05/MARSHALL","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A05/MARSHALL","url":null,"abstract":"The acquisition of interaction itself, rather than language in its formal properties (or talk, in a monological sense) is captured by the term interactional competence (IC). This has a bedrock status in human sociality in general, but is often ironically difficult to achieve in foreign language classrooms. This paper proposes that elements of project work involving interactive and collaborative activity, where goals must be negotiated in small groups, are effective in developing learners’ IC. A central concept here is procedural negotiation, where learners need to agree on how to proceed on an ongoing basis. Strong versions of this approach, where it is a key component of the curriculum, may not always be feasible or even appropriate, especially in traditional Asian contexts, but can be adopted to lesser or greater degrees. Suggestions are made about how to structure this kind of learning, and one unit of work is discussed. This paper proposes a set of teaching practices and also guidelines for a sample unit of work, for the purpose of developing a basic interactional competence (IC) in English as a foreign language for students of high school or college level. This is especially applicable in situations, as in much of Asia, where learners are often not exposed to naturally-occurring contexts of interaction in English outside of classrooms. Making such generalizations may seem at first glance to be overly simplistic since the term Asia encompasses the bulk of the world’s population and the tremendous diversity between nation states as well as great internal variation within national boundaries. However, if classroom learning is modeled as a set of institutional practices (Young, 2009) with a focus on the conventions of learner and teacher roles and the ways that these shape the possibilities of both learner and teacher talk, there can be remarkable similarities across cultures (Bernstein, 1996). Thus, in this way, general observations do have considerable validity.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127354625","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}