Elsya : Journal of English Language Studies最新文献_第2页

A Critical Analysis Comparing the Role of L1 in CLIL and Translanguaging 比较母语在CLIL和translanguage中的作用的批判性分析

Elsya : Journal of English Language Studies Pub Date : 2023-02-28 DOI: 10.31849/elsya.v5i1.9990

Chen Ling

{"title":"A Critical Analysis Comparing the Role of L1 in CLIL and Translanguaging","authors":"Chen Ling","doi":"10.31849/elsya.v5i1.9990","DOIUrl":"https://doi.org/10.31849/elsya.v5i1.9990","url":null,"abstract":"Mother tongue use in the classroom is an emerging practice combatting the old idea of achieving bilingualism through parallel monolingualism. As the discussion of the first language’s (L1) role within pedagogical contexts is still in its relative infancy, a critical analysis which compares how the pedagogical affordances of two recent L2 pedagogical approaches, Content and Language Integrated Learning (CLIL) and Translanguaging, influence language teachers’ pedagogical choices will contribute to the current understanding of how educators clarify the role of L1. Besides its recency, both pedagogies are also chosen as the scope of this discussion because their aims are not solely to gain knowledge of the target language (TL). Funnelling the discussion with two empirical studies which represents the typical application of these pedagogies, this essay found that L1 has three types of facilitating roles, namely class and task management, scaffolding the target language production, and conceptual clarification. A clear distinction between these two pedagogies is established: while CLIL teachers always prioritise TL and treats L1 as a compensatory measure, Translanguaging teachers are authorised to mobilise a wider range of communicative resources rooted in the learners’ mother tongue. This essay recommends further exploration on the role of L1 across other pedagogies to better empower educators in actively and judiciously employing the inevitability of students’ L1 in the classroom to their advantage.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125204511","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

Interplaying Reading and Writing in ESL/EFL: A Literature Review of Strategies for Indonesian Teachers ESL/EFL阅读与写作的互动:印尼教师策略的文献回顾

Elsya : Journal of English Language Studies Pub Date : 2023-02-28 DOI: 10.31849/elsya.v5i1.9994

Karolis Anaktototy

{"title":"Interplaying Reading and Writing in ESL/EFL: A Literature Review of Strategies for Indonesian Teachers","authors":"Karolis Anaktototy","doi":"10.31849/elsya.v5i1.9994","DOIUrl":"https://doi.org/10.31849/elsya.v5i1.9994","url":null,"abstract":"The importance of integrating reading and writing activities in ESL/EFL classes cannot be overstated, especially in Indonesia where low literacy levels and reading interest present a challenge for teachers. This study conducted a literature review of 120 articles and books over the last 10 years taken from ZLibrary and Google Scholar's free database to identify effective strategies for incorporating reading and writing activities into the classroom that can be applied in many contexts and countries, including Indonesia. It was found that exposing students to various English text structures through these activities can greatly enhance their writing skills. By examining this literature, the study identifies 6 effective strategies for integrating reading and writing activities in ESL/EFL classes, namely summarizing, paraphrasing, short story writing, comparing and contrasting, discovery learning, and project-based learning. Teachers can employ these strategies to interplay reading and writing activities, helping students develop critical thinking skills, vocabulary, and writing abilities. In conclusion, it is clear that integrating reading and writing activities in ESL/EFL classes can provide a comprehensive approach to teaching and nurture students' writing skills, even in countries with low literacy levels and limited reading interest like Indonesia. Future research should explore additional effective strategies for integrating these activities.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124392271","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 Need Analysis on Developing English Interactive Multimodal E-Book Oriented to 21st Century Skills 面向21世纪技能的英语互动式多模式电子图书开发需求分析

Elsya : Journal of English Language Studies Pub Date : 2023-02-22 DOI: 10.31849/elsya.v5i1.11804

Adhan Kholis, Ulul Azmi

{"title":"A Need Analysis on Developing English Interactive Multimodal E-Book Oriented to 21st Century Skills","authors":"Adhan Kholis, Ulul Azmi","doi":"10.31849/elsya.v5i1.11804","DOIUrl":"https://doi.org/10.31849/elsya.v5i1.11804","url":null,"abstract":"The need toward availability of online and electronic textbooks (e-books) in language teaching and learning in digital age and 21st century is very considerable. To design and develop an electronic book, teachers should consider all students’ needs. This study aimed to investigate and explore students’ English learning needs, wants, and difficulties of primary education on developing English interactive multimodal e-book integrated with the skills of 21st century including communication, collaboration, critical thinking, and creativity. The case study research design was used to deeply investigate and describe the students’ needs on development of English e-book. To collect data on the students’ necessities, difficulties, and wants for a primary English course design and skills, the researchers used interview and questionnaire. . The researcher interviewed one teacher and three students. For questionnaire, there were three main aspects asked: students’ necessity, wants, and difficulties totally consisting of sixteen questions. Documentation of the teaching and learning activities photos was collected and the data were analysed using qualitative and quantitative analysis. The results included (1) the students’ English skill was considered poor; they had little vocabulary mastery and low motivation toward learning English materials (2) the needs toward the 21st century skills to be included in e-book were very necessary to promote communication, critical thinking, and problem solving skills; (3) inserting various multimodal materials in each task of e-book was needed to increase students’ references, reading comprehension, and digital literacy, and (4) inclusion of various online activities like synchronous and asynchronous mode was highly demanded.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"339 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115672530","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

The Influence of Grammarly towards Indonesian EFL Students’ First-Degree Thesis Writing Confidence 语法对印尼英语学生第一学位论文写作信心的影响

Elsya : Journal of English Language Studies Pub Date : 2023-02-20 DOI: 10.31849/elsya.v5i1.6773

Eri Setyani, Eusabinus Bunau, Yanti Sri Rezeki

{"title":"The Influence of Grammarly towards Indonesian EFL Students’ First-Degree Thesis Writing Confidence","authors":"Eri Setyani, Eusabinus Bunau, Yanti Sri Rezeki","doi":"10.31849/elsya.v5i1.6773","DOIUrl":"https://doi.org/10.31849/elsya.v5i1.6773","url":null,"abstract":"Students completing their studies in the English Education Study Program must be required by thesis writing and submission. It was also acknowledged that the supervisors had afforded proper supervision. Nevertheless, for the English structure of the thesis writing correctness, it still needed help from an application, Grammarly. Therefore, this research aimed to describe the research participant’s engagement and how the application has influenced confidence in writing a thesis, and the confidence is exposed as a case to picture out. To determine which students worked using the application to write their thesis, a questionnaire was distributed to forty students enrolling in the ninth semester of the academic year 2019/2020. The result of the determination found twenty-nine students using the application to refine their writing subjects, and three of them working on their thesis writing completion under supervision using premium Grammarly were selected as the participants for this research. The selection criteria were on the basis of positive attitudes towards Grammarly, working on the thesis writing completion, and possessing a premium Grammarly account. The data of this research were participants’ error types collected from the thesis draft reviewed and their revision, and their opinion of the engagement and influence of Grammarly on writing confidence resulted from the interview. This research revealed that the participant’s thesis writing confidence was influenced by Grammarly diversity. Despite that diversity, as the case, this research inferred that the participants have positive emotions and attitudes in using Grammarly. The implication of this research is the promotion number of Grammarly users in the first-degree study program to make the supervision faster and the thesis writing better.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127516260","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

Expose Application: A Development of Learning Media For Optimising Young Learners’ English Vocabulary 暴露应用:优化青少年英语词汇学习媒介的发展

Elsya : Journal of English Language Studies Pub Date : 2023-02-20 DOI: 10.31849/elsya.v5i1.11651

Galuh Sekararum Setiawan, S. Widayati, K. Adhe, W. P. Saroinsong

{"title":"Expose Application: A Development of Learning Media For Optimising Young Learners’ English Vocabulary","authors":"Galuh Sekararum Setiawan, S. Widayati, K. Adhe, W. P. Saroinsong","doi":"10.31849/elsya.v5i1.11651","DOIUrl":"https://doi.org/10.31849/elsya.v5i1.11651","url":null,"abstract":"The need for English language proficiency in this age of globalisation demands a variety of efforts to learn the lingua franca as soon as possible. The use of media is one of the teaching strategies that kindergarten teachers could employ to maximise the interests and desires of the students in English learning. This study aims to describe the development of process design and validation of a proposed learning media called ‘Expose’, which is empirically tested with a limited group. ‘Expose’ is the media that was developed to meet the needs of vocabulary learning at the level of early childhood education. This type of research is R&D (Research and Development) using the ASSURE model. Validation of the content and media expert shows that ‘expose’ is being ‘very good’ for stimulation vocabulary for early childhood. Furthermore, empirical tests on a limited group (20 children aged 5-6 years in Lampah, Gresik) The study revealed that using the Expose application media to teach English vocabulary to kids between the ages of 5 and 6 significantly altered learning outcomes. The results of this research underscores how kindergarten teachers must be especially careful in choosing the appropriate vocabulary and learning technology for young children to learn.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129213413","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

Lecturer Attitudes on Cross-Cultural Practices in EFL Online Teaching 外语在线教学中跨文化实践的讲师态度

Elsya : Journal of English Language Studies Pub Date : 2023-02-19 DOI: 10.31849/elsya.v5i1.11588

Andi Nurhikmah, Anugerah Febrian Syam, Sumrah Ap

{"title":"Lecturer Attitudes on Cross-Cultural Practices in EFL Online Teaching","authors":"Andi Nurhikmah, Anugerah Febrian Syam, Sumrah Ap","doi":"10.31849/elsya.v5i1.11588","DOIUrl":"https://doi.org/10.31849/elsya.v5i1.11588","url":null,"abstract":"Most studies on the link between cross-cultural values and language teaching conducted in online settings almost always draw on students’ perspectives, yet few focus on how the attitudes of higher education lecturers in the conduct of this program. Therefore, this study aims to investigate EFL lecturers’ attitudes toward cross-cultural practices during EFL online teaching. A qualitative approach with observation and semi-structured interviews via face-to-face and online meetings is used to collect the data in this research. Using purposive sampling, this study employs four EFL lecturers from Muhammadiyah university as selected participants based on their experiences in teaching cultural-integrated classes at both offline and online schemes. The study discovered that EFL lecturers understand cross-cultural practices in EFL online teaching to be associated with personality traits, language roles, and understanding of local culture as a way to incorporate cross-cultural knowledge into their teaching. To foster effective interaction in the class, lecturers focus on conveying opinions and maintaining communication by understanding with whom to speak, where to speak, and ways to speak. These essences and fundamental attributes influence cross-cultural practices in EFL online teaching. The study reveals that cultural differences, incorrect expressions such as a lack of appropriate word choices, and a mismatch of verbal and nonverbal language can cause cross-cultural teaching barriers. Furthermore, the need to create an authentic environment, increase intercultural knowledge, and eliminate cultural stereotypes is to be addressed as cross-cultural teaching strategies in an EFL online teaching context.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133497829","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

The Four Roles of L1 in CLIL and Translanguaging: Negotiator, Mediator, Encourager, Facilitator 母语在CLIL和翻译中的四个角色:谈判者、调解者、鼓励者、促进者

Elsya : Journal of English Language Studies Pub Date : 2023-02-19 DOI: 10.31849/elsya.v5i1.7726

Chenke Li

{"title":"The Four Roles of L1 in CLIL and Translanguaging: Negotiator, Mediator, Encourager, Facilitator","authors":"Chenke Li","doi":"10.31849/elsya.v5i1.7726","DOIUrl":"https://doi.org/10.31849/elsya.v5i1.7726","url":null,"abstract":"The current landscape of English language teaching are moving from the monolingual assumption to the understanding that L1 is part of one person’s whole linguistic repertoire. However, this shift is still largely occurring in research while the practice of English teaching still largely considers L1 to be an unwanted interference. The potential role of L1 in making the input comprehensible should receive further consideration. This essay will discuss how language teachers should seek to leverage students’ L1-encoded prior knowledge rather than viewing it as an impediment within the context of Content and Language Integrated Learning (CLIL) and translanguaging because they both explicitly affirm the goal of multilingual competence and involve the use of L1 in teaching practices. The difference lies in terms of the attitudes; the use of L1 is not contemplated as a priori in CLIL yet encouraged in translanguaging. This essay highlights the need for balanced and flexible L1 use in their respective contexts and pedagogies in respect to its roles: (1) L1 can negotiate meaning for L2 learning objects, (2) L1 can address the negative transfer of false cognates, (3) L1 can encourage the engagement of multilingual resources, and (4) L1 can facilitate classroom engagement.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134595384","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

English Pronunciation by Korean EFL Learners on Hilokal Language Educational Application 韩国英语学习者的英语发音在Hilokal语言教育中的应用

Elsya : Journal of English Language Studies Pub Date : 2023-02-19 DOI: 10.31849/elsya.v5i1.9812

Aulya Cahyaningrum

{"title":"English Pronunciation by Korean EFL Learners on Hilokal Language Educational Application","authors":"Aulya Cahyaningrum","doi":"10.31849/elsya.v5i1.9812","DOIUrl":"https://doi.org/10.31849/elsya.v5i1.9812","url":null,"abstract":"English is being learned for several purposes by people globally embody some different accents; therefore, this study analyse the English pronunciation by Korean learners on English learning application classes since Korea is still having lack of perfect English standard pronunciation with its identity of developed industry country. Consequently, this study aims to investigates Korean-English phenomenon on Hilokal application as most English learners there by comparing the differences between original English sounds and Korean using descriptive qualitative from the audio recordings has been collected. The result shows that all 7 Korean learners (age range of 20-35) still produce some different sounds from the standard English ones noted as International Phonetic Alphabet (IPA) because of the differences in the writing systems of the two languages and the alphabet of Korean itself. There are five places of articulations: labiodental, alveolar, post-alveolar, bilabial, and palatal seized from some processes such as replacement, addition, and omission in producing the word sounds. Furthermore, the dominant difference in sounds is in sound addition /ə/ or /ɪ/ with 27 items and 17 items from loan words. The implications of this study are fresh data focus on phonology analysis and can be useful in English teaching practice for foreign languages in order to have close resemblance English pronunciation to have more intelligibility with the standard patented.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127011053","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

Practicing Contextual Teaching and Learning Approach to Enhance Students’ Higher Order Thinking Skill on Writing Ability 运用情境教学法提高学生写作能力的高阶思维能力

Elsya : Journal of English Language Studies Pub Date : 2022-12-20 DOI: 10.31849/elsya.v4i3.11541

Muhammad Wildan Hakim, D. Sari

{"title":"Practicing Contextual Teaching and Learning Approach to Enhance Students’ Higher Order Thinking Skill on Writing Ability","authors":"Muhammad Wildan Hakim, D. Sari","doi":"10.31849/elsya.v4i3.11541","DOIUrl":"https://doi.org/10.31849/elsya.v4i3.11541","url":null,"abstract":"Contextual Teaching and Learning (CTL), a learning approach which connects learning materials with real life applications within the context of students’ lives, encourages students to find the meaning of what they have learned on their own and the lecturer only act as a guide or facilitator, so the students are motivated to think critically. This study aims to describe the implementation of CTL approach to enhance students’ higher order thinking skill (HOTS) in writing ability of STKIP PGRI Sidoarjo, which has been found in preliminary observations to be lacking in this aspect. This quantitative research uses a quasi-experimental design through a pretest-posttest pattern. The research sample was 22 students of 2021 A class (Experimental Class) and 23 students of 2021 B class (Control Class). The data were collected through observation, test, and questionnaires. The higher order thinking skill includes: understanding problems (24,20%), making assumptions (28,17%), explaining in depth (25,13%), solving problems (23,25 %), and making conclusions (20,63%). From the table of t-test results, the results (α) = 0.004. It can be stated that (α) < 0.05, so it can be concluded that there is a significant difference in the students' higher order thinking skill in writing ability by using contextual teaching and learning approach. The findings revealed that the contextual teaching and learning approach was successful to enhance students’ higher order thinking skill in writing ability. Moreover, it is recommended that CTL and higher order thinking skill have significant influence toward writing ability.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124888922","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

Recount Text in EFL Vocational School: A Thematic Structure Analysis 高职英语重述语篇:主位结构分析

Elsya : Journal of English Language Studies Pub Date : 2022-12-19 DOI: 10.31849/elsya.v4i3.9983

Dini Amartya, Sidik Indra Nugraha, I. Ridwan

{"title":"Recount Text in EFL Vocational School: A Thematic Structure Analysis","authors":"Dini Amartya, Sidik Indra Nugraha, I. Ridwan","doi":"10.31849/elsya.v4i3.9983","DOIUrl":"https://doi.org/10.31849/elsya.v4i3.9983","url":null,"abstract":"Recount text is a staple material taught in the first year of Indonesian secondary schools yet research on this dominant ELT unit is limited despite the common observation of many students struggling to produce a well-written recount text. To address this research gap and problem, this study conducted a textual meaning analysis in the texts written by tenth-grade Vocational School. This study aimed to figure out the types of themes shown in 14 recount texts written by 14 students from two different vocational schools with other majors. The approach used the content analysis method and belonged to descriptive qualitative research. Content analysis is used as the technique to analyse the data considering Eggins’ 1994 Systemic Functional Linguistics (SFL) theory. The analysis revealed that most of the themes used are Unmarked Topical Themes. Every student has a different way of delivering messages in the Recount text that they made. Moreover, the researchers found Marked Topical Theme, Mood Adjunct Interpersonal Theme, Conjunction Textual Theme, Conjunctive Textual Theme, Continuative Textual Theme, and Multiple Theme. The result of the present study is hoped to provide insights, gained from observing patterns of Theme and Rheme relations, for secondary English teachers’ endeavours to help improve students’ cohesion.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114821838","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