Arab World English Journal最新文献_第5页

Unveiling the Subtle Art of Politeness: An Analysis of Jordanian Educators’ Deployment of Linguistic Strategies in the Official WhatsApp Group 揭示微妙的礼貌艺术:约旦教育工作者在官方WhatsApp群中使用语言策略的分析

Arab World English Journal Pub Date : 2023-09-24 DOI: 10.24093/awej/vol14no3.15

Suzan Farouq F. Hussein, Radzuwan Ab Rashid

{"title":"Unveiling the Subtle Art of Politeness: An Analysis of Jordanian Educators’ Deployment of Linguistic Strategies in the Official WhatsApp Group","authors":"Suzan Farouq F. Hussein, Radzuwan Ab Rashid","doi":"10.24093/awej/vol14no3.15","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.15","url":null,"abstract":"The advent of the digital landscape has significantly transformed the communication practices of educators. Within this evolving context, an intriguing aspect that warrants scholarly investigation is their politeness strategies within official institutional WhatsApp groups. It aims to shed light on the complexities of educators’ interactions in the digital environment by closely examining their linguistic choices. The application of politeness expressions among teachers themselves and in their interactions with superiors proves to be a beneficial strategy for achieving effective communication. Using an ethnographic method, the careful observation of 163 messages shared by 20 teachers in the official WhatsApp groups was conducted over six months. The comprehensive politeness framework proposed by Brown and Levinson (1987) provided the foundation for the discursive analysis, complemented by the insightful perspective of Holmes and Stubbe (2015). This study unravels Jordanian English language teachers’ strategic deployment of all four politeness strategies in the official WhatsApp group. Positive politeness emerges as teachers’ predominant strategy to cultivate a sense of closeness and maintain harmonious relationships among colleagues and superiors. Interestingly, teachers display heightened awareness of their linguistic choices when addressing leaders, employing positive politeness to convey deference. In contrast, when communicating with colleagues of equal status, they often opt for a more direct and explicit “bald-on-record” approach. It is noteworthy that superiors also exhibit a discerning awareness of their linguistic choices, employing an “off-record” strategy when addressing faculty members. This study has implications for enhancing a supportive work environment for educators by providing insights into effective communication, professional relationships, and positive teaching settings.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"269 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924458","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

Students’ Attitudes toward Using Chatbot in EFL Learning 学生对在英语学习中使用聊天机器人的态度

Arab World English Journal Pub Date : 2023-09-24 DOI: 10.24093/awej/vol14no3.2

Samia Saeed Ahmed Mohamed, Eman Mahmoud Ibrahim Alian

{"title":"Students’ Attitudes toward Using Chatbot in EFL Learning","authors":"Samia Saeed Ahmed Mohamed, Eman Mahmoud Ibrahim Alian","doi":"10.24093/awej/vol14no3.2","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.2","url":null,"abstract":"The current study is an exploratory experiment on the attitudes of English as a Foreign Language students toward using chatbots in their learning. The study sheds light on the recent technical tools for language learning and finds out to what extent chatbots are effective in acquiring language skills, especially their usability, precision, assessment, and strengths. To answer the study’s main question, the researchers examined 64 English foreign language first-year secondary Egyptian students’ responses to a 20-item questionnaire through a survey research approach. The researchers chose students through purposive sampling. They used descriptive statistics to assess the data from the Likert-scaled items. The findings indicated that chatbots appeal to language learners because learners can utilize them without the help of the instructors, which in turn encourages them to become autonomous learners. They also believed that the Chatbot might simulate an interaction cycle so they could practice the target language. Additionally, the students felt that the Chatbot boosted their enthusiasm and confidence, which ultimately helped them feel active and more comfortable. Consequently, the data provide insightful information about properly integrating chatbots in English language learning inside and outside the classroom while considering its defects.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924464","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 Acceptance of TikTok as a Tool in English Language Learning among University Students 大学生对TikTok作为英语学习工具的接受程度

Arab World English Journal Pub Date : 2023-09-24 DOI: 10.24093/awej/vol14no3.29

Nor Eleyana Abdullah, Faizah Mohamad, Mafarhanatul Akmal Ahmad Kamal, Ilham Alia Mat Isa

{"title":"The Acceptance of TikTok as a Tool in English Language Learning among University Students","authors":"Nor Eleyana Abdullah, Faizah Mohamad, Mafarhanatul Akmal Ahmad Kamal, Ilham Alia Mat Isa","doi":"10.24093/awej/vol14no3.29","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.29","url":null,"abstract":"TikTok is considered a potential tool for enhancing the development of students’ language skills and proficiency. However, research on the extent of students’ acceptance of using it as a language learning tool is limited. Therefore, this study aimed to examine the level of acceptance of TikTok in English language learning and the factors contributing to the actual use of TikTok among undergraduate students in Malaysia. This study employed quantitative research methodology by disseminating a 32-item questionnaire to 200 undergraduate students at a public Malaysian university via a Google Form link. Sections A, B, C, D, E, and F of the questionnaire sought responses on the demographic profile, perceived usefulness, ease of use, attitudes, behavioural intention, and actual use of TikTok in English language acquisition, respectively. The findings revealed that the average scores for the individual items and the overall scores for each component being studied were within the range of 3 to 4.1 on a 5-point Likert scale. This result indicated that the student’s level of acceptance was above average. Students’ behavioural intentions were also found to be the most significant factor in determining whether or not TikTok was used for English language instruction. Students acknowledged the use of TikTok in English language learning, suggesting that it could be used as a pedagogical instrument in English language classrooms. Consequently, the findings highlight TikTok’s potential as a language learning tool in English language courses, as it strengthens educational platforms and enhances instruction by giving students more ways to learn languages.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924038","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 Role of L2 Vocabulary Knowledge in Writing Proficiency from the Perspective of Mediating Effect of Fluency 从流利度的中介效应看二语词汇知识在写作水平中的作用

Arab World English Journal Pub Date : 2023-09-24 DOI: 10.24093/awej/vol14no3.14

Yanli Tong, Zuwati Hasim, Huzaina Abdul Halim

{"title":"The Role of L2 Vocabulary Knowledge in Writing Proficiency from the Perspective of Mediating Effect of Fluency","authors":"Yanli Tong, Zuwati Hasim, Huzaina Abdul Halim","doi":"10.24093/awej/vol14no3.14","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.14","url":null,"abstract":"The current study aims to probe the effectiveness and predictability of four aspects of lexical knowledge in writing proficiency of 312 Chinese university students of English as an ESL/EFL by pathways analysis of structure equation modeling. Furthermore, Bootstrapping and Monte Carlo statistical methods were used to analyze the mediation role of vocabulary fluency in the relationship between lexicons and writing proficiency. The results indicated that (a) the tested four aspects of lexicon knowledge (receptive/productive vocabulary breadth/depth) were all found to have a potential effect on writing; however, the effect of productive lexicons on writing proficiency is higher than that of receptive ones, and the effect of depth is better than that of breadth in both reception and production; (b) regression analysis demonstrated that overall lexical knowledge can account for 50 percent of the variance in writing; (c) vocabulary fluency plays a partial mediation role between vocabulary knowledge and writing ability; and (d) given the mediation role of lexicon fluency, the regression coefficient of both receptive vocabulary breadth and receptive vocabulary depth raised by 3 percent respectively; however, the regression coefficient of productive vocabulary has no changes. These findings suggest that vocabulary fluency can help language learners perform better in writing ability if only they have high vocabulary levels, especially productive vocabulary knowledge.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924462","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

Students Attitudes Towards Oral Corrective Feedback: A Case Study from Oman 学生对口头纠正反馈的态度:阿曼个案研究

Arab World English Journal Pub Date : 2023-09-24 DOI: 10.24093/awej/vol14no3.26

Mahmood AlGhafri, Chahrazed Mirza, Cécile Gabarre

{"title":"Students Attitudes Towards Oral Corrective Feedback: A Case Study from Oman","authors":"Mahmood AlGhafri, Chahrazed Mirza, Cécile Gabarre","doi":"10.24093/awej/vol14no3.26","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.26","url":null,"abstract":"Understanding students’ attitudes toward oral corrective feedback is pivotal. This case study explored English Language Omani students’ attitudes toward teachers’ oral corrective feedback strategies to check the congruence between teachers’ and students’ preferences. We raised the following questions: What types of oral corrective feedback are used by teachers and preferred by students? Observational data were collected from two Omani English teachers to discern the types and frequencies of Oral Corrective Feedback utilized. Additionally, semi-structured interviews with six students were conducted to gain a holistic view of their perspectives and preferences. Classroom observations were quantitatively scrutinized for data analysis, whereas the interview data underwent a grounded theory procedure. The data demonstrated that teachers predominantly employed the ‘recast’ type of feedback. Notably, students showcased a generally positive attitude towards Oral Corrective Feedback. They preferred the ‘repetition’ and ‘elicitation’ feedback types. Moreover, internal factors, like personal motivation and language proficiency, and external factors, such as curriculum challenges and teacher personalities, emerged as significant influencers of their attitudes and choices. The study unearthed an incongruence between students’ preferences and the teachers’ actual Oral Corrective Feedback practices. This incongruence suggests potential impediments to the effectiveness of feedback in facilitating optimal learning experiences. There is a need to bridge the gap between teaching practices and student preferences to improve learning outcomes and feedback.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924295","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

Written Corrective Feedback Scientometric Review (1987–2022) 书面纠正反馈科学计量学评论(1987-2022)

Arab World English Journal Pub Date : 2023-09-24 DOI: 10.24093/awej/vol14no3.6

Xuan Wang, Jingying Zuo, Xinyi Wang

{"title":"Written Corrective Feedback Scientometric Review (1987–2022)","authors":"Xuan Wang, Jingying Zuo, Xinyi Wang","doi":"10.24093/awej/vol14no3.6","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.6","url":null,"abstract":"Written corrective feedback is widely used in language learning and teaching, and related studies have attracted significant attention in recent years. Through analysis and visualization of 497 articles indexed in the Web of Science core collection over the past 35 years using CiteSpace, this scientometric review aims to explore the developmental stages, involved disciplines, geospatial fingerprint, main research streams, and emerging research trends of written corrective feedback. The following stages were identified based on the timeline of publications and citations: the sprouting phase (1987–2005), the fluctuating phase (2006–2016), and the explosive phase (2017–2022). The interdisciplinary trend toward written corrective feedback becomes increasingly prominent throughout each stage, and its primary disciplines range from linguistics and cognitive science to psychology and computer science. The primary research contexts for written corrective feedback research are ESL and EFL; countries with multiple coexisting language variants have prioritized research in this field. Existing studies have witnessed a shift from quantitative to qualitative research, and case studies focusing on individual differences are emerging as a newer research frontier. As one of the first few scientometric reviews of written corrective feedback since the phrase first appeared as a combined index term, this study is significant as a reference for comprehensively understanding the intellectual background, dynamics, and evolution of this research field.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924456","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 Correlation between EFL Learners’ Academic Intelligence and the Level of Productive Skills 英语学习者学术智力与生产技能水平的相关性研究

Arab World English Journal Pub Date : 2023-09-24 DOI: 10.24093/awej/vol14no3.1

Dhea Mizhir Krebt

{"title":"The Correlation between EFL Learners’ Academic Intelligence and the Level of Productive Skills","authors":"Dhea Mizhir Krebt","doi":"10.24093/awej/vol14no3.1","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.1","url":null,"abstract":"Communicating effectively by gaining productive skills in a classroom setting is one of the critical goals of learning the English language. The current study was conducted to explore the correlation of EFL learners’ level of academic intelligence with their productive skills. The study tries to find an answer to what is the correlation between EFL learners’ academic intelligence and level of production skills. The study population represents EFL students at the departments of English language of the Iraqi Colleges of Education for the academic year (2022-2023). The sample includes 310 EFL students selected from the 3rd year of the Department of English of the College of Education, Ibn-Rushd for Human Sciences/University of Baghdad, College of Education/ University of Diyala, and College of Education/University of Tikrit. The current study has two instruments, the academic intelligence test consists of two dimensions (the operational and the content), while the second instrument used is the test of productive skills, which is composed of two skills; speaking skill consists of six standards (grammar, vocabulary, comprehension, fluency, pronunciation, interaction), and writing skill consists of five criteria (content, organization, grammar, vocabulary, writing technique). The results obtained reveal that there are positive significant correlations between EFL learners’ and productive skills. Concerning the productive skills tested in this study, EFL learners succeed in using speaking and writing skills, which constitute a large amount of human communication. Moreover, academic intelligence abilities can help EFL learners develop the skills and strategies necessary for academic success and professional development.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924459","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

“Golden Curriculum” Instructional Design Competency Framework based on College English Award-Winning Instructional Design 基于大学英语获奖教学设计的“黄金课程”教学设计能力框架

Arab World English Journal Pub Date : 2023-09-24 DOI: 10.24093/awej/vol14no3.4

Jimiao Yan, Ahmad Johari Bin Sihes, Yan Zhang

{"title":"“Golden Curriculum” Instructional Design Competency Framework based on College English Award-Winning Instructional Design","authors":"Jimiao Yan, Ahmad Johari Bin Sihes, Yan Zhang","doi":"10.24093/awej/vol14no3.4","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.4","url":null,"abstract":"The importance of instructional design competency for university lecturers of English as a Foreign Language in delivering Higher-ordered, Innovative, and Challenging courses within the Golden Curriculum context in China cannot be underestimated. However, research in this area is limited, posing the need for teachers to reskill and upskill themselves to improve their teaching competencies. Therefore, this study aims to develop an instructional design competency framework based on a content analysis of 18 national award-winning instructional designs from the Star Teacher Contest between 2020 and 2022, using NVivo12 software. The framework encompasses four key elements: learning and learners, learning objectives, learning activities, and learning assessment. The findings emphasize the importance of understanding learning theories, employing scaffolding techniques, and catering to learners’ characteristics to support their academic progress. Moreover, the framework highlights the significance of fostering critical thinking and cross-cultural communication competencies, creating challenging yet feasible tasks, and using various assessment tools that incorporate real-life learning outcomes. By using this instructional design competency framework, teachers can enhance their teaching competencies and effectively implement the Golden Curriculum. Furthermore, educational institutions can use the framework to provide targeted support and training to teachers, enabling a successful integration of the Golden Curriculum into their English teaching programs.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924460","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

Development and Validation of the Chinese Critical Thinking Disposition Scale among Foreign Language Students 外语学生汉语批判性思维倾向量表的编制与验证

Arab World English Journal Pub Date : 2023-09-24 DOI: 10.24093/awej/vol14no3.10

Ling Xu, Tina Abdullah, Jing An

{"title":"Development and Validation of the Chinese Critical Thinking Disposition Scale among Foreign Language Students","authors":"Ling Xu, Tina Abdullah, Jing An","doi":"10.24093/awej/vol14no3.10","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.10","url":null,"abstract":"Although much research acknowledges the positive contributions of CT dispositions to learning a foreign language, less scale development work has focused on the dispositions towards critical thinking of foreign language students in the Chinese language, leading to the limited availability of reliable and valid Chinese critical thinking disposition measurements in foreign language education. The current research aims to develop and validate the Chinese Critical Thinking Disposition Scale using Exploratory Factor Analysis and Confirmatory Factor Analysis (CFA) in two foreign language student samples from China. It filled the gap of limited reliable and valid Chinese scales assessing critical thinking disposition. A total of 538 (103 for EFA and 435 for CFA) foreign language students in China from Zaozhuang University and Jiangxi Normal University participated in the study. Results of the CFA confirmed a five-factor CHCTDS with 17 items on a seven-point Likert scale as an acceptable model fit for the data (χ2/df= 3.492, NFI= .911, CFI= .934, TLI= .918, IFI= .935, and RMSEA= .076) with good reliability and convergent as well as discriminant validity. The Cronbach’s α was .934 for the overall scale, and that of the five subscales ranged from .776 to .851. Therefore, the CHCTDS developed in this paper may be recommended as a valid Chinese scale measuring foreign language learners’ critical thinking dispositions. Still, it needs further validation among larger populations and across gender.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924466","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 Survey of Undergraduate Chinese Students’ Self-perceived Reading Ability in English 中国大学生英语自我感知阅读能力调查研究

Arab World English Journal Pub Date : 2023-09-24 DOI: 10.24093/awej/vol14no3.23

Xizhe Zhang, Joseph Foley

{"title":"A Survey of Undergraduate Chinese Students’ Self-perceived Reading Ability in English","authors":"Xizhe Zhang, Joseph Foley","doi":"10.24093/awej/vol14no3.23","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.23","url":null,"abstract":"Reading is one of the indicators of how much a reader understands a language. Though reading is taught early in students’ education, some still struggle to comprehend texts, especially if a language is a stranger. Reading is a skill that enhances intellectual and affective processes, including reasoning, inferences, empathy, and critical thinking. Thus, a lack of language familiarity to interact with the text can hinder reading comprehension. This article focuses on Chinese students’ self-perceived reading ability that hinders reading comprehension. The aim is to answer the question; To what extent do Undergraduate Chinese students’ of University X perceive their reading ability in English? This survey is significant because letting the students understand their reading ability helps the teacher understand what to focus on in the English course and provides the correct reading strategies to achieve the reading goal. One hundred ninety-nine students from one of the private universities participated in this study. Using a questionnaire survey to assess students’ self-perceived reading ability supported by the semi-structured interview, this study found that although Chinese students employed good reading strategies, they still found their reading comprehension problematic because of the influence of their reading speed. Thus, this affects the reading goal and students’ interest in reading.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924028","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