TESL Canada Journal最新文献

{"title":"Corrective Feedback and Multimodality: Rethinking Categories in Telecollaborative Learning","authors":"Ana Carolina Freschi, Suzi Marques Spatti Cavalari","doi":"10.18806/tesl.v37i2.1335","DOIUrl":"https://doi.org/10.18806/tesl.v37i2.1335","url":null,"abstract":"Teletandem (Telles, 2009) is a model of telecollaboration in which pairs of foreign language students from different countries meet regularly and virtually to learn each other’s languages. Within this context, participants are expected to help their partners learn by providing feedback. The multimodal nature of this type of environment, however, may offer different learning opportunities (Guichon & Cohen, 2016) and have an impact on feedback provision. This research aims at investigating peer corrective feedback in Teletandem in relation to the different modes. Using a case study approach, we describe how three Brazilians offered feedback to learners of Portuguese as a foreign language. Data used came from 20 Teletandem oral sessions that took place over a period of three years and were stored in MulTeC (Aranha & Lopes, 2019). Data analysis revealed that CF provision is characterized by reformulations, with a blurred distinction between recasts and explicit corrections due to a combination of multimodal strategies. Results also indicate that error correction may be more (or less) emphasized depending on how interlocutors combine multimodal resources. Pedagogical implications are discussed. \u0000Teletandem (Telles, 2009) est un modele de telecollaboration par lequel des paires d’etudiants de langue etrangere originaires de differents pays se rencontrent regulierement de facon virtuelle pour apprendre les langues des uns des autres. Dans ce contexte, on s’attend a ce que les participants aident leur partenaire a apprendre en leur fournissant de la retroaction. La nature multimodale de ce type d’environnement peut, cependant, offrir diverses occasions d’apprentissage (Guichon & Cohen, 2016) et influencer la facon dont la retroaction est fournie. Le but de cette recherche est d’etudier la retroaction corrective par les pairs dans Teletandem par rapport aux differents modes. En se servant d’une approche par etude de cas, nous decrivons comment trois Bresiliens ont offert de la retroaction a des apprenants de portugais langue etrangere. Les donnees utilisees venaient de 20 sessions orales de Teletandem qui s’etaient deroulees sur une periode de trois ans et ont ete stockees sur MulTeC (Aranha & Lopes, 2019). L’analyse des donnees a revele que la fourniture de retroaction corrective se caracterise par des reformulations, qui ne distinguent pas tres bien entre des refontes et des corrections explicites, ce qui est du a une combinaison de strategies multimodales. Les resultats indiquent egalement que la correction des erreurs peut etre plus ou moins soulignee selon la facon dont les interlocuteurs combinent les ressources multimodales. On discute des implications pedagogiques.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"1 1","pages":"154-180"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84220933","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":"Metacognitive Instruction and Interactional Feedback in a Computer-Mediated Environment","authors":"Nicole Ziegler, Kara Moranski, G. D. Smith, Huy Phung","doi":"10.18806/tesl.v37i2.1337","DOIUrl":"https://doi.org/10.18806/tesl.v37i2.1337","url":null,"abstract":"Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have examined how metacognitive instruction (MI) may be used to explicitly train learners in the provision of interactional feedback, with results showing increased instances of feedback (Fujii et al., 2016) and improved L2 outcomes (e.g., Sato & Loewen, 2018; Sippel, 2019). Building on this work, this exploratory study investigated the effects of MI on intermediate L2 English learners’ (n = 26) provision of interactional features in synchronous computer-mediated communication. Using a pretest-treatment-posttest design, all learners completed three decision-consensus tasks, with learners in the treatment group receiving direct instruction on the benefits of interaction via an instructional video, a practice task, and subsequent whole-class debriefing. The control group completed the tasks without MI. Results demonstrate that learners’ provision of interactional feedback and language-related episodes increased following MI, with qualitative measures indicating learners had positive perceptions of the training and improved awareness of the potential benefits of interactional feedback in computer-mediated communication. \u0000De multiples approches theoriques soutiennent la notion de retroaction interactionnelle comme facilitateur du developpement d’une langue seconde (L2). Cependant, les recherches demontrent que les apprenants evitent souvent de presenter une retroaction pendant le travail collaboratif entre pairs, ne profitan ainsi pas des principales possibilites d’apprentissage et de developpement des langues. Des etudes recentes ont examine comment l’enseignement metacognitif (EM) peut etre utilise pour former explicitement les apprenants a la retroaction interactionnelle, les resultats montrant une augmentation des cas de retroaction (Fujii et al., 2016) et une amelioration des resultats en L2 (par exemple, Sato & Loewen, 2018; Sippel, 2019). S’appuyant sur ces travaux, cette etude exploratoire a examine les effets de l’EM sur l’offre de fonctions interactionnelles dans la communication synchrone par ordinateur aux apprenants d’anglais de niveau intermediaire L2 (n = 26). En utilisant un modele de pre-traitement-post-test, tous les apprenants ont accompli trois tâches de consensus decisionnel, les apprenants du groupe de traitement recevant des consignes directes sur les avantages de l’interaction via une video pedagogique, une tâche de pratique et un compte rendu ulterieur pour toute la classe. Le groupe de controle a effectue les tâches sans EM. Les resultats montrent que l’apport d’une retroaction interactionnelle et d’episodes lies a la langue par les apprenants a augmente apres l’EM, avec des mesures qual","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"119 1","pages":"210-233"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73928238","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 Word From The Editors","authors":"F. Faez, Antonella Valeo","doi":"10.18806/tesl.v37i1.1335","DOIUrl":"https://doi.org/10.18806/tesl.v37i1.1335","url":null,"abstract":"","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75005034","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":"Culturally Responsive Pedagogy and Academic Vocabulary Teaching and Learning: An Integrated Approach in the Elementary Classroom","authors":"H. Roessingh","doi":"10.18806/tesl.v37i1.1334","DOIUrl":"https://doi.org/10.18806/tesl.v37i1.1334","url":null,"abstract":"Culturally responsive pedagogy (CRP) which provides a general framework for working with culturally and linguistically diverse learners has become the reality in the contemporary elementary classroom in Canada and around the world. This theory-to-practice article presents five research-based teaching practices which make a tangible impact on students’ academic vocabulary learning, their academic literacy, and longitudinal educational success. The author illustrates how this vocabulary can be identified, clustered, and contextualized within the frame of a thematic unit. The reader is invited to a classroom in Quebec via a video clip of a dual-language book project that illustrates how principles and practices of CRP can be applied in an FSL setting. \u0000La pedagogie sensible a la culture, fournissant un cadre de travail general quand on travaille avec des apprenants de cultures et de langues diverses, est devenue une realite dans la salle de classe elementaire contemporaine au Canada et dans le monde entier. Le present article, de mise en pratique de la theorie, presente cinq pratiques d’enseignement fondees sur la recherche qui ont un impact tangible sur l’apprentissage du vocabulaire scolaire des eleves, sur leur litteratie scolaire et sur leur reussite scolaire a long terme. L’auteur illustre comment on peut identifier ce vocabulaire, le regrouper et le contextualiser dans le cadre d’une unite thematique. Le lecteur est invite dans une salle de classe au Quebec grâce a un clip video qui montre un projet de lecture bilingue illustrant comment les principes et les pratiques de la pedagogie qui prend en compte les realites culturelles peuvent etre appliques dans un contexte de francais langue seconde.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"40 1","pages":"51-62"},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76363597","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":"Metaphor Comprehension and Engineering texts: Implications for English for Academic Purpose (EAP) and First-year University Student Success","authors":"Tina Beynen","doi":"10.18806/tesl.v37i1.1332","DOIUrl":"https://doi.org/10.18806/tesl.v37i1.1332","url":null,"abstract":"One of the challenges that students face during the transition from high school to university is mastering discipline-specific academic expectations and norms. From a language perspective, they may encounter new academic and disciplinary vocabulary, some of which will be metaphoric in nature. However, some students whose first language is not English may struggle, as metaphoric competence is not often a consideration in ESL/EAP classrooms (Littlemore & Low, 2006). Among the supports that postsecondary institutions have implemented to improve students’ chances of success are diagnostic and post-entry language assessment (Read, 2016). This mixed methods study investigated the comprehension of metaphoric language in first-year engineering reading materials using diagnostic assessment. First, a corpus of first-year engineering texts was qualitatively explored, finding personification and family/relationship metaphors. Subsequently, a metaphor comprehension test was designed using content from the corpus and administered as a reading task in an existing diagnostic assessment for first-year engineering students. Descriptive statistics, correlations, and t-test analysis of the responses revealed that English first-language (L1) students outperformed English second/additional (L2) language students. Further, those who performed poorly on the diagnostic assessment tended to also struggle with the metaphor comprehension task. Implications are discussed for EAP and first-year university classrooms. \u0000  \u0000Un des défis auxquels les étudiants font face lors de la transition entre l’école secondaire et l’université est la maîtrise des attentes et des normes universitaires propres à chaque discipline. Du point de vue de la langue, il se peut qu’ils rencontrent du vocabulaire nouveau lié à l’université et à une discipline, dont une partie sera de nature métaphorique. Cependant, certains étudiants, dont la première langue n’est pas l’anglais, peuvent éprouver des difficultés, puisque la compétence métaphorique n’est pas souvent prise en considération dans les cours d’ALS/EAP (cours d’anglais académique) (Littlemore & Low, 2006). Parmi les soutiens que les institutions postsecondaires ont mis en place pour améliorer les chances de réussite des étudiants, on trouve des évaluations langagières diagnostiques après l’admission à l’université (Read, 2016). Cette étude, à l’aide de diverses méthodes, a enquêté sur la compréhension du langage métaphorique dans les ouvrages de lecture de première année d’ingénierie en utilisant une évaluation diagnostique. Tout d’abord, on a évalué la qualité d’un corpus de textes d’ingénierie de première année pour y trouver des métaphores liées à la personnification, à la famille et aux relations. Par la suite, on a conçu un test de compréhension des métaphores tirées du corpus et on l’a administré comme une tâche de lecture dans un test d’évaluation diagnostique déjà existant pour les étudiants en première année d’ingénierie. Des statisti","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"99 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80928593","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":"Reflective Practice in ELT","authors":"J. Martini","doi":"10.18806/10.18806/tesl.v37i1.1331","DOIUrl":"https://doi.org/10.18806/10.18806/tesl.v37i1.1331","url":null,"abstract":"","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85704769","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":"Leveraging Listening Texts in Vocabulary Acquisition for Low-literate Learners","authors":"Darren K. LaScotte","doi":"10.18806/tesl.v37i1.1330","DOIUrl":"https://doi.org/10.18806/tesl.v37i1.1330","url":null,"abstract":"To date, the vast majority of research in second language (L2) vocabulary acquisition has looked at reading, but relatively few studies have explored the potential for vocabulary acquisition through listening. As for participants involved, studies concerning first language (L1) acquisition have mainly focused on preand emergent-reading children, whereas those concerning L2 acquisition comprised learners already highly literate in their L1. Like other research areas of second language acquisition (SLA), learners with low or no literacy in their L1 have been virtually neglected in these studies. Clearly, who we study determines what we know in SLA, yet there exists a significant gap in research literature regarding how understudied, low-literate (and illiterate) populations with strong oral traditions may acquire L2 vocabulary through listening. This paper addresses this gap by bridging research on cognitive processing and L2 vocabulary acquisition through listening. In light of this, relevant pedagogical implications for low-literate populations are discussed.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"116 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73305301","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 Disciplinary Literacy to Adolescent English Language Learners: Vocabulary Development and Reading within the Disciplines","authors":"Yingling Lou","doi":"10.18806/tesl.v37i1.1329","DOIUrl":"https://doi.org/10.18806/tesl.v37i1.1329","url":null,"abstract":"Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacy teachers who model and engage students in reading, writing, inquiring, and doing like experts within each discipline. How do content teachers incorporate disciplinary literacy and stay responsive to the unique and diverse learning needs of the adolescent English Language Learners (ELLs) who are integrated in the mainstream classes? Drawing on Moje’s (2015) 4Es framework and a translanguaging pedagogy, this paper presents a set of instructional practices to support content teachers in integrating disciplinary literacy within the disciplines to enhance adolescent ELL students’ learning in vocabulary development and reading. \u0000La recherche récente en matière de littératie dans toutes les disciplines appelle à un changement de paradigme chez les enseignants des différentes matières du secondaire pour se percevoir non plus comme des transmetteurs de contenu de la discipline mais comme des enseignants de littératie de la discipline qui servent de modèles et motivent les élèves à lire, écrire, se renseigner et à se comporter comme des experts à l’intérieur de chaque discipline. Comment les enseignants de contenu incorporent-ils la littératie dans leur discipline et restent-ils à l’écoute des besoins d’apprentissage uniques et variés des adolescents qui apprennent l’anglais (AALS) et qui sont intégrés dans les classes ordinaires? En s’appuyant sur le cadre 4E de Moje (2015) et sur une pédagogie translangagière, cet article présente une série de pratiques d’enseignement visant à soutenir les enseignants de contenu dans l’intégration de la littératie dans toutes les disciplines de façon à enrichir l’apprentissage des adolescents ASL en matière de développement du vocabulaire et de lecture.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86520529","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":"Performance, Interaction, and Satisfaction of Graduate EAP Students in a Face-to-Face and an Online Class: A Comparative Analysis","authors":"Dmitri Stanchevici, Megan M. Siczek","doi":"10.18806/tesl.v36i3.1324","DOIUrl":"https://doi.org/10.18806/tesl.v36i3.1324","url":null,"abstract":"Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants’ performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants’ final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts. \u0000Les etudiantes et etudiants internationaux tiennent parfois a remplir certaines exigences institutionnelles en ligne avant de se rendre dans leur pays d’accueil. L’enseignement assiste par ordinateur pour les apprenantes et apprenants d’anglais langue seconde fait l’objet de nombreuses etudes, mais peu d’entre elles portent sur des cours d’ecriture d’anglais academique (EAP) completement dispenses en ligne. Entierement basee sur la recherche-action, la presente etude de cas comparative fait etat du degre de comparabilite des resultats d’un cours d’anglais academique de deuxieme cycle completement presente en ligne a des etudiantes et etudiants internationaux inscrits a une universite nord-americaine et des resultats obtenus lorsque le meme cours etait dispense en personne. Une analyse quantitative et qualitative des rendements des participantes et participants et du cours lui-meme a indique que les resultats et le degre de satisfaction des etudiantes et etudiants des deux cohortes se valaient. L’examen des rapports de recherche finaux des participantes et participants et celui des interactions en ligne ont toutefois revele des ecarts et des defis. Sur la base de ces constatations, il est recommande que les futurs cours en ligne fournissent davantage d’instructions sur l’integration des sources, sur les recherches en bibliotheque et sur la construction d’une communaute d’apprentissage interactif. Dans l’ensemble, les constatations de l’etude suggerent que, s’ils sont soigneusement concus, evalues et peaufines, les cours completement dispenses en ligne sont tres prometteurs dans des contextes d’ecriture en anglais academique.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"30 1","pages":"132-153"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84249323","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 Word from the Guest Editor","authors":"G. Lawrence","doi":"10.18806/tesl.v36i3.1318","DOIUrl":"https://doi.org/10.18806/tesl.v36i3.1318","url":null,"abstract":"Communication in today’s societies is increasingly digital. Twi er, texting, social networks, information and communication technologies (ICTs), augmented/virtual reality, and online gaming are transforming the way we use language, collaborate, and the way we teach and learn English (Chapelle & Sauro, 2017; Kessler, 2018). A decade ago, we may have sent 65 texts a month to close friends; now, the average mobile phone user sends a minimum of 65 texts every 2 days (Van Camp, 2017). ICTs are inherently participatory and social, aff ording teachers an increasing array of synchronous and asynchronous forms of communication to explore genre, registers, and situationally specifi c interactions (Kessler et al., 2012). These emerging literacy practices involve new forms of social interaction, critical thinking, and language use along with new understandings of agency and community (Gee & Hayes, 2011). In addition, ICTs are disrupting the boundaries between time and space (Jones, 2016), off ering distance, blended, fl ipped, and web-enhanced modalities that are transforming notions of the learning environment. Technology complexifi es the relationship between a teacher and learners. Learners can now coproduce learning with technology alongside the instructor where teaching and learning roles are becoming ambiguous. Online teaching disrupts notions of social, teaching, and cognitive presence and requires the conscious curation of a “human feel” in online environments that can, at times, feel quite unfamiliar (Lawrence, 2014). Web 2.0 tools such as wikis, Google docs, and social networks are intensely collaborative, transforming relationships between communicators and their interlocutors, between teachers and students (Davies, 2011; Luo, 2013). Corpora and digital databases of language use can build students’ collocational competence, genre awareness, reading skills, and vocabulary (Boulton & Cobb, 2017; Hadley & Charles, 2017; Li, 2017). Learning management systems provide analytics tracking individual performance, enabling teachers to specifi cally target learner needs (Kessler, 2018; Stockwell, 2012). These technologies allow teachers to adopt innovative approaches to pedagogy: creating authentic, multimodal, action-oriented tasks; immersive experiences and individualized pathways to deepen language learning (Kessler, 2018); and a focus on developing langua-technoculture competence that Chapelle and Sauro (2017, p. 461) have highlighted as an ideal outcome of today’s technology-mediated language learning landscapes: the intersection between technology, culture, and language that 21st century learners need to navigate on a daily basis.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78752972","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}