IF 5.6 1区文学

System Pub Date : 2026-06-01 Epub Date: 2026-01-29 DOI: 10.1016/j.system.2026.103999

Sylvia Jaworska , Katherine Halley , Fumiyo Nakatsuhara , Chihiro Inoue , Takumi Uchihara , Parvaneh Tavakoli , Akiko Kiyota , Mohd Ridhwan Abdullah

{"title":"Building a corpus of digitally mediated EMI classroom interactions: challenges and opportunities for EMI research and pedagogy","authors":"Sylvia Jaworska , Katherine Halley , Fumiyo Nakatsuhara , Chihiro Inoue , Takumi Uchihara , Parvaneh Tavakoli , Akiko Kiyota , Mohd Ridhwan Abdullah","doi":"10.1016/j.system.2026.103999","DOIUrl":"10.1016/j.system.2026.103999","url":null,"abstract":"<div><div>While research on English-medium instruction (EMI) has grown considerably in recent years, we still know relatively little about what happens inside EMI classrooms, particularly in terms of interactional practices. There remains a shortage of empirical resources, such as corpora, that can offer systematic insights into the features of EMI classroom discourse. This paper addresses some of the gaps by outlining the methodological and ethical procedures involved in building and annotating a corpus of digitally mediated EMI interactions, drawn from 24 university seminars in the social sciences across two EMI contexts. Using the Multimodal EMI Corpus (MEMIC) as a case study, we demonstrate how such a resource can be used to examine lexical and discursive features of EMI interaction across modes and registers. We also show how these insights can inform the development of EMI-relevant teaching materials and assessment tasks. The overarching aim of this contribution is to encourage other scholars and practitioners to collect and analyse data from their own local EMI contexts, in order to advance corpus-based research into EMI classroom practices and support more effective, evidence-informed pedagogy.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"139 ","pages":"Article 103999"},"PeriodicalIF":5.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Breaking the either-or myth: How growth and fixed language mindsets interact to shape student engagement in EFL classrooms 打破非此即彼的神话：成长和固定语言思维如何相互作用，塑造学生在英语课堂上的参与度

IF 5.6 1区文学

System Pub Date : 2026-06-01 Epub Date: 2026-02-12 DOI: 10.1016/j.system.2026.104003

Jinfen Xu, Xiaoli Feng

{"title":"Breaking the either-or myth: How growth and fixed language mindsets interact to shape student engagement in EFL classrooms","authors":"Jinfen Xu, Xiaoli Feng","doi":"10.1016/j.system.2026.104003","DOIUrl":"10.1016/j.system.2026.104003","url":null,"abstract":"<div><div>Language mindsets—traditionally conceptualized as a binary framework centered on learners’ beliefs about the malleability of language abilities—play a critical role in shaping learning behaviors. Considerable research has investigated the relationship between growth and fixed language mindsets and student engagement. However, these studies have largely focused on the separate effects of two mindsets with linear methods, overlooking the complex interplay of language mindsets and their potential nonlinear effects on student engagement. This study employed polynomial regression with response surface analysis, a novel method in educational psychology research, to examine how the congruence and incongruence of the two language mindsets jointly influence student engagement among 505 college EFL learners. The results demonstrated that 1) growth and fixed language mindsets interact with each other, showing a complex nonlinear relationship with student engagement; 2) under congruent conditions of mindsets, the engagement was greater when both growth and fixed mindsets were extremely high; 3) under incongruent conditions, student engagement was more pronounced when growth mindset was higher than fixed mindset. These findings challenge the binary view of mindsets in pedagogy and suggest tailored interventions should account for the dynamic interplay of growth and fixed mindset beliefs.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"139 ","pages":"Article 104003"},"PeriodicalIF":5.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher enthusiasm and EFL students' psychological well-being: the role of basic psychological needs and self-determined motivation 教师热情与英语学生心理健康：基本心理需求和自主动机的作用

IF 5.6 1区文学

System Pub Date : 2026-06-01 Epub Date: 2026-02-11 DOI: 10.1016/j.system.2026.104006

Xi Zhang , Jianhua Wang

{"title":"Teacher enthusiasm and EFL students' psychological well-being: the role of basic psychological needs and self-determined motivation","authors":"Xi Zhang , Jianhua Wang","doi":"10.1016/j.system.2026.104006","DOIUrl":"10.1016/j.system.2026.104006","url":null,"abstract":"<div><div>Psychological well-being (PWB) is crucial for academic success and mental health among foreign language learners. While teacher enthusiasm is known to enhance PWB, its underlying mechanisms are unclear. Integrating emotional contagion theory and self-determination theory (SDT), this study examined how teacher enthusiasm, basic psychological needs (BPNs), and self-determined motivation (i.e., autonomous and controlled motivation) predict PWB in Chinese EFL learners. Data from 3612 university students revealed that teacher enthusiasm, BPNs, autonomous motivation, and controlled motivation each exerted significant positive effects on PWB. Mediation analyses identified BPNs and autonomous motivation as mediators between teacher enthusiasm and PWB, through two pathways: the mediation via BPNs alone, and the chain mediation through BPNs and autonomous motivation. These findings elucidate the psychological need and motivational mechanisms linking teacher enthusiasm to PWB, validating emotional contagion theory and SDT within Chinese EFL context. Theoretical and practical implications for language education and research are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"139 ","pages":"Article 104006"},"PeriodicalIF":5.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does instructional language matter in CLIL? A study of learner proficiency and affective factors 教学语言在CLIL中重要吗？学习者熟练程度与情感因素研究

IF 5.6 1区文学

System Pub Date : 2026-04-01 Epub Date: 2026-01-20 DOI: 10.1016/j.system.2025.103961

Ikuya Aizawa , Yui Suzukida

{"title":"Does instructional language matter in CLIL? A study of learner proficiency and affective factors","authors":"Ikuya Aizawa , Yui Suzukida","doi":"10.1016/j.system.2025.103961","DOIUrl":"10.1016/j.system.2025.103961","url":null,"abstract":"<div><div>This study examines the English language proficiency and affective factors of Japanese university students enrolled in medical programs taught in English (CLIL) (n = 44) and those taught in Japanese (L1-supported CLIL, n = 61). Pre- and post-study questionnaires, administered over a 14-week semester, measured speaking and writing proficiency, L2 speaking and writing anxiety, language learning enjoyment, international posture and willingness to communicate. The results show that both CLIL and L1-supported CLIL students experienced gains in speaking proficiency and a reduction in L2 speaking anxiety.</div><div>The CLIL group demonstrated a decrease in L2 writing anxiety and an increase in willingness to communicate, while the L1-supported CLIL group showed an increase in international posture. This study reveals that L1 instruction in certain aspects of the first year of the CLIL curriculum appears to provide a supportive environment for lower-proficiency students to develop L2 proficiency and an international posture. Pedagogical implications are discussed in relation to the importance of selecting instructional language according to students’ L2 proficiency levels when designing CLIL programmes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103961"},"PeriodicalIF":5.6,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Ethos to Enactment: Developing and validating the teacher idealism scale 从气质到行为：教师理想主义量表的开发与验证

IF 5.6 1区文学

System Pub Date : 2026-04-01 Epub Date: 2026-01-22 DOI: 10.1016/j.system.2026.103985

Kemal Sinan Özmen , Esra Harmandaoğlu Baz

{"title":"From Ethos to Enactment: Developing and validating the teacher idealism scale","authors":"Kemal Sinan Özmen , Esra Harmandaoğlu Baz","doi":"10.1016/j.system.2026.103985","DOIUrl":"10.1016/j.system.2026.103985","url":null,"abstract":"<div><div>Understanding teacher idealism is increasingly important as global educational reforms, accountability pressures, and shifting professional expectations reshape how teachers sustain their values and ethical commitments. This study introduces and validates the Teacher Idealism Scale (TIS), a theoretically grounded instrument developed to conceptualize and measure teacher idealism as a multidimensional component of teacher identity. Informed by sociocultural theory (Vygotsky, 1978) and poststructuralist perspectives (Foucault, 1980; 1983), idealism is reconceptualized as a layered, context-responsive orientation encompassing moral aspiration, professional values, and reflective agency. A comprehensive item pool representing six theorized dimensions was administered to a national sample of 856 English language teachers in Türkiye. Through exploratory and confirmatory factor analyses (EFA and CFA), a six-factor structure emerged: Ethos, Ideal-Self Schema, Enacted Identity, Professional Cognition, Disciplinary Knowledge, and Axiomatic Frame, demonstrating robust psychometric properties (α = .79-.84; CR = .79-.86; AVE = .51-.62). Descriptive findings revealed generally high levels of idealism, with significant differences across gender, educational background, teaching experience, and institutional setting. Results affirm teacher idealism as a theoretically coherent and empirically measurable identity dimension. The study offers practical implications for teacher education and professional development, proposing avenues to embed ethical and aspirational dimensions into reflective practice. The TIS contributes to both the conceptual advancement and methodological tooling of identity research, supporting values-based pedagogy and critical agency in diverse educational contexts with a ratio of 65.47 of the variance in explaining teacher idealism.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103985"},"PeriodicalIF":5.6,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

GPT versus teacher feedback on English writing: An analysis of feedback characteristics and student engagement GPT与英语写作教师反馈：反馈特征与学生参与的分析

IF 5.6 1区文学

System Pub Date : 2026-04-01 Epub Date: 2025-12-24 DOI: 10.1016/j.system.2025.103967

Yanyu Wang , Wenting Hu , Qian Guo

{"title":"GPT versus teacher feedback on English writing: An analysis of feedback characteristics and student engagement","authors":"Yanyu Wang , Wenting Hu , Qian Guo","doi":"10.1016/j.system.2025.103967","DOIUrl":"10.1016/j.system.2025.103967","url":null,"abstract":"<div><div>Generative artificial intelligence (GenAI), with the advantage of generating instant, human-like, and customized responses, shows promising potential as a feedback provider in second or foreign language (L2) writing. However, the effectiveness of GenAI feedback on student engagement remains understudied, and especially lacking is a comprehensive comparison of student engagement with GenAI versus teacher feedback. To gain more pedagogical insights, the present study first compared the characteristics of feedback produced by the generative pre-trained transformer (GPT; version 4o) with those of teacher feedback, and then it delved into student engagement. Thirty-two Chinese undergraduates from two English classes were recruited. These classes each completed two argumentative writing tasks and received GPT and teacher feedback in a counterbalanced way. Data from multiple sources, including feedback messages, initial and revised drafts, questionnaires, and reflective journals, were collected and analyzed. Several findings were rendered: First, the teacher was inclined to focus predominantly on language use issues and deliver feedback in directive, informative, and query forms; nevertheless, GPT tended to pay considerable attention to content and organization, and featured frequent use of praise and summary. Second, problems, such as repetitive feedback and inaccurate/incomplete correction, existed in GPT feedback, which is worth attention. Furthermore, students demonstrated significantly lower engagement with GPT feedback than with teacher feedback, especially in the affective and behavioral dimensions. Practical implications concerning the use of GPT feedback were further discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103967"},"PeriodicalIF":5.6,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Generative AI in English-medium instruction: Perceptions, usage, and impact on academic performance and language proficiency 英语教学中的生成式人工智能：对学习成绩和语言能力的认知、使用和影响

IF 5.6 1区文学

System Pub Date : 2026-04-01 Epub Date: 2026-01-10 DOI: 10.1016/j.system.2026.103973

Rhian Webb , Dogan Yuksel , Kenan Dikilitas

{"title":"Generative AI in English-medium instruction: Perceptions, usage, and impact on academic performance and language proficiency","authors":"Rhian Webb , Dogan Yuksel , Kenan Dikilitas","doi":"10.1016/j.system.2026.103973","DOIUrl":"10.1016/j.system.2026.103973","url":null,"abstract":"<div><div>This study investigated the perceptions and use of Generative Artificial Intelligence (GenAI) among 387 social sciences students within an English-Medium Instruction (EMI) context at a Turkish university. Employing a quantitative cross-sectional survey design, the research examined how students' GenAI-related characteristics (usage time, experience, self-perceived competence) and modes of GenAI integration (complementary, substitutive, or hybrid) correlated with their academic performance, which was measured through grade point average (GPA) and English language proficiency. Additionally, open-ended responses regarding tool usage were subjected to quantitative content analysis to identify prevalence trends. Key findings indicated that language proficiency positively correlated with EMI academic performance and negatively correlated with substitutive GenAI use, which suggested that students with lower proficiency may use GenAI to compensate for linguistic challenges. Conversely, complementary GenAI use was positively associated with academic performance, which highlighted its benefits. Frequency analysis revealed that students predominantly used ChatGPT for translation, proofreading, and idea generation, and frequently used other GenAI assisted tools like Grammarly and Duolingo. These results offer crucial insights into GenAI's integration within EMI learning, which inform the design of effective GenAI-supported pedagogical practices.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103973"},"PeriodicalIF":5.6,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher professional development in focus: Dealing with students’ chat-based contributions in online teaching 教师专业发展的焦点：处理学生在网络教学中的聊天贡献

IF 5.6 1区文学

System Pub Date : 2026-04-01 Epub Date: 2026-02-05 DOI: 10.1016/j.system.2026.103978

Semih Ekin , Fatma Badem

{"title":"Teacher professional development in focus: Dealing with students’ chat-based contributions in online teaching","authors":"Semih Ekin , Fatma Badem","doi":"10.1016/j.system.2026.103978","DOIUrl":"10.1016/j.system.2026.103978","url":null,"abstract":"<div><div>This study aims to document teacher professional development by integrating online post-observation feedback sessions (oPOFs) into online classroom interactional practices of an English as a foreign language (EFL) teacher within a cyclical teacher professional development (TPD) process. The study focuses on two main components: (i) online teaching sessions (OTS) of a teacher and (ii) online post-observation feedback sessions (oPOFs) conducted with peer teachers. Procedural unfolding of the cycle designed within a collaborative action research framework involved the focal teacher who was teaching English to tertiary level learners in a series of online teaching sessions. These sessions were interspersed with three oPOFs where two peer teachers provided feedback based on a conversation analytic examination of the recorded OTS. The screen-recorded data from each step of this TPD cycle was analyzed using the tools of multimodal conversation analysis. The findings demonstrated how the focal teacher enacted peer feedback in subsequent teachings: although he initially overlooked students’ chat-based contributions, he later asked elaboration questions and built new discussions upon those chat-based contributions, thereby leveraging the affordances of this cyclical TPD process. The study contributes to the growing body of research on longitudinal tracking of teaching and teacher development practices by documenting teacher learning in situ.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103978"},"PeriodicalIF":5.6,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Writing from Abroad: Linguistic complexity and L2 Arabic writing quality across genres 国外写作：跨体裁的语言复杂性和第二语言阿拉伯语写作质量

IF 5.6 1区文学

System Pub Date : 2026-04-01 Epub Date: 2026-01-28 DOI: 10.1016/j.system.2026.103996

Alaa Alzahrani , Adel Alfaifi

{"title":"Writing from Abroad: Linguistic complexity and L2 Arabic writing quality across genres","authors":"Alaa Alzahrani , Adel Alfaifi","doi":"10.1016/j.system.2026.103996","DOIUrl":"10.1016/j.system.2026.103996","url":null,"abstract":"<div><div>Research has established that linguistic complexity varies across essay genres. However, existing studies have often focused on the writing of Second Language (L2) English learners who study in their home countries, predominantly examining only lexical and/or syntactic complexity. Drawing on the dynamic usage-based perspective, the current study investigated the extent to which genre influences the relationship between three dimensions of linguistic complexity and the quality of essays produced by L2 learners of Modern Standard Arabic (MSA) studying abroad. We collected 301 argumentative and descriptive essays from a group of 44 L2 MSA learners over a two-month period and analyzed them in terms of lexical, syntactic, and phraseological complexity. Correlation analyses revealed a significant genre effect in the manifestation of linguistic complexity in L2 MSA writing, with lexical and syntactic measures exhibiting distinct genre-specific patterns. However, linear mixed-effects models identified a shared feature: phraseological diversity consistently predicted L2 essay quality ratings across both argumentative and descriptive genres. The results confirm that genre significantly influences linguistic complexity in L2 MSA writing, while also pointing to common linguistic features across genres. These results extend previous English-shaped findings to new linguistic and L2 learning contexts, advancing our understanding of linguistic complexity across broader L2 populations. We discuss the practical implications of our findings for L2 MSA writing instruction and make our corpus freely available to promote research on L2 MSA writing.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103996"},"PeriodicalIF":5.6,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

AI-assisted speaking affordances, flow experience, and willingness to communicate: A moderated mediation model 人工智能辅助说话能力、流体验和沟通意愿：一个有调节的中介模型

IF 5.6 1区文学

System Pub Date : 2026-04-01 Epub Date: 2026-01-29 DOI: 10.1016/j.system.2026.103986

Jin Tang

{"title":"AI-assisted speaking affordances, flow experience, and willingness to communicate: A moderated mediation model","authors":"Jin Tang","doi":"10.1016/j.system.2026.103986","DOIUrl":"10.1016/j.system.2026.103986","url":null,"abstract":"<div><div>Existing research has widely examined the effects of AI-assisted speaking training on language performance and learning outcomes; however, the experiential mechanisms through which AI-assisted speaking training affordances (AISTA) shape learners' communication-oriented behaviors remain underexplored. In particular, limited empirical evidence explains how such affordances are translated into learners’ willingness to communicate (WTC) via flow experience (FE). Drawing on ecological affordance theory and flow theory, the present study conceptualizes AISTA as a core construct and proposes a moderated mediation model in which AISTA influences WTC through FE, with learner agency (LA) capturing individual differences in AI-supported speaking contexts.</div><div>Survey data were collected from 247 Chinese EFL university students following a four-week AI-assisted speaking practice and analyzed using structural equation modeling (SEM) with latent main effects and interaction terms. Bias-corrected bootstrapping with 5000 resamples was employed to test mediation and moderation effects. The results showed that AISTA was positively associated with FE, and FE was positively associated with WTC. Flow experience emerged as a key mediator linking AISTA to WTC. Moreover, learner agency significantly moderated the experiential pathway, yielding a pattern of conditional partial mediation: the indirect effect of AISTA on WTC via FE was significant for learners with moderate to high levels of agency but not for those with low agency.</div><div>By elucidating the affordance–experience–behavior mechanism underlying AI-assisted speaking training, this study extends ecological affordance theory and flow theory to AI-supported second language learning contexts and highlights learner agency as a critical condition for translating technological affordances into communicative motivation.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103986"},"PeriodicalIF":5.6,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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