IF 4.9 1区文学

System Pub Date : 2025-06-03 DOI: 10.1016/j.system.2025.103733

Yusop Boonsuk

{"title":"“Oh, this person speaks English in this way; they ‘must be Thai’ or they ‘must be Chinese’”: Developing global Englishes awareness among Thai secondary ELT stakeholders","authors":"Yusop Boonsuk","doi":"10.1016/j.system.2025.103733","DOIUrl":"10.1016/j.system.2025.103733","url":null,"abstract":"<div><div>Although the field of Global Englishes (GE) has grown, research involving secondary school students, teachers, and administrators remains scarce. This underrepresentation has created critical gaps in English language teaching (ELT) reform and the development of inclusive pedagogies. Addressing these gaps, this qualitative study explores the impact of GE awareness on ELT in Thailand's Deep South, drawing on the perspectives of 18 students, 9 teachers, and 9 administrators from 9 secondary schools. Data from the six-week Global Englishes Awareness Development Workshop, focus group discussions, and semi-structured interviews were analyzed using qualitative content analysis, identifying five themes: embracing global varieties vs. native norms, expressing identity through localized English, shifting perceptions toward linguistic equality, building confidence through diversity, and addressing linguistic discrimination. Findings show participants re-evaluated native-speaker ideologies, prioritizing intelligibility and meaningful communication while recognizing the value of diverse English varieties. Teachers and administrators stressed integrating these varieties into curricula to prepare learners for global communication. Challenges persist, including the dominance of native norms, biased assessments, and societal prejudices. This study highlights Global Englishes' potential to foster inclusivity and intercultural competence, calling for reforms in teacher training, curricula, and assessments to reflect English's global realities.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103733"},"PeriodicalIF":4.9,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144194793","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

Investigating teacher questioning in Hong Kong secondary EMI classrooms: (Mis)alignment between beliefs and practices 调查香港中学EMI课堂的教师提问：（Mis）信念与实践的一致性

IF 4.9 1区文学

System Pub Date : 2025-06-02 DOI: 10.1016/j.system.2025.103731

Xuejun Ye , Özgehan Uştuk , Guangwei Hu

{"title":"Investigating teacher questioning in Hong Kong secondary EMI classrooms: (Mis)alignment between beliefs and practices","authors":"Xuejun Ye , Özgehan Uştuk , Guangwei Hu","doi":"10.1016/j.system.2025.103731","DOIUrl":"10.1016/j.system.2025.103731","url":null,"abstract":"<div><div>Teacher questioning plays a fundamental role in facilitating teaching and learning. In Hong Kong secondary English-medium instruction (EMI) classrooms, productive questioning is essential for promoting language and content learning. However, research on teacher-student interactions in such classrooms has seldom explored whether teachers' beliefs about questioning and actual practices align, leaving a critical gap in our understanding of how these beliefs and practices interact and how pedagogical questioning can be improved. This study employed a multi-layered analytical model to examine teacher questioning through classroom observations of 14 humanities teachers. Interviews were also conducted with the teachers to map out their beliefs about questioning and factors affecting belief-practice (mis)alignment. An examination of the classroom discourse showed a predominance of lower-order and authoritative teacher questions that typically elicited brief student responses. A thematic analysis of the interviews revealed both alignment and misalignment between the teachers’ questioning-related beliefs and practices. Drawing on Ecological Systems Theory and Communication Accommodation Theory, this study identified various individual and contextual factors that led the teachers to either accommodate or underaccommodate learner needs in their questioning practices. Based on the findings, targeted professional development initiatives are recommended to develop effective teacher questioning in secondary EMI classrooms.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103731"},"PeriodicalIF":4.9,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144242718","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

Negotiating gender ideologies and investing in teacher identities: The motivation and investment of EFL pre-service teachers 性别意识形态的协商与教师身份的投入：英语职前教师的动机与投入

IF 4.9 1区文学

System Pub Date : 2025-06-02 DOI: 10.1016/j.system.2025.103669

Yue Zhang , Ron Darvin

{"title":"Negotiating gender ideologies and investing in teacher identities: The motivation and investment of EFL pre-service teachers","authors":"Yue Zhang , Ron Darvin","doi":"10.1016/j.system.2025.103669","DOIUrl":"10.1016/j.system.2025.103669","url":null,"abstract":"<div><div>Second and foreign (L2) language teacher education research has examined the motivation of male and female pre-service teachers and their negotiation of a teacher identity, but little attention has been paid to how gender ideologies shape the way they invest in their gender and teacher identities within a teacher education program. Addressing this gap, this critical ethnography examines the investment of two pre-service teachers (one male, one female) over a 15-month period as they negotiated their gendered identities in a program that would certify them as English language teachers. Drawing on the notion of L2 investment that recognizes the interplay of identity, capital, and ideology, this study triangulates data collected from interviews, narratives, diaries, classroom observation, participant artifacts, and a research journal. Findings demonstrate how pre-service teachers may be highly motivated to learn and teach English, but patriarchal ideologies shaped their perceptions of their own legitimacy as EFL teachers in a teacher education program. The paper provides implications to all stakeholders involved in L2 teacher education and concludes with a call to take a gender responsive and responsible approach to pre-service teacher preparation and create gender inclusive spaces.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103669"},"PeriodicalIF":4.9,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190290","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

Adapting to Complexity: Teacher-Student interactions in synchronous online language classes through a dynamic systems lens 适应复杂性：动态系统视角下同步在线语言课堂的师生互动

IF 4.9 1区文学

System Pub Date : 2025-06-02 DOI: 10.1016/j.system.2025.103732

Huan Huang , Michael Li , Chujie Dai

{"title":"Adapting to Complexity: Teacher-Student interactions in synchronous online language classes through a dynamic systems lens","authors":"Huan Huang , Michael Li , Chujie Dai","doi":"10.1016/j.system.2025.103732","DOIUrl":"10.1016/j.system.2025.103732","url":null,"abstract":"<div><div>Teacher-student interaction is widely recognized as critical to the success of language learning. However, there remains a significant gap in understanding these interactions from a non-linear systems perspective, particularly in online learning environments. This study applies Complex Dynamic Systems Theory (CDST) to investigate the co-adaptive patterns of teacher-student exchanges in online Chinese language classes. By examining real-time interactions and their dynamic nature, we analyzed how interactional patterns evolved and shaped the learning process, using a visualized coding scheme to focus on variations within and between teachers. The study involved 23 adult students studying Chinese as a second language in a Chinese university, with data collected from 12 lessons across a semester. Our analysis identified predominant patterns, such as a frequent reliance on closed questions followed by short responses. While students adjusted their answers based on question complexity, teachers often did not, revealing a lack of adaptability in their questioning techniques. The study calls for further exploration and improved training in adaptive questioning strategies, as this remains a challenge across both online and offline settings. These findings highlight the need for flexible and responsive teaching to meet the increasing demands of dynamic online learning environments.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103732"},"PeriodicalIF":4.9,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144212062","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

Technology-mediated online EMI professional development: Developing faculty self-efficacy and teaching practice through the community of inquiry framework 以技术为媒介的在线EMI专业发展：透过社区探究框架发展教师自我效能感与教学实践

IF 4.9 1区文学

System Pub Date : 2025-05-30 DOI: 10.1016/j.system.2025.103727

Lu-Chun Lin , Wenli Tsou

{"title":"Technology-mediated online EMI professional development: Developing faculty self-efficacy and teaching practice through the community of inquiry framework","authors":"Lu-Chun Lin , Wenli Tsou","doi":"10.1016/j.system.2025.103727","DOIUrl":"10.1016/j.system.2025.103727","url":null,"abstract":"<div><div>The growing adoption of English as a Medium of Instruction (EMI) presents significant challenges for faculty in non-native English-speaking contexts. This study investigates how faculty self-efficacy and teaching practices developed within a 36-h technology-mediated professional development program framed by the Community of Inquiry (CoI) framework. The program systematically integrated technologies across CoI dimensions: AI applications enhanced teaching presence through improved pedagogical design and instructional language use, while ICT platforms strengthened social presence via participant engagement and collaboration, together supporting cognitive presence through participants' reflection processes. Using mixed methods, including surveys, microteaching analyses, and reflective accounts, data were collected from 297 faculty members across four disciplines participating in Taiwan's nationwide EMI initiative. Pre- and post-program comparisons indicated notable gains in faculty self-efficacy, with over 80 % reporting increased EMI competence. Specifically, technology integration emerged as a key mediator of self-efficacy development, with qualitative analyses of participants' microteaching and reflections further reveal distinct patterns of technology use, highlighting an increased awareness and strategic use of various tools. AI tools were primarily used to support EMI content preparation and language enhancement, while ICT tools facilitated student engagement and interaction, demonstrating a shift toward student-centered teaching approaches. This study provides insights into how technology functions as both catalyst and scaffold in EMI self-efficacy development, offering evidence-based considerations for institutions seeking to design effective technology-mediated professional development programs.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103727"},"PeriodicalIF":4.9,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144178612","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 ‘lip service’ to ‘more language support needed’: Perspectives from academic leaders of English in global English-medium higher education contexts 从“口头支持”到“需要更多语言支持”：全球英语高等教育背景下英语学术领袖的观点

IF 4.9 1区文学

System Pub Date : 2025-05-30 DOI: 10.1016/j.system.2025.103729

Kay Gallagher , Sarah Hopkyns

{"title":"From ‘lip service’ to ‘more language support needed’: Perspectives from academic leaders of English in global English-medium higher education contexts","authors":"Kay Gallagher , Sarah Hopkyns","doi":"10.1016/j.system.2025.103729","DOIUrl":"10.1016/j.system.2025.103729","url":null,"abstract":"<div><div>Universities in diverse international contexts are increasingly switching to English-medium Education (EME). However, for some students in non-anglophone countries for whom English is not their dominant language, acquiring and demonstrating subject knowledge through English presents learning challenges. Although research on EME has grown dramatically over the past decade, along with growth of EME itself, the voices of students and teachers have dominated with other stakeholders' perspectives being left unheard. This article addresses calls for the perspectives of academic leaders of English language education to be investigated, such as deans, department chairs, and programme coordinators, due to their ‘bird's eye view’ of the EME phenomenon and their key funds of knowledge which go beyond those generally afforded by learners and teachers. EME academic leaders of English language education (N = 46) from 28 countries in Asia, Europe, and the Middle East were surveyed regarding the growth of EME in their contexts and the adequacy of institutional learning support offered for students. Findings suggest that neoliberal influences continue to spur the growth of EME in higher education internationally due to the link between English and student employability and internationalization. While there are multiple possible forms of student language support, more discipline-specific English language development and support can and should be provided for students.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103729"},"PeriodicalIF":4.9,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144270522","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

The effects of comics as multimodal input on L2 vocabulary development: A classroom-based partnership study 漫画作为多模态输入对二语词汇发展的影响：基于课堂的伙伴关系研究

IF 4.9 1区文学

System Pub Date : 2025-05-29 DOI: 10.1016/j.system.2025.103722

Yvette Rizcallah , Özgür Parlak

{"title":"The effects of comics as multimodal input on L2 vocabulary development: A classroom-based partnership study","authors":"Yvette Rizcallah , Özgür Parlak","doi":"10.1016/j.system.2025.103722","DOIUrl":"10.1016/j.system.2025.103722","url":null,"abstract":"<div><div>This collaborative partnership study conducted by a language teacher and a language researcher explored the effects of comics, a form of multimodal input, on receptive and productive development of L2 vocabulary in a classroom setting. Following a pretest-posttest-delayed posttest design, 97 learners of English studying at a high school in the United Arab Emirates were assigned to comics, playscript, and control groups through cluster randomization. The intervention consisted of task-based instruction. The comics group carried out the tasks using comics and the playscript group using the scripted version of the comics. The control group attended regular English classes and did not complete the tasks designed for the study. Participants’ receptive vocabulary knowledge was measured using form recognition tests, and their productive vocabulary knowledge was measured using meaning recall tests. The results from the linear mixed-effects analyses showed that both the comics and the playscript groups had significant gains on the posttest and delayed posttest, whereas the control group did not show any gains. Within this pattern, the comics condition afforded a modest advantage in helping participants maintain receptive vocabulary gains over time and achieve short-term improvements in productive vocabulary. These results suggest that the advantages of multimodal input over unimodal input may be mediated by task-based instruction. Beyond these findings, this paper serves as an account of a mutually beneficial teacher-researcher partnership and highlights the importance of such collaborative research in English language teaching.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103722"},"PeriodicalIF":4.9,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166961","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

The interplay between planning conditions, direct focused feedback, and individual differences in EFL learners’ second language development 计划条件、直接集中反馈与英语学习者第二语言发展的个体差异之间的相互作用

IF 4.9 1区文学

System Pub Date : 2025-05-26 DOI: 10.1016/j.system.2025.103728

Hyejin An , Shaofeng Li

{"title":"The interplay between planning conditions, direct focused feedback, and individual differences in EFL learners’ second language development","authors":"Hyejin An , Shaofeng Li","doi":"10.1016/j.system.2025.103728","DOIUrl":"10.1016/j.system.2025.103728","url":null,"abstract":"<div><div>This study examines whether different planning conditions after the provision of written corrective feedback have differential effects on the development of second language writing accuracy. It also explores whether learners’ cognitive and affective individual difference factors—executive working memory (EWM), phonological short-term memory (PSTM), and L2 writing anxiety—have differential associations with the effectiveness of planning types. Fifty-eight high school EFL learners in South Korea participated in the study. They were randomly assigned to three groups, namely pre-task planning (<em>n</em> = 18), within-task planning (<em>n</em> = 21), and no planning (<em>n</em> = 19). All participants completed a narrative writing task and received direct correction on their errors in using English articles and past tense forms. Treatment effects were measured by calculating the percentage of the correct use of the target linguistic items in the pretest, immediate posttest, and delayed posttest. EWM was measured by using an operation span test, PSTM was assessed by a digit-span test, and L2 writing anxiety was gauged through the Second Language Writing Apprehension Inventory. The results revealed no differences between treatment types for the learning of English articles; however, for the past tense, pre-task planning had an advantage over other planning conditions in enhancing the effects of corrective feedback. Regarding individual difference factors, EWM was the only significant predictor in all learning conditions for article use. For the past tense, EWM was more strongly correlated with the effects of corrective feedback in within-task planning than other planning types; PSTM was significantly associated with all treatment conditions; L2 writing anxiety played a positive role in pre-task planning but a negative role in within-task planning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103728"},"PeriodicalIF":4.9,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144184876","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

The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks 语言焦虑与英语学习者在三个交际任务中的口音、可理解性和语速的关系

IF 4.9 1区文学

System Pub Date : 2025-05-24 DOI: 10.1016/j.system.2025.103721

W. Cole Thorpe, Wendy Baker-Smemoe, K. James Hartshorn, Benjamin L. McMurry, Matthew Wilcox

{"title":"The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks","authors":"W. Cole Thorpe, Wendy Baker-Smemoe, K. James Hartshorn, Benjamin L. McMurry, Matthew Wilcox","doi":"10.1016/j.system.2025.103721","DOIUrl":"10.1016/j.system.2025.103721","url":null,"abstract":"<div><div>Past research has demonstrated a mostly negative relationship between language anxiety (LA) and second language (L2) performance (see Horwitz, 2017). Few studies have examined anxiety's relationship with L2 pronunciation specifically. Most of these have examined foreign language, not L2, learners (e.g., Baran-Łucarz, 2014). More research is needed to determine whether anxiety differs across communication tasks and types of learners. Thus, the goal of this study was to examine how LA is associated with L2 learner pronunciation features during different communication tasks. Thirty-seven intermediate-high English learners at an intensive English institute participated in three tasks: a formal academic oral exam, a paired classroom activity, and a formal interview with an unfamiliar native speaker. They also completed the Foreign Language Classroom Anxiety Scale (FLCAS) and measured their state anxiety before each task. Three measures were examined: speech rate, accentedness, and comprehensibility. Repeated measures ANOVA revealed that state anxiety levels differed significantly across tasks, <em>F</em> (2,72) = 7.18, <em>p</em> = .001, <em>η</em><sup>2</sup><sub>p</sub> = .166, with greater anxiety for high-stakes testing compared to speaking with a native speaker or participating in the paired classroom activity. Similarly, speech rate differed across communication tasks as well, <em>F</em> (2, 72) = 3.46, <em>p</em> = .037, η<sup>2</sup>p = .088, with the highest rate for the native speaker interview. Moreover, state anxiety was significantly correlated with accentedness in high stakes testing, and speech rate was correlated with FLCAS scores during pair classwork. Results suggest that the effects of anxiety may depend on the communication task and types of L2 learner.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103721"},"PeriodicalIF":4.9,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124439","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

Digital reading aloud protocols and its effects on EFL fluency 数字朗读协议及其对英语流利性的影响

IF 4.9 1区文学

System Pub Date : 2025-05-22 DOI: 10.1016/j.system.2025.103712

Rodrigo A. Rodríguez-Fuentes, Erica Ferrer Ariza, Jorge Linero

{"title":"Digital reading aloud protocols and its effects on EFL fluency","authors":"Rodrigo A. Rodríguez-Fuentes, Erica Ferrer Ariza, Jorge Linero","doi":"10.1016/j.system.2025.103712","DOIUrl":"10.1016/j.system.2025.103712","url":null,"abstract":"<div><div>Language learning technologies for reading skills provide focused, structured, independent practice with integrated feedback and assessment, potentially reducing time and effort for both students and instructors compared to integrating similar in-class activities. Many platforms are designed for L1 English-speaking K-12 students but are less tailored for adult L2 learners in ESL/EFL contexts. While effective in L1 settings, their impact on L2 learners remains underexplored. This study addresses this gap by examining the use of the instructional reading platform <em>Read Naturally</em> within an EFL framework. Using a quantitative ex-post-facto design, we assess the program's effects on two key aspects of reading fluency: (1) oral reading rate and accuracy, measured through words correct per minute, (wcpm) and (2) prosody, assessed through instructors' ratings of expression on a 1–4 scale. Fluency improvements were analyzed using digital read-aloud protocols (DRAPs) with 88 adult EFL learners across three proficiency levels: beginner (n = 21), intermediate (n = 42), and upper-intermediate (n = 25). Results showed significant improvements in wcpm for beginner and upper-intermediate students, but no gains for the intermediate group. However, consistent improvement in expression scores was observed at all proficiency levels.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103712"},"PeriodicalIF":4.9,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107706","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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