{"id":464,"date":"2015-12-25T11:16:03","date_gmt":"2015-12-25T03:16:03","guid":{"rendered":"http:\/\/www.atcsl.org\/blog\/?p=464"},"modified":"2018-05-25T11:22:19","modified_gmt":"2018-05-25T03:22:19","slug":"%e3%80%8a%e8%87%ba%e7%81%a3%e8%8f%af%e8%aa%9e%e6%95%99%e5%ad%b8%e7%a0%94%e7%a9%b6%e3%80%8b%e7%b8%bd%e7%ac%ac%e5%8d%81%e4%b8%80%e6%9c%9f%ef%bc%882015-12%ef%bc%89","status":"publish","type":"post","link":"http:\/\/www.atcsl.org\/blog\/%e3%80%8a%e8%87%ba%e7%81%a3%e8%8f%af%e8%aa%9e%e6%95%99%e5%ad%b8%e7%a0%94%e7%a9%b6%e3%80%8b%e7%b8%bd%e7%ac%ac%e5%8d%81%e4%b8%80%e6%9c%9f%ef%bc%882015-12%ef%bc%89\/","title":{"rendered":"\u300a\u81fa\u7063\u83ef\u8a9e\u6559\u5b78\u7814\u7a76\u300b\u7e3d\u7b2c\u5341\u4e00\u671f\uff082015.12\uff09"},"content":{"rendered":"<h5 style=\"text-align: center;\"><strong>\u76ee\u9304<\/strong><\/h5>\n<h5 style=\"text-align: center;\"><strong>Table of Contents<\/strong><\/h5>\n<ol>\n<li>\u6f22\u8a9e\u300c\u5728\u300d\u8655\u6240\u7247\u8a9e\u8a5e\u5e8f\u5728\u65e5\u6587\u8207\u97d3\u6587\u7684\u5c0d\u61c9\u00a0 \u6234\u6d69\u4e00<br \/>\nPre-verbal and Post-verbal Chinese Locative zai Phrases with Reference to Their Correspondences in Japanese and Korean by\u00a0James H.-Y. Tai<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u6f22\u8a9e\u300c\u5728\u300d\u8655\u6240\u7247\u8a9e\u7f6e\u65bc\u52d5\u8a5e\u4e4b\u524d\u6216\u4e4b\u5f8c\u7684\u898f\u5247\u5efa\u7acb\u5728\u4e00\u500b\u6709\u8a8d\u77e5\u57fa\u790e\u7684\u8a9e\u610f\u5340\u5206\u3002\u5728\u52d5\u8a5e\u4e4b\u524d\u7684\u8a9e\u610f\u662f\u6307\u6d89\u4e8b\u4ef6\u767c\u751f\u7684\u5730\u9ede\uff1b\u5728\u52d5\u8a5e\u4e4b\u5f8c\u7684\u8a9e\u610f\u4e0a\u662f\u6307\u6d89\u4eba\u6216\u7269\u7684\u5730\u9ede\uff0c\u7279\u5225\u662f\u52d5\u4f5c\u7d50\u679c\u7684\u5730\u9ede\u3002\u9019\u500b\u5340\u5225\u4e5f\u5448\u73fe\u5728\u65e5\u6587\u683c\u52a9\u8a5e\u3067\uff08DE\uff09\u8207\u306b\uff08NI\uff09\u7684\u5c0d\u7167\u4ee5\u53ca\u97d3\u6587\uc5d0\uc11c\uff08es\u039b\uff09\u8207\uc5d0\uff08e\uff09\u7684\u5c0d\u7167\u3002\u9019\u7a2e\u7c21\u660e\u7684\u5340\u5206\u6709\u52a9\u65bc\u65e5\u672c\u3001\u97d3\u570b\u5b78\u751f\uff0c\u4ee5\u53ca\u5176\u4ed6\u570b\u5bb6\u5b78\u7fd2\u8005\u5c0d\u6f22\u8a9e\u300c\u5728\u300d\u8655\u6240\u7247\u8a9e\u8a5e\u5e8f\u7684\u5b78\u7fd2\u3002<\/li>\n<\/ul>\n<p>The placement of Chinese zai locative phrases before or after the main verb is based on a cognition-based semantic distinction between the location of an event and the location of an entity, especially as a result of the action. This distinction is also exhibited as de\/ni distinction in Japanese, and as es\u039b\/e in Korean. The distinction is therefore useful in teaching the word order of Chinese zai locative phrases to Japanese students, Korean students, and students from other countries.<\/p>\n<ol start=\"2\">\n<li>\u73fe\u4ee3\u6f22\u8a9e\u60c5\u614b\u526f\u8a5e\u7684\u8a9e\u7528\u5206\u6790\u2500\u2500\u4ee5\u8a9e\u6599\u5eab\u4e2d\u7684\u300c\u5176\u5be6\u300d\u4e00\u8a5e\u8ad6\u8ff0\u00a0 \u5f35\u8389\u840d<br \/>\nThe Usages of Epistemic Adverbs Based on Corpora: Exemplified by\u00a0Li-Ping Chang<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u73fe\u4ee3\u6f22\u8a9e\u60c5\u614b\u526f\u8a5e\u300c\u5176\u5be6\u300d\u5728\u5c0d\u5916\u6f22\u8a9e\u6559\u6750\u4e2d\u7684\u8a9e\u7fa9\u8aaa\u660e\u901a\u5e38\u662f\u4ee5\u82f1\u8a9e\u201cactually, in fact, as a matter of fact\u201d\u8868\u793a\uff0c\u4e00\u822c\u628a\u5b83\u7576\u8a5e\u689d\u8655\u7406\uff0c\u4e0d\u591a\u505a\u8aaa\u660e\u6216\u7df4\u7fd2\u3002\u7136\u800c\u53ea\u9760\u7ffb\u8b6f\uff0c\u5c0d\u5176\u4ed6\u8207\u4e4b\u610f\u7fa9\u76f8\u8fd1\u7684\u526f\u8a5e\uff0c\u5982\u300c\u4e8b\u5be6\u4e0a\u3001\u5be6\u5728\u3001\u771f\u7684\u300d\u7684\u4f7f\u7528\uff0c\u5b78\u7fd2\u8005\u5f88\u5bb9\u6613\u7522\u751f\u6df7\u7528\u3002\u672c\u7814\u7a76\u5148\u900f\u904e\u66f8\u9762\u8a9e\u3001\u53e3\u8a9e\u8a9e\u6599\u5eab\u6aa2\u8996\u300c\u5176\u5be6\u300d\u5728\u771f\u5be6\u8a9e\u6599\u4e2d\u7684\u7528\u6cd5\uff0c\u85c9\u8457\u8a5e\u548c\u8a5e\u4e4b\u9593\u6a6b\u5411\u95dc\u4fc2\u8207\u4e0a\u4e0b\u6587\u4e4b\u9593\u7684\u7e31\u5411\u95dc\u4fc2\uff0c\u63d0\u51fa\u300c\u5176\u5be6\u300d\u7684\u8a9e\u7fa9\u8207\u8a9e\u7528\u5206\u6790\uff0c\u4e26\u4ee5\u540c\u6a23\u65b9\u6cd5\u5206\u6790\u5e7e\u500b\u76f8\u8fd1\u8a9e\u7fa9\u526f\u8a5e\u7684\u7570\u540c\u3002\u672c\u7814\u7a76\u5efa\u8b70\u5728\u6559\u6750\u4e2d\u5c0d\u9019\u985e\u526f\u8a5e\u9664\u4e86\u7ffb\u8b6f\u5176\u8a9e\u7fa9\u5916\uff0c\u4e5f\u8981\u6709\u6e05\u695a\u7684\u8a9e\u7528\u6307\u5f15\uff0c\u4ee5\u63d0\u9ad8\u5b78\u7fd2\u8005\u5c0d\u6b64\u985e\u526f\u8a5e\u7684\u5b78\u7fd2\u610f\u8b58\u9032\u800c\u907f\u514d\u504f\u8aa4\u3002<\/li>\n<\/ul>\n<p>The epistemic adverbs like qishi \u2018in fact\u2019 in L2 Chinese textbooks are traditionally only listed as lexical items and translated as \u2018actually, in fact, as a matter of fact\u2019. However, they often caused learners\u2019 confusion in usage of the near synonyms such as shishishang, shizai, and zhende. This study utilizes the syntagmatic and paradigmatic relations of the epistemic adverbs through oral as well as written corpora to analyze the semantic and pragmatic functions. It shows that there are two meanings for qishi. One use of it is to point out the fact. The other is to express something contrary to what is expected. In order to raise learners\u2019 consciousness and to avoid errors, this study suggests in addition to the translation of lexical items, the pragmatic function of epistemic adverbs be listed in the textbook and practiced in instruction.<\/p>\n<ol start=\"3\">\n<li>\u5169\u5cb8\u5b78\u8005\u5171\u540c\u958b\u767c\u6210\u8a9e\u8207\u5178\u6545\u77e5\u8b58\u5eab\u7684\u8a18\u61b6\u00a0\u00a0\u4fde\u58eb\u6c76\u3001\u6731\u5b78\u92d2<br \/>\nBuilding the Idiom and Allusion Knowledge Base&#8211;Memories of the Joint Efforts by Scholars on Both Sides of the Taiwan Strait by\u00a0Shi-Wen Yuand Xue-Feng Zhu<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u672c\u6587\u4ecb\u7d39\u81fa\u7063\u5b78\u8005\u7f85\u9cf3\u73e0\u6559\u6388\u4e3b\u6301\u7684\u570b\u969b\u5408\u4f5c\u7814\u7a76\u8a08\u756b\u300c\u6b77\u4ee3\u8a9e\u8a00\u77e5\u8b58\u5eab\u5efa\u7f6e\u300d\u7684\u6982\u8c8c\u3002\u4e3b\u6301\u9019\u500b\u8a08\u756b\uff0c\u7f85\u8001\u5e2b\u6f14\u594f\u4e86\u83ef\u5f69\u751f\u547d\u7684\u6700\u5f8c\u6a02\u7ae0\u3002\u300c\u6f22\u8a9e\u6210\u8a9e\u8207\u5178\u6545\u77e5\u8b58\u5eab\u300d\u662f\u8a72\u8a08\u756b\u53d6\u5f97\u7684\u6210\u679c\u4e4b\u4e00\uff0c\u5176\u7814\u88fd\u57fa\u790e\u662f\u5317\u4eac\u5927\u5b78\u8a08\u7b97\u8a9e\u8a00\u6240\u7814\u88fd\u7684\u300c\u6f22\u8a9e\u6210\u8a9e\u77e5\u8b58\u5eab\u300d\u548c\u7f85\u8001\u5e2b\u5efa\u7f6e\u7684\u300c\u8a69\u8a5e\u66f2\u5178\u6545\u8cc7\u6599\u5eab\u300d\u3002\u672c\u6587\u4ecb\u7d39\u9023\u63a5\u9019\u5169\u500b\u77e5\u8b58\u5eab\u4ee5\u5efa\u7f6e\u300c\u6f22\u8a9e\u6210\u8a9e\u8207\u5178\u6545\u77e5\u8b58\u5eab\u300d\u7684\u6280\u8853\u8def\u7dda\u3001\u5167\u5bb9\u4ee5\u53ca\u61c9\u7528\u65bc\u6210\u8a9e\u6559\u5b78\u7684\u5c55\u793a\u5e73\u81fa\uff08http:\/\/cls.hs.yzu.edu.tw\/DLKB\/Idiom_Index.aspx\uff09\u3002\u6211\u5011\u8207\u7f85\u8001\u5e2b\u5728\u8a08\u7b97\u8a9e\u8a00\u5b78\u8207\u4e2d\u570b\u53e4\u5178\u6587\u5b78\u4ea4\u53c9\u9818\u57df\u7684\u5408\u4f5c\u5df2\u6b77\u664220\u9918\u5e74\u3002\u5728\u5408\u4f5c\u4e2d\uff0c\u6211\u5011\u6df1\u5207\u5730\u611f\u53d7\u5230\u7f85\u8001\u5e2b\u7684\u535a\u5b78\u3001\u52e4\u596e\u3001\u56b4\u8b39\u3001\u5584\u826f\u3001\u958b\u6717\u3001\u5805\u6bc5\uff0c\u7f85\u8001\u5e2b\u7684\u7cbe\u795e\u53ca\u5176\u7559\u4e0b\u7684\u8c50\u78a9\u7814\u7a76\u6210\u679c\u6c38\u9060\u6d3b\u5728\u6211\u5011\u7684\u5fc3\u4e2d\u3002<\/li>\n<\/ul>\n<p>This paper introduces the outline of an international research project \u2013 Building a Diachronic Language Knowledge-Base, which was directed by Prof. Fengju Lo of Yuan Ze University in Taiwan and was also the swan song of Prof. Lo\u2019s colorful life. The Chinese Idiom- Allusion Knowledge Base is one of the achievements of this project. It is based on the Chinese Idiom Knowledge Base developed by the Institute of Computational Linguistics at Peking University and the Allusions Knowledge Base by Prof. Lo. In this paper, we introduce the technical guidelines on connecting the above two knowledge bases to build the Chinese Idiom-Allusion Knowledge Base, its content and its application to idiom teaching on a platform (http:\/\/cls.hs.yzu.edu.tw\/DLKB\/Idiom_Index.aspx). For more than twenty years, we have been working with Prof. Lo in an interdisciplinary field of computational linguistics and Chinese classical literature. Being our longtime and close collaborator, Prof. Lo impressed us deeply with her erudition, diligence, rigorousness, kindness, cheerfulness and perseverance, which, together with her fruitful research achievements, will stay with us forever and ever.<\/p>\n<ol start=\"4\">\n<li>\u6559\u5b78\u70ba\u5c0e\u5411\u7684\u6f22\u8a9e\u591a\u7fa9\u52d5\u8a5e\u8fa8\u6790\u2500\u2500\u4ee5\u300c\u958b\u300d\u70ba\u4f8b\u00a0\u00a0\u6b50\u5fb7\u82ac<br \/>\nAn Instruction-oriented Analysis of Chinese Polysemous Verbs&#8211;A Case Study of kai by\u00a0Te-Fen Ou<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u6f22\u8a9e\u52d5\u8a5e\u5b58\u5728\u8a31\u591a\u591a\u7fa9\u8a5e\u3002\u5c31\u6559\u5b78\u7684\u89d2\u5ea6\u800c\u8a00\uff0c\u6f22\u8a9e\u4e2d\u517c\u5177\u9ad8\u8a5e\u983b\u8207\u591a\u7fa9\u9805\u7684\u52d5\u8a5e\u5be6\u70ba\u83ef\u8a9e\u6559\u5b78\u7684\u91cd\u9ede\u3002\u7531\u65bc\u6f22\u8a9e\u591a\u7fa9\u8a5e\u7fa9\u9805\u78ba\u8a8d\u4e0d\u6613\uff0c\u800c\u4e14\u4e0d\u540c\u8a5e\u985e\u6709\u4e0d\u540c\u7684\u53e5\u6cd5\u7279\u5fb5\uff0c\u5176\u591a\u7fa9\u8a5e\u7fa9\u9805\u5340\u8fa8\u7684\u65b9\u5f0f\u6216\u4e0d\u76f8\u540c\u3002\u672c\u6587\u57fa\u65bc\u83ef\u8a9e\u8a5e\u5f59\u8a9e\u7fa9\u6559\u5b78\u7684\u76ee\u7684\uff0c\u8fa8\u6790\u9ad8\u8a5e\u983b\u517c\u591a\u7fa9\u9805\u52d5\u8a5e\u7684\u7368\u7acb\u7fa9\u9805\u4e26\u63d0\u51fa\u6559\u5b78\u5efa\u8b70\uff0c\u56e0\u800c\u4ee5\u539f\u5247\u6027\u591a\u7fa9\u7406\u8ad6\uff08Principled Polysemy\uff09\u7d50\u5408\u6b21\u7fa9\u9805\u7406\u8ad6\uff08Sub-sense Units\uff09\u70ba\u591a\u7fa9\u52d5\u8a5e\u7fa9\u9805\u5206\u6790\u5e73\u81fa\uff0c\u4ea6\u5373\u7d50\u5408\u52d5\u8a5e\u8a9e\u7fa9\u548c\u53e5\u6cd5\u6216\u642d\u914d\u5171\u73fe\u7b49\u7279\u5fb5\uff0c\u4f86\u5b9a\u7fa9\u591a\u7fa9\u52d5\u8a5e\u7684\u7368\u7acb\u7fa9\u9805\uff0c\u4ee5\u671f\u65bc\u6559\u5b78\u73fe\u5834\u5f97\u4ee5\u61c9\u7528\u3002\u672c\u7814\u7a76\u5f9e\u8a5e\u983b\u7d71\u8a08\u3001\u8fad\u5178\u8a9e\u7fa9\u8207\u83ef\u8a9e\u6559\u6750\u7b49\u4e09\u500b\u9762\u5411\u9032\u884c\u9ad8\u8a5e\u983b\u517c\u9ad8\u7fa9\u9805\u52d5\u8a5e\u7684\u7be9\u9078\uff0c\u540c\u6642\u4ee5\u7b26\u5408\u7be9\u9078\u6a5f\u5236\u7684\u52d5\u8a5e\u300c\u958b\u300d\uff0c\u9032\u884c\u591a\u7fa9\u52d5\u8a5e\u7368\u7acb\u7fa9\u9805\u5206\u6790\uff0c\u6700\u5f8c\u61c9\u7528\u6559\u5b78\u8a9e\u6cd5\u7406\u8ad6\u8a2d\u8a08\u968e\u6bb5\u6027\u7684\u6559\u5b78\u6b65\u9a5f\uff0c\u63d0\u51fa\u591a\u7fa9\u8a5e\u4e0d\u540c\u7fa9\u9805\u7684\u6559\u5b78\u9806\u5e8f\uff0c\u4f9b\u83ef\u8a9e\u6559\u6750\u7de8\u5beb\u53ca\u8ab2\u5802\u6559\u5b78\u53c3\u8003\u3002<\/li>\n<\/ul>\n<p>Many Chinese verbs are polysemy. From the perspective of pedagogy, high-frequency and polysemous verbs should be the focus of Chinese instruction. However, the identification of the senses of Chinese polysemy is extremely complicated, since the methods of distinguishing the senses of each polysemy are not necessarily the same. This paper, for the purpose of teaching the meaning of Chinese vocabulary, intends to differentiate between the individual senses and pedagogical application of high-frequency and polysemous verbs with an analysis platform constructed by Principled Polysemy (Evans 2005) and Sub-sense Units (Croft and Cruse 2004). For the application of curricula, the study combines features, such as verb senses, syntax or collocations, to define the individual senses of polysemous verbs. Furthermore, this paper attempts to screen out high-frequency verbs and polysemous verbs with frequency statistics, dictionary meanings and Chinese teaching materials. In addition, the study analyzes the individual senses of polysemous verbs with the verb kai that satisfies the screening mechanism. Finally, the author applies the theories of pedagogical grammar of Chinese and proposes the orders and procedures to teach a variety of senses of polysemous verb kai for Chinese teaching materials and curriculum pedagogy.<\/p>\n<ol start=\"5\">\n<li>Linking Motivation in Learning Chinese with National Standards for Foreign Language Learning by\u00a0Heng-Hua Su<br \/>\n\u83ef\u8a9e\u5b78\u7fd2\u52d5\u56e0\u8207\u5916\u8a9e\u6559\u5b78\u6a19\u6e96\u4e4b\u95dc\u806f\u63a2\u8a0e \u8607\u73e9\u9a4a<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u672c\u6587\u65e8\u5728\u63a2\u7d22\u83ef\u8a9e\u5b78\u7fd2\u8005\u9078\u4fee\u83ef\u8a9e\u70ba\u7b2c\u4e8c\u5916\u8a9e\u7684\u52d5\u56e0\u69cb\u6210\u3002\u7814\u7a76\u5c0d\u8c61\u70ba\u7f8e\u570b\u4e2d\u897f\u90e8\u67d0\u5927\u578b\u516c\u7acb\u5927\u5b78\u83ef\u8a9e\u9805\u76ee\u4e0d\u540c\u5e74\u7d1a\u7684\u5b78\u751f\u3002\u7d50\u5408\u524d\u4eba\u7684\u7814\u7a76\uff0c\u672c\u6587\u4f5c\u8005\u8a2d\u8a08\u4e86\u8abf\u67e5\u554f\u5377\u4e26\u5275\u5efa\u4e86\u9996\u500b\u8abf\u67e5\u83ef\u8a9e\u5b78\u7fd2\u52d5\u56e0\u69cb\u6210\u7684\u7d9c\u5408\u6a21\u578b\uff0c\u5c0d\u4e0d\u540c\u5e74\u7d1a\u7684\u5b78\u7fd2\u8005\u9032\u884c\u4e86\u6bd4\u8f03\uff0c\u4e26\u63a2\u8a0e\u4e86\u5b78\u7fd2\u8005\u7684\u5b78\u7fd2\u52d5\u56e0\u8207\u7f8e\u570b\u5916\u8a9e\u6559\u5e2b\u5354\u6703\u6240\u63d0\u51fa\u7684\u5916\u8a9e\u5b78\u7fd2\u6a19\u6e96\u4e4b\u9593\u7684\u9023\u7d50\u3002\u57fa\u65bc\u7814\u7a76\u6240\u5f97\uff0c\u4f5c\u8005\u5728\u6587\u672b\u5c0d\u83ef\u8a9e\u6559\u5e2b\u63d0\u51fa\u4e86\u6709\u91dd\u5c0d\u6027\u5730\u6539\u9032\u8ab2\u7a0b\u8a2d\u7f6e\u548c\u8abf\u6574\u6559\u5b78\u65b9\u6cd5\u7684\u5efa\u8b70\u3002<\/li>\n<\/ul>\n<p>This study presents preliminary findings on various constructs of motivation in students studying Chinese at various levels in a large scale Chinese program at a Midwest university in the United States. An innovative combinational model consisting of key factors in the motivation construct is proposed to facilitate determining whether the goals put forth in the National Standards align with the motivation constructs that students have for the language learning. Similarities and differences across levels were also examined. Based on the results found, suggestions are made to assist Chinese program directors and instructors to develop their curriculum and implement effective pedagogical methods.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u76ee\u9304 Table of Contents \u6f22\u8a9e\u300c\u5728\u300d\u8655\u6240\u7247\u8a9e\u8a5e\u5e8f\u5728\u65e5\u6587\u8207\u97d3\u6587\u7684\u5c0d\u61c9\u00a0 \u6234\u6d69\u4e00 Pre-verb [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[25],"tags":[],"class_list":["post-464","post","type-post","status-publish","format-standard","hentry","category-tjcsl"],"_links":{"self":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts\/464","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/comments?post=464"}],"version-history":[{"count":1,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts\/464\/revisions"}],"predecessor-version":[{"id":465,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts\/464\/revisions\/465"}],"wp:attachment":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/media?parent=464"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/categories?post=464"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/tags?post=464"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}