I
nd
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s
ia
n J
o
urna
l o
f
E
lect
rica
l En
g
ineering
a
nd
Co
m
p
u
t
er
Science
Vo
l.
1
2
,
No
.
1
,
Octo
b
er
201
8
,
p
p
.
2
7
5
~
28
1
I
SS
N:
2502
-
4752
,
DOI
: 1
0
.
1
1
5
9
1
/
i
j
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cs
.
v
1
2
.i
1
.
p
p
275
-
28
1
275
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A Review
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In
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m
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v
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©
2
0
1
8
In
stit
u
te o
f
A
d
v
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n
c
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d
E
n
g
i
n
e
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rin
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d
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e
.
Al
l
rig
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.
C
o
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r
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s
p
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A
uth
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r
:
Z
u
r
ain
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Mo
h
d
T
ah
ir
Facu
lt
y
o
f
C
o
m
p
u
ter
&
Ma
t
h
e
m
atica
l Sc
ien
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s
,
Un
i
v
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s
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n
o
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A
R
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(
UiT
M)
,
Sh
a
h
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la
m
,
Selan
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Ma
la
y
s
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a
.
E
m
ail:
z
u
r
a
m
t
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
L
a
n
g
u
a
g
e
ca
n
b
e
co
n
s
id
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ed
as a
d
eliv
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y
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et
h
o
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ex
p
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ess
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g
e
m
o
tio
n
s
i
n
th
e
f
o
r
m
o
f
v
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ice
a
n
d
s
ig
n
s
.
T
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ar
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m
a
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y
lan
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u
a
g
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s
p
o
k
en
i
n
t
h
is
w
o
r
ld
.
T
h
e
f
ir
s
t
la
n
g
u
a
g
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lear
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ed
is
k
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as
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a
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at
w
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s
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o
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r
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e.
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n
y
la
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u
a
g
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t
h
at
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ee
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cq
u
ir
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o
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t
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k
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t
h
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m
m
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p
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f
o
r
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tec
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lo
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n
ef
f
ec
tiv
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s
u
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u
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a
n
d
co
m
m
u
n
icatio
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ap
p
r
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ac
h
es
w
i
th
tech
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o
lo
g
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s
u
p
p
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t
ca
n
f
u
r
t
h
er
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a
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p
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f
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r
m
a
n
ce
o
f
th
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.
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la
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lear
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g
p
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o
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s
s
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t
h
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f
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m
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s
k
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t
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at
w
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x
p
o
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b
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h
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lear
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ch
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i
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g
,
r
ea
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in
g
,
w
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s
p
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in
g
.
A
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th
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k
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co
llab
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ate
w
it
h
ea
c
h
o
th
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lan
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i
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o
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to
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ter
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en
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s
i
n
la
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g
u
a
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in
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s
k
ills
[
1
]
.
Ho
w
e
v
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,
th
e
lac
k
o
f
t
h
e
i
n
ter
ac
tio
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m
en
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a
m
a
in
co
n
s
tr
ai
n
i
n
lan
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u
a
g
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lear
n
in
g
w
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eb
y
th
e
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u
ca
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ca
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ater
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at
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ir
teac
h
in
g
a
n
d
lear
n
i
n
g
p
r
o
ce
s
s
[
2
]
.
I
n
r
elatio
n
,
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e
r
ec
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t
ad
v
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n
c
e
m
en
t
in
w
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tech
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s
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f
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.
Mo
r
eo
v
er
,
in
th
is
d
ig
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w
o
r
ld
,
lan
g
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a
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lear
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g
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s
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m
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s
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co
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co
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s
s
o
f
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n
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h
ap
p
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s
ar
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u
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
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-
4752
I
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J
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g
&
C
o
m
p
Sci,
Vo
l
.
1
2
,
No
.
1
,
Octo
b
er
201
8
:
2
7
5
–
28
1
276
th
e
d
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n
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m
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y
lear
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[
3
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Nev
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e
n
v
ir
o
n
m
e
n
t
i
s
d
if
f
icu
l
t
to
i
m
p
le
m
e
n
t
w
it
h
o
u
t
h
av
i
n
g
a
p
r
o
p
er
in
ter
ac
tio
n
ele
m
e
n
t
s
to
o
b
tai
n
lear
n
in
g
i
n
f
o
r
m
atio
n
an
d
a
s
a
co
n
s
eq
u
e
n
ce
s
t
h
i
s
n
e
w
le
ar
n
in
g
e
n
v
ir
o
n
m
e
n
t
m
i
g
h
t
b
ec
o
m
e
d
i
f
f
ic
u
lt
to
ed
u
ca
to
r
s
a
n
d
lear
n
er
s
[
4
]
.
I
n
ad
d
itio
n
,
r
esear
ch
a
n
d
s
p
ec
u
l
atio
n
i
n
u
b
iq
u
ito
u
s
lear
n
in
g
e
n
v
ir
o
n
m
en
t
h
av
e
b
e
en
ar
is
i
n
g
i
n
t
h
e
ac
ad
e
m
ic
s
ec
to
r
s
w
h
ic
h
h
a
v
e
i
m
p
o
r
tan
t
e
f
f
ec
t
o
n
lear
n
in
g
[
5
]
.
R
esear
ch
h
as
in
d
icate
d
t
h
at
p
r
o
ce
s
s
o
f
lear
n
i
n
g
i
s
n
o
t
o
cc
u
r
s
i
n
d
ep
en
d
en
tl
y
b
u
t
o
cc
u
r
in
t
h
e
f
lo
w
an
d
in
ter
ac
tio
n
b
et
w
e
en
ed
u
ca
to
r
s
an
d
lear
n
er
s
an
d
its
e
n
v
ir
o
n
m
en
t
[
6
-
7
]
.
A
lt
h
o
u
g
h
ex
te
n
s
i
v
e
r
esear
ch
h
a
s
b
ee
n
ca
r
r
ied
o
u
t
o
n
u
b
iq
u
ito
u
s
lea
r
n
in
g
t
h
at
ca
n
s
u
p
p
o
r
t
lan
g
u
ag
e
lear
n
i
n
g
,
it
s
till
lac
k
s
o
f
th
e
tech
n
o
lo
g
ical
s
u
p
p
o
r
t
f
o
r
th
e
in
ter
ac
tio
n
t
h
at
n
ee
d
ed
b
y
th
e
la
n
g
u
a
g
e
lea
r
n
er
s
.
T
h
er
ef
o
r
e,
th
e
r
esear
c
h
is
ca
r
r
ied
o
u
t
to
ex
p
lo
r
e
th
e
b
en
ef
it o
f
u
b
iq
u
ito
u
s
lear
n
in
g
en
v
ir
o
n
m
e
n
t t
h
at
f
o
cu
s
i
n
g
o
n
la
n
g
u
a
g
e
lear
n
in
g
.
2.
L
I
T
E
R
AT
U
RE
B
ACK
G
RO
UND
2
.
1
.
E
v
o
lutio
n o
f
Ubiq
uito
us
L
ea
rning
T
h
e
r
ev
o
lu
tio
n
o
f
tech
n
o
lo
g
y
h
as
lead
to
co
n
v
er
g
e
n
ce
o
f
h
an
d
h
eld
d
ev
ices
to
g
r
ad
u
all
y
b
ec
o
m
e
in
d
iv
id
u
al
k
n
o
w
led
g
e
s
o
u
r
ce
s
.
I
n
ev
itab
l
y
,
u
b
iq
u
ito
u
s
lear
n
in
g
h
a
s
b
ec
o
m
e
an
i
m
p
o
r
ta
n
t
le
ar
n
in
g
ch
a
n
n
el
th
a
t
w
o
u
ld
f
it
t
h
e
li
v
in
g
s
t
y
le
o
f
t
o
d
ay
’
s
lear
n
er
s
.
T
h
e
lan
d
s
ca
p
e
o
f
th
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t
h
a
s
b
ec
o
m
e
b
lu
r
r
y
w
it
h
t
h
e
f
u
s
io
n
o
f
tec
h
n
o
lo
g
y
.
R
ec
e
n
t
d
ev
elo
p
m
e
n
ts
i
n
m
o
b
ile
a
n
d
u
b
iq
u
i
to
u
s
tec
h
n
o
lo
g
ies
p
r
o
v
id
e
n
e
w
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
f
o
r
le
ar
n
in
g
,
w
h
ic
h
g
o
es
f
ar
b
e
y
o
n
d
th
e
tr
ad
itio
n
al
lear
n
i
n
g
p
ar
ad
ig
m
s
s
u
c
h
as
class
r
o
o
m
teac
h
i
n
g
.
I
n
r
ec
en
t
y
ea
r
s
,
t
h
e
co
n
ce
p
ts
o
f
u
b
i
q
u
ito
u
s
lear
n
in
g
h
a
v
e
b
ee
n
d
is
cu
s
s
ed
i
n
m
a
n
y
liter
atu
r
es
b
u
t
t
h
er
e
is
n
o
ex
ac
tl
y
ter
m
s
th
at
r
ep
r
esen
t
u
b
iq
u
ito
u
s
lear
n
i
n
g
t
h
at
b
ein
g
ac
ce
p
ted
r
eg
ar
d
in
g
th
e
tr
an
s
f
o
r
m
atio
n
in
ac
ad
e
m
ic
l
ea
r
n
in
g
p
ar
ad
ig
m
s
th
at
c
h
an
g
ed
s
o
f
ast
[
8
]
.
T
h
er
e
h
av
e
p
r
ev
io
u
s
w
o
r
k
f
r
o
m
ac
ad
em
ic
s
ch
o
lar
s
to
id
en
ti
f
y
t
h
e
m
ain
co
n
ce
p
t
s
o
f
u
b
i
q
u
ito
u
s
lear
n
in
g
en
v
ir
o
n
m
e
n
t
[
9
-
1
0
]
.
T
h
e
m
o
s
t
ac
ce
p
ted
d
ef
in
itio
n
f
o
r
u
b
iq
u
i
to
u
s
lear
n
i
n
g
th
at
b
ee
n
k
n
o
wn
is
“
an
y
ti
m
e
an
d
an
y
w
h
er
e”
.
T
h
e
d
ef
in
itio
n
is
r
ep
r
esen
t
a
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
allo
w
s
th
e
lear
n
er
s
to
ac
ce
s
s
th
e
k
n
o
w
led
g
e
co
n
ten
t
u
s
in
g
m
o
b
ile
d
ev
ices
th
r
o
u
g
h
w
ir
ele
s
s
o
r
i
n
ter
n
et
co
n
n
ec
tio
n
i
n
a
n
y
ti
m
e
an
d
a
n
y
w
h
er
e.
Ho
w
ev
er
,
i
t
is
s
til
l
a
b
r
o
ad
e
r
d
ef
in
i
tio
n
f
o
r
u
b
iq
u
ito
u
s
lear
n
in
g
w
h
er
eb
y
th
e
d
ef
i
n
itio
n
a
l
m
o
s
t
s
i
m
ilar
w
i
th
m
o
b
ile
lea
r
n
in
g
e
n
v
ir
o
n
m
en
t
th
at
also
co
n
v
e
y
th
e
s
a
m
e
m
e
an
in
g
w
h
ich
lear
n
er
ca
n
ac
ce
s
s
k
n
o
w
led
g
e
co
n
te
n
t
an
y
w
h
e
r
e
an
d
an
y
ti
m
e
v
ia
w
ir
ele
s
s
co
m
m
u
n
icat
io
n
tec
h
n
o
lo
g
ies
[
1
1
]
.
T
h
e
s
u
m
m
ar
y
th
at
ca
n
b
e
m
ad
e
is
m
an
y
r
esear
ch
er
s
h
a
v
e
d
if
f
er
e
n
t
v
ie
w
s
i
n
d
ef
i
n
i
n
g
t
h
e
d
ef
in
it
io
n
o
f
u
b
iq
u
ito
u
s
lear
n
in
g
.
T
h
er
ef
o
r
e,
th
e
u
b
iq
u
ito
u
s
lear
n
in
g
d
ef
i
n
it
io
n
n
ee
d
s
to
b
e
id
en
ti
f
ied
an
d
clar
if
ied
b
ef
o
r
e
ap
p
l
y
in
g
t
h
e
ter
m
s
in
to
t
h
e
r
esear
ch
to
av
o
id
an
y
m
is
co
n
ce
p
tio
n
.
A
m
o
r
e
f
o
c
u
s
d
ef
i
n
itio
n
o
f
u
b
iq
u
ito
u
s
lear
n
i
n
g
s
h
o
u
ld
f
o
cu
s
o
n
u
ti
liza
tio
n
o
f
u
b
iq
u
ito
u
s
co
m
p
u
ti
n
g
tech
n
o
lo
g
ies
i
n
to
th
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t
w
h
ich
e
m
p
h
as
iz
es
th
e
u
s
e
o
f
s
e
n
s
o
r
tech
n
o
lo
g
y
.
I
n
th
e
f
o
llo
w
in
g
d
is
cu
s
s
io
n
t
h
e
d
e
f
in
itio
n
o
f
u
b
iq
u
ito
u
s
lear
n
i
n
g
w
ill
f
o
cu
s
o
n
“
lear
n
in
g
t
h
at
h
ap
p
en
s
i
n
a
n
y
t
i
m
e
a
n
d
an
y
w
h
er
e
in
a
r
ig
h
t
w
a
y
w
it
h
a
r
ig
h
t c
o
n
ten
t u
s
i
n
g
u
b
iq
u
ito
u
s
co
m
p
u
ti
n
g
tec
h
n
o
lo
g
y
”
[
1
2
]
.
T
h
e
u
b
iq
u
ito
u
s
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t
is
an
i
n
te
g
r
ated
en
v
ir
o
n
m
e
n
t
t
h
at
in
v
o
lv
ed
all
k
in
d
s
o
f
r
eso
u
r
ce
s
th
at
co
n
s
is
t
o
f
p
h
y
s
ical,
v
ir
tu
al,
p
er
s
o
n
al
s
p
ac
e
an
d
p
u
b
lic
s
p
ac
e.
T
ec
h
n
o
lo
g
y
is
th
e
m
ed
i
u
m
t
h
a
t
u
b
iq
u
ito
u
s
lear
n
i
n
g
d
ep
en
d
ed
o
n
.
Usi
n
g
th
e
u
b
iq
u
ito
u
s
lear
n
in
g
en
v
ir
o
n
m
en
t,
an
y
o
n
e
th
at
co
n
s
is
t
s
o
f
lear
n
er
s
,
ed
u
ca
to
r
s
,
a
n
d
i
n
s
tit
u
tio
n
s
w
i
ll
h
av
e
m
o
r
e
e
f
f
icie
n
t
an
d
e
f
f
ec
ti
v
e
m
ed
iu
m
o
f
tec
h
n
o
lo
g
y
in
t
h
e
n
e
w
lear
n
in
g
en
v
ir
o
n
m
e
n
t.
T
h
is
n
e
w
en
v
ir
o
n
m
e
n
t
is
ex
p
ec
ted
to
b
e
aw
ar
e
o
f
th
e
p
r
esen
ce
o
f
th
e
u
s
er
s
an
d
to
p
er
ce
iv
e
lear
n
in
g
m
ater
ial
t
h
at
n
ee
d
ed
b
y
t
h
e
m
a
n
d
in
r
esp
o
n
s
iv
e
m
a
n
n
er
to
w
ar
d
s
th
o
s
e
n
ee
d
s
[
1
3
]
.
Fu
r
t
h
er
m
o
r
e,
u
b
iq
u
i
to
u
s
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t
b
ec
o
m
es
i
m
p
o
r
tan
t
in
ed
u
ca
tio
n
w
h
er
eb
y
i
n
f
o
r
m
atio
n
t
h
at
ca
n
b
e
ass
ess
ed
an
y
w
h
er
e
h
av
e
b
e
en
a
co
m
p
u
ls
o
r
y
i
n
t
h
e
ed
u
ca
t
io
n
en
v
ir
o
n
m
en
t.
A
lt
h
o
u
g
h
u
b
iq
u
ito
u
s
lear
n
i
n
g
i
s
a
n
e
w
lear
n
in
g
en
v
ir
o
n
m
e
n
t
th
at
attr
ac
ts
t
h
e
ac
ad
e
m
ic
s
c
h
o
lar
s
,
th
e
ch
ar
ac
ter
is
tic
o
f
u
b
iq
u
ito
u
s
lear
n
i
n
g
r
e
m
ain
s
u
n
clea
r
[
1
4
]
.
Ou
r
p
r
ev
io
u
s
w
o
r
k
h
a
s
id
en
ti
f
ied
th
e
co
m
p
r
eh
e
n
s
iv
e
c
h
ar
ac
ter
i
s
tic
o
f
u
b
iq
u
ito
u
s
lear
n
in
g
p
ar
ad
ig
m
.
F
u
r
th
er
e
x
p
lan
atio
n
s
o
f
u
b
iq
u
ito
u
s
lear
n
i
n
g
p
ar
ad
ig
m
c
h
ar
ac
ter
is
t
ics
ca
n
b
e
f
o
u
n
d
i
n
[
1
2
]
.
T
h
e
ch
ar
ac
ter
is
tics
ar
e:
1.
A
cc
e
s
s
ib
ilit
y
:
L
ea
r
n
er
s
ca
n
ac
ce
s
s
t
h
e
s
y
s
te
m
in
v
ar
io
u
s
w
a
y
s
.
2.
A
d
ap
tab
ilit
y
:
L
ea
r
n
er
s
lear
n
at
th
e
r
ig
h
t
w
a
y
w
it
h
a
r
ig
h
t c
o
n
ten
t i
n
a
r
ig
h
t p
lace
.
3.
C
o
n
te
x
t
A
w
ar
en
es
s
:
B
y
ac
ce
s
s
in
g
t
h
e
d
atab
ase,
th
e
s
y
s
te
m
ca
n
s
e
n
s
e
t
h
e
lear
n
er
lo
ca
tio
n
,
p
er
s
o
n
al
a
n
d
s
itu
a
tio
n
u
s
i
n
g
u
b
iq
u
ito
u
s
co
m
p
u
ti
n
g
tech
n
o
lo
g
y
.
4.
I
m
m
ed
iac
y
:
L
ea
r
n
er
s
ca
n
g
et
t
h
e
in
f
o
r
m
at
io
n
i
m
m
ed
iatel
y
wh
en
t
h
e
y
w
an
t i
t.
5.
I
n
ter
ac
tiv
i
t
y
:
L
ea
r
n
er
s
ca
n
i
n
t
er
ac
t
w
it
h
ed
u
ca
to
r
s
i
n
v
ir
t
u
al
an
d
p
h
y
s
ical
en
v
ir
o
n
m
e
n
t set
ti
n
g
s
.
6.
P
er
m
a
n
en
c
y
:
L
ea
r
n
er
s
ca
n
n
e
v
er
lo
s
e
th
eir
w
o
r
k
u
n
le
s
s
it i
s
b
ein
g
d
elete
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esia
n
J
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lec
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&
C
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m
p
Sci
I
SS
N:
2502
-
4752
A
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ev
iew
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s
La
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men
t
(
Zu
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Mo
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ir
)
277
2
.
2
.
L
a
ng
ua
g
e
L
ea
rning
L
a
n
g
u
a
g
e
is
d
y
n
a
m
ic
a
n
d
a
u
n
iq
u
e
p
r
o
ce
s
s
to
lear
n
.
I
t
co
n
s
i
s
ts
o
f
s
o
u
n
d
s
y
s
te
m
s
a
n
d
h
as
w
o
r
d
s
m
ea
n
in
g
s
to
e
x
p
r
ess
e
m
o
t
io
n
s
,
f
ee
li
n
g
s
o
r
co
m
m
u
n
icatio
n
b
e
t
w
ee
n
p
eo
p
le
in
a
s
e
v
er
al
co
m
p
o
n
en
ts
.
T
h
er
e
ar
e
th
r
ee
m
ai
n
co
m
p
o
n
e
n
t
s
o
f
la
n
g
u
a
g
e
w
h
ic
h
ar
e
f
o
r
m
th
a
t
in
cl
u
d
e
p
h
o
n
o
lo
g
y
(
s
o
u
n
d
s
y
s
te
m
)
,
m
o
r
p
h
o
lo
g
y
(
g
r
a
m
m
ar
)
an
d
s
y
n
tax
(
s
en
t
en
ce
s
)
,
co
n
te
n
t
t
h
at
i
n
cl
u
d
e
s
e
m
a
n
tic
s
(
v
o
ca
b
u
lar
y
)
a
n
d
u
s
e
t
h
at
i
n
clu
d
e
p
r
ag
m
atic
s
(
co
m
m
u
n
icatio
n
)
.
W
ith
in
ea
ch
co
m
p
o
n
en
t,
la
n
g
u
a
g
e
s
k
ills
ca
n
b
e
d
if
f
er
e
n
tiate
b
y
t
w
o
t
y
p
es
w
h
ic
h
ar
e
r
ec
ep
tiv
e
t
h
at
in
cl
u
d
e
co
m
p
r
eh
e
n
s
io
n
o
f
t
h
e
s
p
o
k
en
w
o
r
d
s
an
d
p
r
o
d
u
cti
v
e
t
h
at
in
cl
u
d
e
p
r
o
d
u
ctio
n
o
f
th
e
s
p
o
k
e
n
w
o
r
d
s
.
I
n
ad
d
itio
n
,
lan
g
u
ag
e
lear
n
in
g
an
d
lan
g
u
a
g
e
ac
q
u
is
itio
n
i
s
th
e
d
if
f
er
en
t
ter
m
s
t
h
at
al
w
a
y
s
m
is
u
n
d
er
s
to
o
d
as
th
e
s
a
m
e
t
h
i
n
g
s
[
1
5
]
.
L
a
n
g
u
a
g
e
le
ar
n
in
g
i
s
f
o
r
m
al
lan
g
u
ag
e
lear
n
in
g
in
th
e
s
c
h
o
o
ls
m
ea
n
w
h
i
le
lan
g
u
ag
e
ac
q
u
i
s
iti
o
n
ca
n
b
e
h
ap
p
en
ed
at
an
y
wh
er
e
in
i
n
f
o
r
m
al
s
it
u
atio
n
.
On
th
e
o
t
h
er
h
an
d
,
lan
g
u
a
g
e
lear
n
in
g
i
s
n
o
t
co
m
m
u
n
icat
iv
e
w
h
er
eb
y
th
e
lear
n
er
s
lear
n
th
e
r
u
le
s
o
f
t
h
e
la
n
g
u
a
g
es.
Ho
w
e
v
er
,
k
n
o
w
i
n
g
g
r
a
m
m
ar
r
u
les
is
n
o
t
n
ec
e
s
s
ar
il
y
i
m
p
o
r
tan
t
r
eq
u
ir
e
m
en
ts
in
s
p
ea
k
in
g
f
l
u
e
n
tl
y
o
r
g
o
o
d
in
w
r
it
in
g
asp
ec
ts
.
I
n
la
n
g
u
a
g
e
lear
n
in
g
p
r
o
ce
s
s
,
th
er
e
ar
e
f
o
u
r
m
ai
n
s
k
i
lls
t
h
at
w
i
ll
e
x
p
o
s
e
b
y
t
h
e
lear
n
er
s
s
u
c
h
as
lis
te
n
in
g
,
r
ea
d
in
g
,
w
r
iti
n
g
an
d
s
p
ea
k
in
g
(
r
ef
er
Fig
u
r
e
1
)
.
L
is
ten
i
n
g
a
n
d
r
ea
d
in
g
ar
e
k
n
o
w
n
as
r
ec
ep
tiv
e
s
k
ill
s
m
ea
n
w
h
i
le
s
p
ea
k
i
n
g
an
d
w
r
iti
n
g
ar
e
k
n
o
w
n
a
s
p
r
o
d
u
ctiv
e
s
k
ill
s
.
R
ec
ep
ti
v
e
s
k
ills
is
t
h
e
f
i
r
s
t
s
k
ill
s
i
n
cl
u
d
in
g
o
f
lear
n
in
g
g
r
a
m
m
ar
,
v
o
ca
b
u
l
ar
y
,
r
ep
ea
ted
s
o
u
n
d
s
o
f
a
f
o
r
eig
n
la
n
g
u
a
g
e
f
o
llo
w
i
n
g
b
y
p
r
o
d
u
ctiv
e
s
k
ill
s
w
h
ic
h
is
th
e
s
ec
o
n
d
s
k
ills
k
n
o
w
n
as a
n
o
u
tp
u
t o
f
lan
g
u
ag
e
lear
n
i
n
g
eith
er
in
w
r
it
in
g
o
r
s
p
ea
k
i
n
g
p
ar
t [
1
6
]
.
Fig
u
r
e
1
.
Fo
u
r
Sk
il
ls
i
n
L
a
n
g
u
ag
e
L
ea
r
n
i
n
g
L
is
ten
i
n
g
is
r
ec
ep
ti
v
e
s
k
ill
s
wh
ich
th
e
lear
n
er
s
n
ee
d
to
u
n
d
er
s
tan
d
t
h
e
lan
g
u
ag
e
th
at
t
h
e
y
h
ea
r
.
I
t
is
a
s
k
il
l
th
at
w
id
el
y
u
s
ed
in
ter
m
s
o
f
co
m
m
u
n
ica
tio
n
in
o
u
r
d
aily
li
f
e.
I
t
is
clea
r
ly
s
ta
ted
th
at
th
e
b
etter
th
e
lear
n
er
s
u
n
d
er
s
tan
d
t
h
e
lan
g
u
ag
e
th
at
b
ee
n
s
p
o
k
e
n
,
it
w
ill
i
n
cr
ea
s
e
th
e
ab
ilit
y
o
f
th
e
lear
n
er
s
to
co
m
m
u
n
icate
in
th
eir
tar
g
et
la
n
g
u
a
g
e.
I
n
lis
ten
in
g
s
k
ills
,
t
h
e
p
r
o
b
lem
s
th
at
al
w
a
y
s
ap
p
ea
r
is
th
at
th
e
lear
n
er
s
h
a
v
i
n
g
d
if
f
ic
u
lt
ies
to
i
m
p
r
o
v
e
t
h
eir
s
k
ills
b
ec
au
s
e
th
e
y
ar
e
n
o
t
e
x
p
o
s
ed
to
th
eir
tar
g
et
la
n
g
u
a
g
e
o
u
ts
id
e
th
ei
r
lear
n
in
g
en
v
ir
o
n
m
e
n
t
[
1
7
]
.
I
n
f
ac
t,
lis
ten
in
g
s
k
ill
s
is
o
n
e
o
f
n
eg
lecte
d
s
k
ills
a
m
o
n
g
th
e
ed
u
ca
to
r
s
w
h
er
eb
y
th
e
y
g
i
v
e
m
o
r
e
atte
n
tio
n
to
r
ea
d
in
g
s
k
ill
s
t
h
at
co
n
s
i
s
ts
o
f
g
r
a
m
m
ar
a
n
d
v
o
ca
b
u
lar
y
[
1
8
]
.
Ho
w
e
v
er
,
l
is
ten
in
g
s
k
ills
is
a
n
ac
tiv
e
s
k
il
ls
t
h
at
ca
n
n
o
t
b
e
n
e
g
lecte
d
b
y
t
h
e
ed
u
ca
to
r
s
w
h
er
eb
y
i
t
is
a
n
i
n
te
n
tio
n
al
p
r
o
ce
s
s
th
at
is
i
m
p
o
r
tan
t
f
o
r
th
e
lear
n
er
s
i
n
o
r
d
er
to
in
cr
ea
s
e
th
eir
ab
ilit
y
i
n
th
eir
tar
g
et
lan
g
u
ag
e
lear
n
in
g
an
d
w
it
h
o
u
t
u
n
d
er
s
ta
n
d
in
g
th
e
p
r
o
p
er
r
ec
ep
tiv
e
s
k
i
lls
i
n
t
h
e
f
ir
s
t
s
tep
,
an
y
tar
g
e
t
la
n
g
u
a
g
e
lear
n
in
g
ca
n
n
o
t b
e
g
in
r
ig
h
t.
T
h
e
b
etter
w
a
y
s
to
i
m
p
r
o
v
e
t
h
e
lear
n
er
s
lis
ten
i
n
g
s
k
ills
i
s
b
y
p
r
ac
ticin
g
th
e
la
n
g
u
a
g
e
a
n
d
i
t
n
ee
d
s
a
m
o
t
iv
ati
o
n
an
d
co
n
ti
n
u
o
u
s
l
y
ef
f
o
r
t
f
r
o
m
t
h
e
m
s
el
v
es to
k
ee
p
r
ep
ea
tin
g
t
h
eir
tar
g
et
la
n
g
u
a
g
e
lear
n
in
g
.
Sp
ea
k
in
g
is
p
r
o
d
u
cti
v
e
s
k
i
lls
th
at
ar
e
co
n
s
id
er
ed
as
m
o
s
t
d
if
f
icu
lt
s
k
i
lls
th
at
n
ee
d
to
lea
r
n
b
y
th
e
lear
n
er
s
.
Sp
ea
k
i
n
g
s
k
ill
s
m
e
an
s
to
co
n
v
er
s
e,
e
x
p
r
ess
i
n
g
f
ee
li
n
g
s
o
r
th
o
u
g
h
ts
in
s
p
o
k
en
tar
g
et
lan
g
u
ag
e.
Sp
ea
k
in
g
s
k
ills
is
co
llab
o
r
ate
w
it
h
l
is
te
n
i
n
g
s
k
ills
w
h
er
eb
y
i
n
o
r
d
er
to
s
p
ea
k
a
la
n
g
u
a
g
e,
t
h
e
lear
n
er
s
n
ee
d
to
u
n
d
er
s
ta
n
d
an
d
k
n
o
w
in
g
t
h
e
tar
g
et
lan
g
u
a
g
e
b
ef
o
r
e
th
e
y
ca
n
co
m
m
u
n
icate
b
etter
[
1
9
]
.
I
n
d
o
in
g
s
o
,
th
e
lear
n
er
s
n
ee
d
to
lear
n
l
is
te
n
i
n
g
s
k
ill
s
b
ef
o
r
e
i
m
p
r
o
v
i
n
g
th
e
i
r
s
p
ea
k
in
g
s
k
ill
s
.
I
n
ad
d
itio
n
,
s
p
ea
k
i
n
g
s
k
i
lls
i
s
m
o
s
t
c
h
alle
n
g
in
g
s
k
i
lls
b
ec
a
u
s
e
lear
n
er
s
al
w
a
y
s
h
a
v
e
p
r
o
b
le
m
s
i
n
ter
m
s
o
f
t
h
e
u
s
e
o
f
s
lan
g
a
n
d
id
io
m
s
,
r
h
y
t
h
m
s
,
in
to
n
atio
n
a
n
d
th
e
y
a
r
e
n
o
t
b
ee
n
p
r
ep
ar
ed
f
o
r
s
p
o
n
tan
eo
u
s
co
m
m
u
n
icatio
n
a
n
d
alw
a
y
s
f
ailed
i
n
t
h
eir
atte
m
p
t
to
s
p
ea
k
a
n
d
co
m
m
u
n
icate
b
etter
i
n
t
h
eir
lear
n
in
g
.
I
n
t
h
is
s
k
ills
,
lear
n
er
s
d
o
n
o
t
h
av
e
a
s
p
ac
e
to
d
o
a
m
is
tak
e,
u
n
li
k
e
th
e
o
t
h
er
s
k
il
l
s
,
th
e
y
n
ee
d
to
b
e
w
ell
p
r
ep
ar
ed
b
ec
au
s
e
th
e
s
p
o
k
en
w
o
r
d
s
ca
n
n
o
t
b
e
r
ep
lace
d
o
r
r
e
-
s
p
ea
k
.
I
n
o
r
d
er
to
im
p
r
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g
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2
1
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L
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2
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d
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[
2
5
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.
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i
m
p
o
r
t
an
t
co
m
p
o
n
e
n
ts
i
n
lea
r
n
in
g
s
ec
o
n
d
o
r
f
o
r
eig
n
la
n
g
u
a
g
e
w
h
er
eb
y
it
is
th
e
r
eq
u
ir
e
m
en
ts
t
h
at
lear
n
er
s
n
ee
d
to
lear
n
in
co
n
v
e
y
i
n
g
th
eir
m
e
s
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a
g
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o
r
m
ea
n
i
n
g
o
f
th
eir
tar
g
et
lan
g
u
a
g
e
lear
n
i
n
g
.
L
ar
g
e
v
o
ca
b
u
lar
y
k
n
o
w
le
d
g
e
is
an
ess
e
n
tia
l
co
m
p
o
n
e
n
t
f
o
r
t
h
e
lear
n
er
s
i
n
m
aster
i
n
g
t
h
eir
la
n
g
u
a
g
e.
Mo
r
eo
v
er
,
v
o
ca
b
u
lar
y
d
o
es
n
o
t
h
av
e
r
u
le
s
t
h
at
lear
n
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s
m
a
y
f
o
llo
w
i
n
ac
q
u
ir
in
g
o
r
d
ev
elo
p
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g
t
h
eir
k
n
o
w
l
ed
g
e.
Ox
f
o
r
d
&
C
r
o
o
k
all
[
2
6
]
also
clai
m
ed
t
h
at
v
o
ca
b
u
lar
y
is
t
h
e
u
n
m
a
n
a
g
ea
b
le
co
m
p
o
n
en
ts
th
a
t
d
if
f
icu
l
t
to
lear
n
b
ec
au
s
e
it
is
h
av
e
th
o
u
s
an
d
s
o
f
d
if
f
er
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n
t
m
ea
n
in
g
s
t
h
at
n
ee
d
to
lear
n
b
y
e
v
er
y
lan
g
u
ag
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lear
n
er
i
n
le
ar
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in
g
a
n
y
la
n
g
u
a
g
es.
Desp
ite
th
e
d
if
f
ic
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ltie
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t
h
at
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d
to
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ac
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h
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to
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ea
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w
it
h
i
t
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er
to
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cc
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s
in
m
aster
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n
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et
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L
ea
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ag
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f
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icu
lt
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t
co
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ted
to
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ch
o
th
er
an
d
lear
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e
r
s
n
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d
to
im
p
r
o
v
e
th
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ab
ilit
y
i
n
all
co
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o
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e
n
t
s
in
o
r
d
er
to
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e
s
u
cc
ess
in
th
eir
tar
g
et
la
n
g
u
a
g
e
lear
n
in
g
.
T
h
u
s
,
tech
n
o
lo
g
y
i
s
v
er
y
i
m
p
o
r
tan
t
to
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u
p
p
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r
t
v
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b
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t
h
at
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p
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an
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co
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n
t
f
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r
all
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o
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s
k
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ls
i
n
la
n
g
u
a
g
e
lear
n
in
g
p
r
o
ce
s
s
.
2
.
4
.
Adul
t
L
a
ng
ua
g
e
L
ea
rner
A
d
u
lt
la
n
g
u
a
g
e
lear
n
er
s
t
h
at
i
n
h
i
g
h
er
in
s
tit
u
itio
n
s
ar
e
d
if
f
e
r
en
t
f
r
o
m
y
o
u
n
g
lan
g
u
ag
e
lea
r
n
er
s
th
a
t
en
r
o
lled
in
p
r
i
m
ar
y
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d
s
ec
o
n
d
ar
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ch
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th
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v
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n
t
c
h
ar
ac
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is
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ag
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lear
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in
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.
A
d
u
lt
lan
g
u
ag
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lear
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er
s
ar
e
s
el
f
-
d
ir
ec
ted
lear
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s
th
at
h
av
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g
t
h
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w
n
g
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o
r
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f
u
lf
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ar
ticu
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an
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w
it
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n
g
la
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;
th
e
ad
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lt
la
n
g
u
a
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lear
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s
h
av
e
m
o
r
e
in
ten
t
io
n
to
u
s
e
la
n
g
u
a
g
e
lear
n
in
g
s
tr
ateg
ies.
R
ef
er
e
n
ce
[
2
7
]
id
en
tif
i
ed
s
ev
er
al
v
ar
iab
le
s
o
f
ad
u
l
t
l
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lear
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lan
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lear
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s
tr
ateg
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e
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s
u
ch
as
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en
d
er
,
m
o
tiv
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tio
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,
b
elief
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n
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r
ies,
cu
lt
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ig
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t
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ap
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.
A
d
u
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t
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r
n
er
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ar
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ab
le
to
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s
s
t
h
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lear
n
i
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t
y
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b
et
ter
th
a
n
y
o
u
n
g
la
n
g
u
a
g
e
lear
n
er
[
2
8
]
.
P
ast
r
esear
ch
in
d
icate
th
at
ad
u
lt
la
n
g
u
a
g
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2
.
5
.
Ubiq
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Appl
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d
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lo
p
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ased
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tech
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iq
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ti
m
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in
d
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E
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l
is
h
v
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ca
b
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ab
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a
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d
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e
n
ab
lin
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lear
n
er
s
to
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ap
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lear
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co
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to
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u
p
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t
E
n
g
lis
h
v
o
ca
b
u
lar
y
lear
n
i
n
g
[
2
9
]
.
T
h
e
e
x
p
er
i
m
e
n
tal
r
esu
lts
s
h
o
w
s
t
h
at
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v
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9
2
%
e
m
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en
t
o
f
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eles
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p
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tio
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s
an
d
it
is
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E
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s
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.
I
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m
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in
w
h
ich
u
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tec
h
n
o
lo
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s
ed
to
d
ev
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y
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m
,
a
n
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v
id
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clip
s
ar
e
u
s
ed
as
th
e
m
a
ter
ial
[
3
0
]
.
T
h
e
ex
p
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m
en
tal
r
esu
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s
in
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ater
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.
I
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CO
NCLU
SI
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Fu
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d
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T
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)
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M)
,
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ah
A
la
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Sela
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r
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Ma
lay
s
ia.
RE
F
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NC
E
S
[1
]
S
u
f
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g
,
Y.,
Ru
n
j
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a
n
,
S
.
,
&
L
im
in
g
,
S
.
“
Co
m
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In
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IT
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0
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1
I
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ter
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1
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p
p
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1
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4
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.
[2
]
Id
risso
v
a
,
M
.
,
S
m
a
g
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lo
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,
B.
,
&
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u
ss
u
p
b
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o
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a
.
,
M
.
”
Im
p
ro
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Be
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s,
2
0
1
5
:
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9
9
,
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7
6
-
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8
4
.
[3
]
Og
a
ta,
H.,
&
Uo
sa
k
i,
N.
”
A
n
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w
tren
d
o
f
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:
to
wa
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h
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iq
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.
In
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Jo
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Org
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,
2
0
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2
:
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4
-
78.
[4
]
Ka
ra
h
o
c
a
,
D.,
Ka
ra
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o
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a
,
A
,
.
&
Ku
rn
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.
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A
n
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Co
m
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ica
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Dim
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Ub
iq
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s
L
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a
rn
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En
v
iro
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m
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n
t”.
J.
UCS,
2
0
1
6
:
2
2
(
1
),
1
2
4
-
1
4
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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281
[5
]
T
e
m
d
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,
P
.
”
M
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[6
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G
a
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S
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).
[7
]
d
a
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a
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L
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,
G
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e
s,
A
.
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,
&
d
e
M
e
lo
F
il
h
o
,
I.
J.
”
Id
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ti
fy
in
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in
tera
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stra
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in
u
b
iq
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.
In
In
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n
o
lo
g
ies
(CIS
T
I),
2
0
1
7
1
2
t
h
I
b
e
rian
Co
n
f
e
re
n
c
e
o
n
2
0
1
7
:
p
p
.
1
-
5
.
[8
]
Hw
a
n
g
,
G
.
J.
”
Crit
e
ria
a
n
d
stra
teg
ies
o
f
u
b
iq
u
it
o
u
s
lea
rn
in
g
”
.
In
S
e
n
so
r
Ne
tw
o
rk
s,
Ub
iq
u
it
o
u
s,
a
n
d
T
ru
stw
o
rth
y
Co
m
p
u
ti
n
g
,
2
0
0
6
.
I
EE
E
I
n
tern
a
ti
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
2
0
0
6
:
2
,
7
2
-
7
7
.
[9
]
Ya
h
y
a
,
S
.
,
A
h
m
a
d
,
E.
A
.
,
J
a
li
l,
K.
A
.
,
&
M
a
ra
,
U.
T
.
“
T
h
e
d
e
f
in
it
io
n
a
n
d
c
h
a
ra
c
teristics
o
f
u
b
iq
u
it
o
u
s
lea
rn
i
n
g
:
A
d
isc
u
ss
io
n
”
.
In
In
tern
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
De
v
e
lo
p
m
e
n
t
u
sin
g
In
f
o
rm
a
ti
o
n
a
n
d
Co
m
m
u
n
ica
ti
o
n
T
e
c
h
n
o
lo
g
y
(IJEDIC
T
).
2
0
1
0
.
[1
0
]
Zo
lk
e
f
le
y
,
M
.
K.
I.
,
T
a
h
ir,
Z.
,
M
o
h
d
,
L
.
A
.
,
A
z
iz.,
A
.
A
.
,
&
S
h
a
rif
.
,
S
.
M
.
“
A
Co
n
c
e
p
t
u
a
l
M
o
d
e
l
o
f
Ub
i
q
u
it
o
u
s
L
a
n
g
u
a
g
e
Lea
rn
in
g
En
v
iro
n
m
e
n
t
(UL
L
E)
”
.
P
r
o
c
e
e
d
in
g
s
o
f
th
e
5
th
I
n
tern
a
ti
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
Co
m
p
u
ti
n
g
a
n
d
In
f
o
rm
a
ti
c
s,
ICOCI 2
0
1
5
1
1
-
1
2
A
u
g
u
st,
2
0
1
5
Ista
n
b
u
l,
T
u
rk
e
y
.
2
0
1
5
[1
1
]
Ya
n
g
,
T
.
C.
,
Ku
o
,
F
.
R.
,
Hw
a
n
g
,
G
.
J.,
&
Ch
u
,
H.
C.
”
A
Co
m
p
u
ter
-
A
s
siste
d
A
p
p
ro
a
c
h
f
o
r
De
si
g
n
in
g
Co
n
tex
t
-
Aw
a
r
e
Ub
iq
u
it
o
u
s
L
e
a
rn
in
g
A
c
ti
v
it
ies
”
.
In
S
e
n
s
o
r
Ne
tw
o
rk
s,
Ub
iq
u
it
o
u
s
a
n
d
T
ru
stw
o
rth
y
Co
m
p
u
ti
n
g
,
2
0
0
8
.
S
UT
C'
0
8
.
IEE
E
In
tern
a
ti
o
n
a
l
Co
n
f
e
re
n
c
e
o
n
2
0
0
8
:
p
p
.
5
2
4
-
5
3
0
.
[1
2
]
T
a
h
ir,
M
.
Z.
,
Ha
ro
n
,
H.
&
K
a
u
r,
J.
“
Ev
o
lu
ti
o
n
o
f
Lea
rn
in
g
E
n
v
iro
n
m
e
n
t:
A
Re
v
ie
w
o
f
Ub
iq
u
it
o
u
s
L
e
a
rn
in
g
P
a
ra
d
ig
m
Ch
a
ra
c
teristics
”
.
In
tern
a
ti
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
El
e
c
tri
c
a
l
En
g
in
e
e
rin
g
a
n
d
C
o
m
p
u
ti
n
g
,
IC
EE
Co
m
p
2
0
1
8
,
M
a
la
y
sia
,
2
0
1
8
:
1
1
(1
)
,
1
7
5
-
1
8
1
.
[1
3
]
L
o
p
e
s,
Á
.
R.
,
d
e
Oliv
e
ira,
D.
C.
,
d
e
S
o
u
sa
Ag
u
iar,
R.
C.
,
&
Bra
g
a
,
R.
T
.
V
.
”
Co
n
tex
t
-
a
w
a
re
u
b
iq
u
it
o
u
s
lea
rn
in
g
:
L
it
e
ra
tu
re
s
y
ste
m
a
ti
c
m
a
p
p
in
g
o
n
u
b
iq
u
it
o
u
s
lea
rn
in
g
e
n
v
iro
n
m
e
n
ts”
.
In
C
o
m
p
u
ters
in
E
d
u
c
a
ti
o
n
(
S
IIE
),
2
0
1
7
In
tern
a
ti
o
n
a
l
S
y
m
p
o
siu
m
o
n
2
0
1
7
:
p
p
.
1
-
6.
[1
4
]
Hw
a
n
g
,
G
.
J.,
T
s
a
i,
C.
C.
,
&
Y
a
n
g
,
S
.
J.
”
Crit
e
ria,
S
trate
g
ies
a
n
d
Re
se
a
rc
h
Iss
u
e
s
o
f
Co
n
tex
t
-
Aw
a
re
Ub
iq
u
it
o
u
s
L
e
a
rn
in
g
”
.
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
&
S
o
c
iet
y
,
2
0
0
8
:
1
1
(
2
),
8
1
-
91.
[1
5
]
A
rb
o
n
a
,
A
.
D.,
&
Ch
irea
c
,
S
.
M
.
”
L
a
n
g
u
a
g
e
L
e
a
rn
in
g
M
e
th
o
d
o
l
o
g
y
f
o
r
A
d
u
lt
s:
A
S
tu
d
y
o
f
L
in
g
u
isti
c
T
ra
n
sfe
r”
.
P
r
o
c
e
d
ia
-
S
o
c
ial
a
n
d
Be
h
a
v
io
ra
l
S
c
ien
c
e
s,
2
0
1
4
:
1
4
2
,
3
1
8
-
3
2
4
.
[1
6
]
G
o
lk
o
v
a
,
D.,
&
Hu
b
a
c
k
o
v
a
,
S
.
”
P
r
o
d
u
c
ti
v
e
sk
il
ls
in
se
c
o
n
d
lan
g
u
a
g
e
lea
rn
in
g
”
.
P
ro
c
e
d
ia
-
S
o
c
ial
a
n
d
Be
h
a
v
io
ra
l
S
c
ien
c
e
s,
2
0
1
4
:
1
4
3
,
4
7
7
-
4
8
1
.
[1
7
]
Yıld
ırı
m
,
S
.
,
&
Yıld
ır
ım
,
Ö.
”
T
h
e
I
m
p
o
rtan
c
e
Of
L
isten
in
g
In
L
a
n
g
u
a
g
e
Lea
rn
in
g
A
n
d
L
isten
in
g
Co
m
p
re
h
e
n
sio
n
P
r
o
b
lem
s E
x
p
e
rien
c
e
d
By
L
a
n
g
u
a
g
e
L
e
a
rn
e
rs:
A
L
it
e
r
a
tu
re
Re
v
ie
w
”
.
2
0
1
6
[1
8
]
M
o
rley
,
J.
”
A
u
ra
l
c
o
m
p
re
h
e
n
sio
n
in
str
u
c
ti
o
n
:
P
ri
n
c
ip
les
a
n
d
p
ra
c
ti
c
e
s.
Tea
c
h
in
g
En
g
li
sh
a
s
a
s
e
c
o
n
d
o
r
f
o
re
ig
n
lan
g
u
a
g
e
”
,
2
0
0
1
:
3
,
6
9
-
8
5
.
[1
9
]
T
a
v
il
,
Z.
M
.
”
In
teg
ra
ti
n
g
li
ste
n
in
g
a
n
d
sp
e
a
k
in
g
s
k
il
ls
to
fa
c
il
it
a
te
En
g
li
sh
lan
g
u
a
g
e
le
a
rn
e
rs’
c
o
m
m
u
n
ica
ti
v
e
c
o
m
p
e
ten
c
e
”
.
P
ro
c
e
d
ia
-
S
o
c
ial
a
n
d
Be
h
a
v
io
r
a
l
S
c
ien
c
e
s,
2
0
1
0
:
9
,
7
6
5
-
7
7
0
.
[2
0
]
Kra
sh
e
n
,
S
.
”
W
e
a
c
q
u
ire
v
o
c
a
b
u
lar
y
a
n
d
sp
e
ll
i
n
g
b
y
re
a
d
in
g
:
A
d
d
it
io
n
a
l
e
v
id
e
n
c
e
f
o
r
t
h
e
in
p
u
t
h
y
p
o
th
e
sis”
.
T
h
e
m
o
d
e
rn
lan
g
u
a
g
e
jo
u
rn
a
l,
1
9
8
9
:
7
3
(4
),
4
4
0
-
4
6
4
.
[2
1
]
G
e
n
c
,
B.
,
&
Ba
d
a
,
E.
”
Cu
lt
u
re
i
n
lan
g
u
a
g
e
lea
rn
in
g
a
n
d
tea
c
h
in
g
”
.
T
h
e
Re
a
d
in
g
M
a
tri
x
,
2
0
0
5
:
5
(
1
).
[2
2
]
Et
e
m
a
d
z
a
d
e
h
,
A
.
,
S
e
i
f
i,
S
.
,
&
F
a
r,
H.
R.
”
T
h
e
ro
le
o
f
q
u
e
stio
n
i
n
g
tec
h
n
iq
u
e
i
n
d
e
v
e
lo
p
i
n
g
th
in
k
in
g
sk
il
ls:
T
h
e
o
n
g
o
i
n
g
e
ff
e
c
t
o
n
w
rit
in
g
sk
il
l”.
P
r
o
c
e
d
ia
-
S
o
c
ial
a
n
d
Be
h
a
v
io
ra
l
S
c
ien
c
e
s,
2
0
1
3
:
7
0
,
1
0
2
4
-
1
0
3
1
.
[2
3
]
Zailain
i,
M
.
A
.
,
M
o
h
a
m
e
d
,
M
.
F
.
,
Ism
a
il
,
W
.
M
.
,
A
li
,
S
.
K.
S
.
,
&
M
u
z
a
m
m
il
,
A
.
G
.
”
W
rit
in
g
S
k
il
l
in
A
ra
b
ic
L
a
n
g
u
a
g
e
Essa
y
in
M
a
la
y
sia
n
S
e
c
o
n
d
a
ry
S
c
h
o
o
l”.
2
0
1
5
[2
4
]
Ne
u
m
a
n
,
S
.
B.
,
&
D
wy
e
r,
J.
”
M
issin
g
in
a
c
ti
o
n
:
Vo
c
a
b
u
lary
i
n
stru
c
ti
o
n
in
p
re
‐K”
.
T
h
e
Re
a
d
i
n
g
Tea
c
h
e
r,
2
0
0
9
:
6
2
(
5
),
3
84
-
3
9
2
.
[2
5
]
A
lq
a
h
tan
i,
M
.
”
T
h
e
im
p
o
rtan
c
e
o
f
v
o
c
a
b
u
lar
y
in
lan
g
u
a
g
e
lea
rn
in
g
a
n
d
h
o
w
to
b
e
tau
g
h
t”.
I
n
tern
a
t
io
n
a
l
Jo
u
r
n
a
l
o
f
T
e
a
c
h
in
g
a
n
d
E
d
u
c
a
ti
o
n
,
2
0
1
5
:
3
(
3
),
2
1
-
34.
[2
6
]
Ox
f
o
rd
,
R.
,
&
Cr
o
o
k
a
ll
,
D.
”
V
o
c
a
b
u
lary
lea
rn
in
g
:
A
c
rit
ica
l
a
n
a
l
y
sis
o
f
tec
h
n
iq
u
e
s”
.
T
ES
L
Ca
n
a
d
a
Jo
u
rn
a
l
,
1
9
9
0
:
7
(2
),
0
9
-
3
0
.
[2
7
]
L
a
v
a
sa
n
i,
M
.
G
.
,
&
F
a
ry
a
d
re
s,
F
.
”
L
a
n
g
u
a
g
e
lea
rn
in
g
stra
teg
ies
a
n
d
su
g
g
e
ste
d
m
o
d
e
l
in
a
d
u
l
ts
p
r
o
c
e
ss
e
s
o
f
lea
rn
in
g
se
c
o
n
d
lan
g
u
a
g
e
”
.
P
ro
c
e
d
ia
-
S
o
c
ial
a
n
d
Be
h
a
v
io
ra
l
S
c
ien
c
e
s,
2
0
1
1
:
1
5
,
1
9
1
-
1
9
7
.
[2
8
]
Co
h
e
n
,
A
.
D.
”
S
trate
g
ies
in
lea
rn
i
n
g
a
n
d
u
sin
g
a
se
c
o
n
d
lan
g
u
a
g
e
”
.
Ro
u
tl
e
d
g
e
.
2
0
1
4
[2
9
]
Ch
e
n
,
C.
M
.
,
&
L
i,
Y.
L
.
”
P
e
rso
n
a
li
se
d
c
o
n
tex
t
-
a
w
a
re
u
b
iq
u
i
to
u
s
lea
rn
in
g
sy
ste
m
f
o
r
su
p
p
o
rti
n
g
e
ff
e
c
ti
v
e
En
g
li
sh
v
o
c
a
b
u
lary
lea
rn
in
g
”
.
In
tera
c
ti
v
e
L
e
a
rn
in
g
En
v
iro
n
m
e
n
ts,
2
0
1
0
:
1
8
(4
),
3
4
1
-
3
6
4
.
[3
0
]
Hu
a
n
g
,
Y.
M
.
,
Hu
a
n
g
,
Y.
M
.
,
Hu
a
n
g
,
S
.
H.
,
&
L
in
,
Y.
T
.
”
A
u
b
i
q
u
it
o
u
s
En
g
li
s
h
v
o
c
a
b
u
lary
lea
rn
in
g
sy
ste
m
:
Ev
id
e
n
c
e
o
f
a
c
ti
v
e
/p
a
ss
iv
e
a
tt
it
u
d
e
s v
s.
u
se
f
u
ln
e
ss
/ea
se
-
of
-
u
se
”
.
Co
m
p
u
ters
&
Ed
u
c
a
ti
o
n
,
2
0
1
2
:
5
8
(
1
),
2
7
3
-
2
8
2
.
[3
1
]
Ku
,
D.
T
.
,
&
Ch
a
n
g
,
C.
C.
”
De
v
e
lo
p
m
e
n
t
o
f
Co
n
tex
t
Aw
a
re
n
e
ss
Lea
rn
in
g
S
y
st
e
m
f
o
r
El
e
m
e
n
tar
y
C
h
in
e
se
L
a
n
g
u
a
g
e
L
e
a
rn
in
g
”
.
In
G
e
n
e
ti
c
a
n
d
Ev
o
lu
ti
o
n
a
ry
Co
m
p
u
ti
n
g
(ICG
EC),
S
ix
th
In
tern
a
ti
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
2
0
1
2
:
p
p
.
5
3
8
-
5
4
1
.
[3
2
]
Uo
sa
k
i,
N.,
Kiy
o
ta,
M
.
,
M
o
u
ri,
K.,
Og
a
ta,
H.,
&
C
h
o
y
e
k
h
,
M
.
”
On
o
m
a
to
p
o
e
ia
L
e
a
rn
in
g
S
u
p
p
o
rt
f
o
r
Ja
p
a
n
e
se
L
a
n
g
u
a
g
e
Lea
rn
e
rs
Us
in
g
Ub
iq
u
it
o
u
s
L
e
a
rn
in
g
L
o
g
S
y
ste
m
w
i
th
e
Bo
o
k
”
.
I
n
A
d
v
a
n
c
e
d
L
e
a
rn
in
g
T
e
c
h
n
o
lo
g
ies
(ICALT
),
2
0
1
6
IEE
E
1
6
th
In
ter
n
a
ti
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
2
0
1
6
:
p
p
.
3
4
7
-
3
4
8
.
[3
3
]
Yin
,
C.
,
T
a
b
a
ta,
Y.,
&
Og
a
ta,
H.
”
De
sig
n
a
Co
n
tex
t
Aw
a
re
n
e
ss
S
y
ste
m
f
o
r
Ja
p
a
n
e
se
L
a
n
g
u
a
g
e
Lea
rn
in
g
in
Ub
iq
u
it
o
u
s
Co
m
p
u
ti
n
g
En
v
iro
n
m
e
n
t”.
In
W
e
b
In
f
o
rm
a
ti
o
n
S
y
st
e
m
s
a
n
d
M
in
i
n
g
,
2
0
0
9
.
W
IS
M
2
0
0
9
.
I
n
tern
a
ti
o
n
a
l
Co
n
f
e
re
n
c
e
o
n
2
0
0
9
:
p
p
.
4
5
4
-
4
5
8
.
[3
4
]
A
lo
b
a
y
d
i,
E.
K.,
M
u
sta
f
f
a
,
N.,
Alk
h
a
y
a
t,
R.
Y.,
&
A
rsh
a
d
,
M
.
R.
H.
M
.
”
U
-
A
r
a
b
ic:
De
sig
n
p
e
rsp
e
c
ti
v
e
o
f
c
o
n
tex
t
-
a
wa
re
u
b
iq
u
it
o
u
s
A
ra
b
ic
v
o
c
a
b
u
l
a
ries
lea
rn
in
g
s
y
ste
m
”
.
In
Co
n
tro
l
S
y
st
e
m
,
Co
m
p
u
ti
n
g
a
n
d
En
g
in
e
e
rin
g
(ICCS
CE),
2
0
1
6
6
th
IEE
E
I
n
tern
a
ti
o
n
a
l
Co
n
f
e
re
n
c
e
o
n
2
0
1
6
:
p
p
.
1
-
6.
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