I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
6
,
No
.
2
,
J
u
n
e
201
7
,
p
p
.
1
5
0
~
1
5
6
I
SS
N:
2252
-
8822
150
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ia
e
s
jo
u
r
n
a
l.c
o
m/o
n
lin
e/in
d
ex
.
p
h
p
/I
JE
R
E
Tea
ching
New
Vo
ca
bula
ry
t
o
Yo
un
g
Lea
rners: U
si
ng
Tw
o
M
ethods
To
tal Ph
y
sica
l Respo
nse a
nd
K
ey
w
o
rd Metho
d
A
m
ir
T
o
g
hy
a
ni K
ho
ra
s
g
a
ni
,
M
a
ns
o
ur
K
ha
nehg
ir
De
p
a
rtme
n
t
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s,
Isfa
h
a
n
(Kh
o
ra
sg
a
n
)
Bra
n
c
h
,
Isla
m
ic
A
z
a
d
Un
iv
e
rsit
y
,
Is
f
a
h
a
n
,
Ira
n
Art
icle
I
nfo
AB
ST
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Mar
5
,
2
0
1
7
R
ev
i
s
ed
Ma
y
10
,
2
0
1
7
A
cc
ep
ted
Ma
y
26
,
2
0
1
7
Early
lan
g
u
a
g
e
lea
rn
in
g
f
o
r
c
h
il
d
re
n
is
in
c
re
a
sin
g
ly
c
o
m
m
o
n
,
a
n
d
th
e
m
a
jo
rit
y
o
f
p
a
re
n
ts
a
n
d
th
e
p
u
b
li
c
d
o
n
o
t
se
e
it
a
s
su
p
e
rf
lu
o
u
s
o
r
o
v
e
rb
u
rd
e
n
in
g
c
h
i
ld
re
n
.
M
o
re
o
v
e
r,
tea
c
h
in
g
a
f
o
re
ig
n
la
n
g
u
a
g
e
(F
L
)
to
v
e
ry
y
o
u
n
g
c
h
il
d
re
n
h
a
s
b
e
e
n
a
n
in
c
r
e
a
sin
g
l
y
d
o
m
in
a
n
t
tren
d
i
n
m
o
st
g
lo
b
a
li
z
e
d
so
c
ieties
.
W
h
il
e
th
e
re
is
a
b
u
n
d
a
n
t
li
tera
tu
re
th
a
t
s
u
p
p
o
rts
tea
c
h
in
g
a
f
o
re
ig
n
lan
g
u
a
g
e
a
t
a
n
e
a
rl
y
a
g
e
th
ro
u
g
h
lan
g
u
a
g
e
imm
e
rsio
n
p
ro
g
ra
m
s,
li
tt
le
is
k
n
o
w
n
a
b
o
u
t
t
h
e
e
ff
icie
n
c
y
o
f
stra
teg
ies
u
se
d
to
e
x
p
li
c
it
ly
t
e
a
c
h
n
e
w
v
o
c
a
b
u
lary
w
o
rd
s
in
a
f
o
re
ig
n
lan
g
u
a
g
e
to
y
o
u
n
g
lea
rn
e
rs.
T
h
is
e
m
p
iri
c
a
l
in
v
e
stig
a
ti
o
n
a
im
e
d
to
a
ss
e
s
s
a
n
d
c
o
m
p
a
re
th
e
e
ff
ici
e
n
c
y
o
f
t
w
o
m
n
e
m
o
n
ics
th
a
t
h
a
v
e
b
e
e
n
trad
it
i
o
n
a
ll
y
u
se
d
to
e
x
p
li
c
it
ly
tea
c
h
n
e
w
f
o
re
ig
n
lan
g
u
a
g
e
w
o
rd
s:
th
e
Ke
y
w
o
rd
M
e
th
o
d
(KW
M
)
a
n
d
th
e
T
o
tal
P
h
y
sic
a
l
Re
sp
o
n
se
(T
P
R).
Re
su
lt
s i
n
d
ica
te t
h
a
t
th
e
K
W
M
is
m
o
re
e
ffe
c
ti
v
e
th
a
n
T
P
R
i
n
tea
c
h
in
g
n
e
w
v
o
c
a
b
u
lar
y
w
o
rd
s
in
a
f
o
r
e
ig
n
lan
g
u
a
g
e
to
e
a
rl
y
e
le
m
e
n
tar
y
s
c
h
o
o
l
c
h
il
d
re
n
.
K
ey
w
o
r
d
:
F
o
r
eig
n
L
a
n
g
u
a
g
e
V
o
ca
b
u
lar
y
T
o
tal
P
h
y
s
ical
R
esp
o
n
s
e
K
e
y
w
o
r
d
M
eth
o
d
Y
o
u
n
g
L
ea
r
n
er
s
P
r
esen
tin
g
V
o
ca
b
u
lar
y
Co
p
y
rig
h
t
©
2
0
1
7
In
stit
u
te o
f
A
d
v
a
n
c
e
d
E
n
g
i
n
e
e
rin
g
a
n
d
S
c
ien
c
e
.
Al
l
rig
h
ts
re
se
rv
e
d
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Am
ir
T
o
g
h
y
a
n
i K
h
o
r
asg
a
n
i
,
Dep
ar
t
m
en
t o
f
E
d
u
ca
tio
n
al
Sc
ien
ce
s
,
I
s
f
ah
a
n
(
K
h
o
r
asg
a
n
)
B
r
an
ch
,
I
s
la
m
ic
A
za
d
U
n
iv
er
s
it
y
,
I
s
f
a
h
an
,
I
r
an
.
E
m
ail:
Am
ir
.
to
g
h
y
an
i
@
y
ah
o
o
.
co
m
1.
I
NT
RO
D
UCT
I
O
N
T
h
is
s
tu
d
y
aim
ed
to
id
en
tif
y
as
clea
r
ly
as
p
o
s
s
ib
le
th
e
p
ed
ag
o
g
ical
p
r
in
cip
les
u
n
d
er
ly
in
g
th
e
f
o
r
eig
n
-
or
-
ad
d
itio
n
al
lan
g
u
ag
e
teac
h
in
g
o
f
v
er
y
y
o
u
n
g
ch
ild
r
en
.
I
n
ac
q
u
ir
in
g
a
lan
g
u
ag
e,
v
o
ca
b
u
lar
y
,
as
o
n
e
o
f
th
e
k
n
o
w
led
g
e
ar
ea
s
in
lan
g
u
ag
e,
p
lay
s
a
g
r
ea
t
r
o
le
f
o
r
y
o
u
n
g
lear
n
er
s
[
1
]
.
L
in
s
e
(
2
0
0
5
)
s
tates
th
at
y
o
u
n
g
lear
n
er
s
’
v
o
ca
b
u
lar
y
d
ev
elo
p
m
en
t
is
an
im
p
o
r
tan
t
asp
ec
t
o
f
th
eir
lan
g
u
ag
e
d
ev
elo
p
m
en
t
[
2
]
.
Ho
w
ev
er
,
y
o
u
n
g
E
FL
(
E
n
g
lis
h
as
a
Fo
r
eig
n
L
an
g
u
ag
e)
lear
n
er
s
h
av
e
lack
am
o
u
n
t
an
d
ty
p
e
o
f
ex
p
o
s
u
r
es
to
E
n
g
lis
h
.
T
h
eir
ex
p
er
ien
ce
o
f
th
e
lan
g
u
ag
e
o
u
ts
id
e
th
e
class
r
o
o
m
is
v
er
y
litt
le
[
1
]
.
On
e
o
f
th
e
co
n
tem
p
o
r
ar
y
r
ea
liti
es
th
at
m
an
y
s
ch
o
o
l
s
y
s
tem
s
f
ac
e
in
g
lo
b
alize
d
s
o
cieties
ar
o
u
n
d
th
e
w
o
r
ld
is
th
at
p
ar
en
ts
ex
p
ec
t
th
eir
ch
ild
r
en
to
tak
e
f
o
r
eig
n
lan
g
u
ag
e
(
FL
)
class
es
at
an
ea
r
lier
ag
e
n
o
w
th
an
th
ey
d
id
in
p
ast
d
ec
ad
es
[
3
]
.
De
s
p
ite
an
ab
u
n
d
an
ce
o
f
liter
atu
r
e
s
u
p
p
o
r
tin
g
th
e
ef
f
ec
tiv
en
ess
o
f
lan
g
u
ag
e
im
m
er
s
io
n
p
r
o
g
r
am
s
[
4
]
-
[
6
]
as
a
s
tr
ateg
y
to
h
elp
y
o
u
n
g
ch
ild
r
en
lear
n
a
FL
im
p
licitly
[
7
]
,
[
8
]
,
f
ew
s
tu
d
ies
ad
d
r
ess
th
e
ef
f
icien
cy
o
f
f
o
r
m
al
(
ex
p
licit)
teac
h
in
g
o
f
a
f
o
r
eig
n
lan
g
u
ag
e
d
u
r
in
g
th
e
ea
r
ly
elem
en
tar
y
s
ch
o
o
l
y
ea
r
s
.
A
m
o
n
g
th
e
f
ir
s
t
an
d
m
o
s
t
im
p
o
r
tan
t
s
tep
s
to
b
e
tak
en
to
w
ar
d
s
f
o
r
m
al
teac
h
in
g
o
f
a
FL
is
teac
h
in
g
its
v
o
ca
b
u
lar
y
[
9
]
,
[
1
0
]
.
Giv
en
th
at
th
is
task
r
eq
u
ir
es
lear
n
er
s
to
h
av
e
s
o
lid
m
n
em
o
n
ic
ab
ilit
ies
an
d
a
r
ath
er
h
ig
h
le
v
el
o
f
m
eta
-
co
g
n
itiv
e
ab
ilit
ies
in
o
r
d
er
to
en
co
d
e
th
e
in
f
o
r
m
atio
n
in
d
if
f
er
en
t
w
ay
s
(
e.
g
.
,
s
em
an
tically
,
th
r
o
u
g
h
p
h
o
n
em
ic
ass
o
ciatio
n
s
,
o
r
th
r
o
u
g
h
im
ag
er
y
)
,
m
an
y
elem
en
tar
y
s
ch
o
o
l
s
tu
d
en
ts
f
ail
to
p
er
f
o
r
m
as
w
ell
as
th
eir
o
ld
er
p
ee
r
s
(
f
o
r
a
co
m
p
r
eh
en
s
iv
e
r
ev
iew
)
[
1
1
]
.
Ho
w
ev
er
,
teac
h
er
s
ca
n
en
h
an
ce
s
tu
d
en
t
lear
n
in
g
b
y
u
s
in
g
m
n
em
o
n
ics
w
h
en
ex
p
licitly
teac
h
in
g
v
o
ca
b
u
lar
y
w
o
r
d
s
in
a
FL
[
1
2
]
.
T
w
o
o
f
th
ese
m
n
em
o
n
ic
s
tr
ateg
ies
ar
e
th
e
Key
w
o
r
d
Me
th
o
d
(
KW
M)
an
d
T
o
tal
P
h
y
s
ical
R
esp
o
n
s
e
(
T
P
R
)
.
Desp
ite
th
e
f
ac
t
th
at
t
h
er
e
is
ab
u
n
d
an
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Tea
ch
in
g
N
ew V
o
ca
b
u
l
a
r
y
to
I
r
a
n
ia
n
Yo
u
n
g
F
L Le
a
r
n
ers
:
Usi
n
g
Tw
o
.
.
.
.
(
A
mir
To
g
h
ya
n
i
K
h
o
r
a
s
g
a
n
i)
151
ev
id
en
ce
s
u
p
p
o
r
tin
g
th
e
u
s
e
o
f
b
o
th
s
tr
ateg
ies
in
teac
h
in
g
FL
v
o
ca
b
u
lar
y
,
th
er
e
ar
e
n
o
em
p
ir
ical
s
tu
d
ies
th
at
co
m
p
ar
e
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
tw
o
s
tr
ateg
ies
w
h
en
th
ey
ar
e
u
s
ed
to
teac
h
n
ew
v
o
ca
b
u
lar
y
w
o
r
d
s
in
a
FL
to
y
o
u
n
g
lear
n
er
s
.
Ou
r
s
tu
d
y
aim
s
to
co
n
d
u
ct
s
u
ch
a
co
m
p
ar
ativ
e
an
aly
s
is
th
r
o
u
g
h
an
em
p
ir
ical
in
v
esti
g
atio
n
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
he
K
ey
w
o
rd
M
et
ho
d
T
h
e
Key
w
o
r
d
Me
th
o
d
(
KW
M)
is
o
n
e
o
f
th
e
m
o
s
t
ex
ten
s
iv
ely
r
esear
ch
ed
m
n
em
o
n
ics
u
s
ed
in
teac
h
in
g
FL
v
o
ca
b
u
lar
y
.
Sev
er
al
em
p
ir
ical
s
tu
d
i
es
[
1
3
]
,
[
1
4
]
h
av
e
s
h
o
w
n
th
at
th
e
r
eten
tio
n
o
f
a
n
ew
v
o
ca
b
u
lar
y
w
o
r
d
in
a
FL
(
e.
g
.
,
th
e
Sp
an
is
h
w
o
r
d
ca
r
ta
,
m
ea
n
in
g
letter
)
ca
n
b
e
s
u
b
s
tan
tially
in
cr
ea
s
ed
w
h
en
th
e
lear
n
er
ass
o
ciate
s
its
s
o
u
n
d
to
a
k
ey
w
o
r
d
in
h
is
/h
er
n
ativ
e
lan
g
u
ag
e
(
e.
g
.
,
th
e
E
n
g
lis
h
w
o
r
d
ca
r
t
)
,
an
d
th
en
cr
ea
tes
a
m
en
tal
im
ag
e
co
m
b
in
in
g
th
e
tw
o
w
o
r
d
s
(
e.
g
.
,
a
letter
in
a
ca
r
t)
.
So
m
e
au
th
o
r
s
f
o
u
n
d
it
h
elp
f
u
l,
esp
ec
ially
in
teac
h
in
g
ch
ild
r
en
,
to
f
ac
ilit
ate
th
e
f
o
r
m
atio
n
o
f
th
e
m
en
tal
im
ag
e
b
y
p
r
o
v
id
in
g
lear
n
er
s
w
ith
an
in
ter
ac
tiv
e
p
ictu
r
e
o
f
th
e
tw
o
w
o
r
d
s
[
1
5
]
,
[
1
6
]
.
Ho
w
ev
er
,
th
e
KW
M
p
r
o
v
ed
to
b
e
v
er
y
ef
f
ec
tiv
e
ev
en
w
ith
o
u
t
th
e
em
p
h
asis
o
n
th
e
in
ter
ac
tiv
e
im
ag
er
y
,
as
lo
n
g
as
ce
r
tain
cr
iter
ia
w
er
e
co
n
s
id
er
ed
in
th
e
s
elec
tio
n
o
f
th
e
tw
o
w
o
r
d
s
.
T
h
ese
cr
iter
ia
in
clu
d
e
a
h
ig
h
d
eg
r
ee
o
f
p
h
o
n
em
ic
o
v
e
r
lap
p
in
g
,
a
h
ig
h
im
ag
er
y
v
alu
e,
an
d
a
h
ig
h
co
n
cr
eten
ess
v
alu
e
[
1
7
]
.
A
lth
o
u
g
h
th
e
ef
f
icien
cy
o
f
th
e
KW
M
is
g
en
er
ally
r
ec
o
g
n
ized
b
y
m
o
s
t
s
ch
o
lar
s
,
s
o
m
e
cr
itics
in
d
icate
th
at
th
e
m
eth
o
d
is
less
ef
f
icien
t
th
an
tr
ad
itio
n
al
lear
n
in
g
m
eth
o
d
s
w
h
en
it
is
u
s
ed
b
y
ex
p
er
ien
ce
d
f
o
r
eig
n
lan
g
u
ag
e
lear
n
er
s
o
r
o
ld
er
s
tu
d
en
ts
[
1
8
]
-
[
2
0
]
.
I
n
d
ee
d
,
th
e
KW
M
ten
d
s
to
b
e
m
o
r
e
ef
f
icien
t
w
h
en
it
is
u
s
ed
to
teac
h
y
o
u
n
g
s
tu
d
en
ts
th
an
w
h
en
it
is
u
s
ed
w
ith
th
eir
o
ld
er
p
ee
r
s
[
1
7
]
.
T
h
ese
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
u
s
e
o
f
th
e
KW
M
to
ex
p
licitly
te
ac
h
n
ew
v
o
ca
b
u
lar
y
w
o
r
d
s
in
a
FL
to
ch
ild
r
en
r
eg
is
ter
ed
in
ea
r
ly
elem
en
tar
y
s
ch
o
o
l p
r
o
g
r
am
s
.
2
.
2
.
T
o
t
a
l P
hy
s
ica
l R
esp
o
ns
e
A
n
o
th
er
p
o
p
u
lar
m
n
em
o
n
ic
s
tr
ateg
y
u
s
ed
f
o
r
teac
h
in
g
FL
v
o
ca
b
u
lar
y
is
th
e
T
o
tal
P
h
y
s
ical
R
esp
o
n
s
e
(
T
P
R
)
d
ev
elo
p
ed
b
y
A
s
h
er
(
1
9
6
6
)
[
2
1
]
.
W
h
e
n
u
s
in
g
th
is
m
eth
o
d
,
FL
in
s
tr
u
cto
r
s
g
iv
e
a
s
er
ies
o
f
co
m
m
an
d
s
in
th
e
tar
g
et
lan
g
u
ag
e
(
e.
g
.
,
ju
mp
a
n
d
cla
p
yo
u
r
h
a
n
d
s
)
,
w
h
ile
lear
n
er
s
ar
e
ex
p
ec
ted
to
r
esp
o
n
d
w
ith
w
h
o
le
-
b
o
d
y
m
o
v
em
en
ts
(
e.
g
.
,
to
j
u
m
p
w
h
ile
clap
p
in
g
th
eir
h
an
d
s
)
.
T
P
R
is
s
u
p
p
o
r
ted
b
y
s
ev
er
al
th
eo
r
etica
l
ap
p
r
o
ac
h
es
to
lear
n
in
g
s
itu
atio
n
s
.
Fo
r
in
s
tan
ce
,
Dale
’
s
(
1
9
6
9
)
A
u
d
io
visu
a
l
Meth
o
d
s
in
Tea
ch
in
g
claim
s
th
at
s
tu
d
en
ts
lear
n
m
o
s
t
ef
f
icien
tly
w
h
en
all
o
f
th
eir
s
en
s
es
ar
e
en
g
ag
ed
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
2
2
]
,
w
h
ile
Th
e
N
a
tu
r
a
l
A
p
p
r
o
a
ch
claim
s
th
at
ch
ild
r
en
lear
n
a
s
ec
o
n
d
lan
g
u
ag
e
m
o
r
e
ef
f
ec
tiv
ely
w
h
en
th
ey
lear
n
it
n
atu
r
ally
,
in
a
s
tim
u
latin
g
en
v
ir
o
n
m
en
t
th
at
f
ac
ilit
ates
a
lo
w
af
f
ec
tiv
e
f
ilter
an
d
en
co
u
r
ag
es
a
p
r
o
g
r
ess
iv
e
d
ev
elo
p
m
en
t
f
r
o
m
lan
g
u
ag
e
co
m
p
r
eh
en
s
io
n
to
lan
g
u
ag
e
p
r
o
d
u
ctio
n
[
2
3
]
.
E
x
p
er
im
e
n
tal
s
tu
d
ies
th
at
f
o
cu
s
ed
o
n
th
e
ef
f
icien
cy
o
f
teac
h
in
g
a
FL
u
s
in
g
th
e
T
P
R
m
eth
o
d
in
d
icate
d
th
at
T
P
R
ca
n
lead
to
a
s
ig
n
if
ican
t
in
cr
ea
s
e
in
th
e
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
an
d
lis
ten
in
g
co
m
p
r
eh
en
s
io
n
s
k
ills
o
f
FL
lear
n
er
s
w
h
en
co
m
p
ar
ed
w
ith
th
e
co
n
tr
o
l
g
r
o
u
p
s
[2
4]
-
[
2
7
]
.
Giv
en
th
at
ch
ild
r
en
r
eg
is
ter
ed
in
ea
r
ly
elem
en
tar
y
s
ch
o
o
l
ar
e
n
o
t
d
ev
elo
p
m
en
tally
p
r
ep
ar
ed
to
f
o
cu
s
an
d
s
u
s
tain
atten
tio
n
f
o
r
lo
n
g
p
er
io
d
s
o
f
tim
e
w
h
ile
s
tay
in
g
s
till
in
th
eir
s
ea
ts
[
2
8
]
,
an
d
th
at
lear
n
in
g
at
th
is
ag
e
is
u
s
u
ally
m
o
r
e
k
in
esth
etica
l
ly
-
o
r
ien
ted
[
2
9
]
u
s
in
g
T
P
R
to
teac
h
FL
v
o
ca
b
u
lar
y
s
ee
m
s
to
b
e
an
ag
e
-
ap
p
r
o
p
r
iate
an
d
ef
f
icien
t
m
eth
o
d
f
o
r
elem
en
tar
y
s
ch
o
o
l FL
class
r
o
o
m
s
.
3.
T
H
E
P
R
E
SE
NT
S
T
UD
Y
Desp
ite
th
e
p
o
p
u
lar
it
y
o
f
th
e
t
w
o
af
o
r
e
m
e
n
tio
n
ed
m
n
e
m
o
n
ics,
w
e
k
n
o
w
v
er
y
l
ittl
e
a
b
o
u
t
h
o
w
ef
f
icie
n
t
o
n
e
m
et
h
o
d
is
co
m
p
a
r
ed
w
it
h
th
e
o
th
er
w
h
e
n
teac
h
in
g
n
e
w
v
o
ca
b
u
lar
y
w
o
r
d
s
i
n
a
F
L
.
T
h
er
ef
o
r
e,
i
n
th
e
p
r
ese
n
t
s
tu
d
y
w
e
ai
m
ed
t
o
ass
es
s
co
m
p
ar
ati
v
el
y
t
h
e
e
f
f
icie
n
c
y
o
f
t
h
e
KW
M
an
d
T
P
R
(
as
e
x
p
er
i
m
e
n
tal
co
n
d
itio
n
s
)
,
a
n
d
to
co
m
p
ar
e
b
o
th
o
f
t
h
ese
m
et
h
o
d
s
w
it
h
a
m
o
r
e
tr
ad
itio
n
al
an
d
f
r
eq
u
e
n
tl
y
u
s
ed
m
eth
o
d
i
n
t
h
e
FL
cla
s
s
r
o
o
m
:
th
e
a
s
s
o
ciatio
n
o
f
th
e
s
o
u
n
d
o
f
a
n
e
w
w
o
r
d
w
it
h
a
p
ict
u
r
e
(
P
)
r
ep
r
esen
tin
g
its
m
ea
n
i
n
g
(
as
a
co
n
tr
o
l
co
n
d
itio
n
)
.
T
o
p
r
ev
en
t
co
n
f
o
u
n
d
in
g
v
ar
iab
les
g
e
n
er
ated
b
y
in
ter
-
s
u
b
j
ec
ts
v
ar
iab
ilit
y
,
w
e
h
av
e
u
s
ed
a
w
it
h
i
n
-
s
u
b
j
ec
ts
ex
p
er
i
m
e
n
tal
d
esig
n
,
w
h
ile
al
s
o
ac
co
u
n
t
in
g
f
o
r
t
h
e
n
u
m
b
er
o
f
s
y
lla
b
les,
i
m
a
g
er
y
a
n
d
co
n
cr
eten
es
s
v
al
u
e
o
f
ea
c
h
v
o
ca
b
u
lar
y
w
o
r
d
.
Hen
ce
,
th
is
p
ap
er
ai
m
ed
to
a
n
s
w
er
t
h
e
f
o
llo
w
in
g
r
esear
ch
q
u
esti
o
n
:
Ho
w
d
o
es
t
h
e
ef
f
ec
t
iv
en
e
s
s
o
f
th
e
KW
M
co
m
p
ar
e
w
it
h
T
P
R
w
h
e
n
teac
h
in
g
n
e
w
v
o
ca
b
u
lar
y
w
o
r
d
s
in
a
F
L
to
ea
r
l
y
ele
m
en
tar
y
s
c
h
o
o
l c
h
ild
r
en
?
4.
M
E
T
H
O
D
4
.
1
.
P
a
rt
icipa
nts
T
h
ir
ty
-
f
o
u
r
ea
r
ly
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
(
ag
es
6
-
7
,
1
1
b
o
y
s
,
an
d
2
3
g
ir
ls
)
f
r
o
m
3
d
if
f
er
en
t
I
r
an
ian
s
ch
o
o
ls
w
er
e
s
elec
ted
to
p
a
r
ticip
ate
in
th
is
s
tu
d
y
.
T
h
e
s
ch
o
o
ls
w
er
e
r
an
d
o
m
ly
s
elec
ted
am
o
n
g
th
o
s
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
20
1
7
:
1
5
0
–
1
5
6
152
w
h
o
d
id
n
o
t
o
f
f
er
E
n
g
lis
h
lear
n
in
g
p
r
o
g
r
am
s
b
ef
o
r
e
3
r
d
g
r
ad
e,
an
d
w
h
o
s
e
s
tu
d
en
t
p
o
p
u
latio
n
s
h
ad
a
v
er
y
lim
ited
ex
p
o
s
u
r
e
to
E
n
g
lis
h
.
No
n
e
o
f
th
e
ch
ild
r
en
h
ad
p
r
ev
io
u
s
ly
ex
p
er
ien
ce
d
an
y
f
o
r
m
al
E
n
g
lis
h
lan
g
u
ag
e
less
o
n
,
at
s
ch
o
o
l
o
r
at
h
o
m
e.
A
ll
ch
ild
r
en
w
er
e
m
o
n
o
lin
g
u
al,
an
d
n
o
n
e
o
f
th
em
h
ad
ev
er
b
ee
n
im
m
er
s
ed
in
an
E
n
g
lis
h
s
p
ea
k
in
g
en
v
ir
o
n
m
en
t.
A
ll
p
ar
ticip
atin
g
ch
ild
r
en
r
ep
o
r
ted
th
at
th
ey
h
ad
T
V
ac
ce
s
s
at
h
o
m
e,
an
d
th
at
th
ey
w
atch
ed
ca
r
t
o
o
n
s
d
u
b
b
ed
in
P
er
s
ian
.
No
n
e
w
atch
ed
telev
is
io
n
p
r
o
g
r
am
s
in
E
n
g
lis
h
.
Fiv
e
s
tu
d
en
ts
d
id
n
o
t
h
av
e
a
h
o
m
e
co
m
p
u
ter
,
an
d
am
o
n
g
th
o
s
e
w
h
o
d
id
o
w
n
a
co
m
p
u
ter
,
all
r
ep
o
r
ted
th
at
th
ey
u
s
ed
it
o
n
ly
f
o
r
lis
ten
in
g
to
m
u
s
ic
an
d
p
lay
in
g
g
am
es.
No
n
e
o
f
th
em
r
ep
o
r
ted
h
av
in
g
u
s
ed
an
y
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
s
o
f
tw
ar
e.
4
.
2
.
I
t
em
s
Select
io
n
A
to
tal
o
f
3
0
co
n
cr
ete
E
n
g
lis
h
n
o
u
n
s
w
er
e
s
elec
ted
an
d
g
r
o
u
p
ed
in
to
th
r
ee
d
if
f
er
en
t
lis
ts
o
f
1
0
.
A
ll
w
o
r
d
s
w
er
e
m
atch
ed
b
y
th
e
n
u
m
b
er
o
f
s
y
llab
les,
im
ag
er
y
v
alu
e
an
d
co
n
cr
eten
ess
v
alu
e
[
3
0
]
in
o
r
d
er
to
co
n
tr
o
l
f
o
r
p
o
ten
tial
co
n
f
o
u
n
d
s
g
en
er
ated
b
y
th
e
u
s
e
o
f
d
if
f
er
en
t
w
o
r
d
s
[
1
4
]
,
[
1
7
]
.
P
r
io
r
to
th
e
ex
p
er
im
en
t,
1
0
n
ativ
e
I
r
an
ian
s
p
ea
k
er
s
w
ith
co
lleg
e
ed
u
ca
tio
n
lev
el
r
ated
th
e
im
ag
er
y
v
alu
e
o
f
th
e
th
r
ee
g
r
o
u
p
s
o
f
w
o
r
d
s
o
n
a
s
ca
le
f
r
o
m
1
(
v
er
y
d
i
f
f
icu
lt
to
v
is
u
alize
)
to
7
(
v
er
y
ea
s
y
to
v
is
u
alize
)
.
Me
an
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
s
co
r
es
ar
e
d
is
p
lay
ed
in
T
ab
le
1
.
T
h
e
im
ag
er
y
s
co
r
e
o
f
th
e
th
r
ee
tr
ea
tm
en
ts
in
d
icate
d
th
at
th
e
w
o
r
d
s
h
ad
a
h
ig
h
im
ag
er
y
v
alu
e.
T
h
ey
also
in
d
icate
d
th
at
th
er
e
w
as
n
o
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
b
etw
ee
n
KW
M
an
d
T
P
R
[
t(
1
8
)
=
-
.
8
2
,
p
>
.
0
5
]
,
b
etw
ee
n
KW
M
an
d
P
[
t(
1
8
)
=
-
.
2
4
,
p
>
.
0
5
)
an
d
b
etw
ee
n
T
P
R
an
d
P
[
t(
1
8
)
=
.
6
9
,
p
>
.
0
5
]
.
Sim
ilar
ly
,
th
e
1
0
n
ativ
e
I
r
an
ian
s
p
ea
k
er
s
r
ated
th
e
w
o
r
d
lis
ts
f
o
r
co
n
cr
eten
ess
f
r
o
m
1
(
ab
s
tr
ac
t)
to
7
(
co
n
cr
ete)
.
T
h
e
w
o
r
d
s
r
ated
h
ig
h
ly
o
n
th
e
co
n
cr
eten
ess
s
ca
le
(
s
ee
T
ab
le
1
)
,
an
d
th
er
e
w
as
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etw
ee
n
KW
M
an
d
T
P
R
[
t(
1
8
)
=
-
.
2
5
,
p
>
.
0
5
]
,
b
etw
ee
n
KW
M
an
d
P
[
t(
1
8
)
=
-
.
5
7
,
p
>
.
0
5
)
,
an
d
b
etw
ee
n
T
P
R
an
d
P
[
t(
1
8
)
=
-
.
3
5
,
p
>
.
0
5
]
.
T
ab
le
1
.
Me
an
(
an
d
Stan
d
ar
d
Dev
iatio
n
)
o
f
i
m
a
g
er
y
a
n
d
co
n
cr
eten
ess
s
co
r
es o
f
th
e
w
o
r
d
s
f
r
o
m
KW
M,
T
P
R
an
d
P
K
W
M
T
P
R
P
I
mag
e
r
y
6
.
3
8
(
.
3
1
)
6
.
4
9
(
.
2
8
)
6
.
4
1
(
.
2
3
)
C
o
n
c
r
e
t
e
n
e
ss
6
.
0
9
(
.
2
6
)
6
.
1
2
(
.
2
0
)
6
.
1
5
(
.
1
4
)
I
n
o
r
d
er
to
o
p
tim
ize
th
e
lear
n
in
g
ef
f
ec
t
in
th
e
KW
M
tr
ea
tm
en
t,
th
e
p
air
ed
item
s
(
ea
ch
n
ew
w
o
r
d
w
ith
its
k
ey
w
o
r
d
)
w
er
e
s
elec
ted
to
h
av
e
a
h
ig
h
d
eg
r
ee
o
f
p
h
o
n
em
ic
o
v
er
lap
p
in
g
.
I
n
o
r
d
er
to
o
p
tim
ize
th
e
lear
n
in
g
ef
f
ec
t
in
th
e
T
P
R
tr
ea
tm
en
t,
th
e
v
o
ca
b
u
lar
y
w
o
r
d
s
s
elec
ted
w
er
e
all
b
o
d
y
p
ar
ts
.
No
n
e
o
f
th
e
E
n
g
lis
h
wo
r
d
s
h
ad
a
p
r
o
n
u
n
ciatio
n
s
im
ilar
to
its
P
er
s
ian
tr
an
s
latio
n
.
4
.
3
.
M
a
t
er
ia
ls
T
w
o
b
o
o
k
lets
(
p
ap
er
s
ize
3
0
cm
x
2
1
cm
)
w
er
e
u
s
ed
in
th
is
ex
p
er
im
en
t.
T
h
e
f
ir
s
t
b
o
o
k
let
w
as
u
s
ed
in
th
e
KW
M
tr
ea
tm
en
t
an
d
in
clu
d
ed
1
0
s
ets
o
f
p
air
ed
p
ictu
r
es,
ea
ch
s
et
d
is
p
lay
ed
o
n
o
p
p
o
s
ite
en
d
s
o
f
th
e
p
ag
e.
On
e
p
ictu
r
e
f
r
o
m
th
e
s
et
r
ep
r
esen
ted
th
e
m
ea
n
in
g
o
f
th
e
n
ew
w
o
r
d
(
e.
g
.
,
b
r
ea
d
)
an
d
th
e
o
th
er
p
ictu
r
e
r
ep
r
esen
ted
th
e
m
ea
n
in
g
o
f
its
k
ey
w
o
r
d
.
T
h
e
s
ec
o
n
d
b
o
o
k
let
w
as
u
s
ed
in
P
tr
ea
tm
en
t
an
d
in
clu
d
ed
1
0
p
ictu
r
es,
o
n
e
p
ictu
r
e
o
n
ea
ch
p
ag
e,
r
ep
r
esen
tin
g
th
e
m
ea
n
in
g
o
f
th
e
n
ew
w
o
r
d
(
e.
g
.
,
h
o
o
k
)
.
T
h
e
s
ize
o
f
p
ictu
r
es
u
s
ed
in
KW
M
tr
ea
tm
en
t
m
atch
ed
th
e
s
ize
o
f
p
ictu
r
es
p
r
esen
ted
in
P
tr
ea
tm
en
t.
No
v
is
u
al
m
ater
ials
w
er
e
u
s
ed
in
th
e
T
P
R
tr
ea
tm
en
t.
4
.
4
.
P
ro
ce
du
re
T
h
e
ex
p
er
im
e
n
t
w
a
s
co
n
d
u
cte
d
in
f
o
u
r
s
ta
g
e
s
: in
i
tial a
s
s
ess
m
en
t,
in
ter
v
en
tio
n
,
n
e
x
t d
a
y
a
s
s
es
s
m
en
t,
an
d
t
w
o
-
w
ee
k
s
-
later
as
s
es
s
m
e
n
t.
4
.
4
.
1
.
I
nitia
l A
s
s
ess
m
ent
E
ac
h
p
ar
ticip
atin
g
ch
ild
’
s
v
o
ca
b
u
lar
y
k
n
o
w
led
g
e
o
f
th
e
3
0
w
o
r
d
s
to
b
e
lear
n
ed
w
as
ass
ess
ed
in
d
iv
id
u
ally
p
r
io
r
to
th
e
in
ter
v
en
tio
n
.
T
h
e
ass
ess
m
en
t
to
o
k
p
lace
in
a
q
u
iet
r
o
o
m
w
ith
in
ea
ch
s
ch
o
o
l.
B
esid
es
th
e
test
ad
m
in
is
tr
ato
r
,
o
n
e
test
in
g
ass
is
tan
t a
n
d
th
e
p
ar
ticip
atin
g
ch
ild
,
th
er
e
w
er
e
n
o
o
th
er
p
eo
p
le
in
th
e
r
o
o
m
.
On
th
e
test
in
g
r
o
o
m
w
alls
,
n
o
p
ictu
r
es r
ep
r
esen
tin
g
th
e
n
ew
w
o
r
d
s
w
er
e
d
is
p
lay
ed
.
T
h
e
test
ad
m
in
is
tr
ato
r
r
ea
d
a
s
tan
d
ar
d
ized
s
et
o
f
in
s
tr
u
ctio
n
s
to
ea
ch
p
ar
ticip
atin
g
ch
ild
,
in
w
h
ich
s
h
e
in
f
o
r
m
ed
th
e
p
ar
ticip
an
t
th
at
h
e/sh
e
w
o
u
ld
h
ea
r
3
0
w
o
r
d
s
in
E
n
g
lis
h
.
I
f
th
e
ch
ild
k
n
ew
th
e
P
er
s
ian
eq
u
iv
alen
t
o
f
an
y
o
f
th
e
w
o
r
d
s
,
h
e/sh
e
w
as
ask
ed
to
s
ay
it
o
u
t
lo
u
d
.
I
f
h
e/sh
e
d
id
n
’
t
k
n
o
w
it,
h
e/sh
e
w
as
ask
ed
to
in
d
icate
th
at
b
y
s
ay
in
g
“
I
d
o
n
’
t
k
n
o
w
”.
T
h
en
,
th
e
test
ad
m
in
is
tr
ato
r
r
ea
d
th
e
w
o
r
d
s
o
n
e
b
y
o
n
e,
an
d
m
ar
k
ed
th
e
ch
ild
’
s
an
s
w
er
s
.
No
n
e
o
f
th
e
ch
ild
r
en
r
ec
o
g
n
ized
/tra
n
s
lated
co
r
r
ec
tly
f
r
o
m
E
n
g
lis
h
to
P
er
s
ian
an
y
o
f
th
e
3
0
w
o
r
d
s
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Tea
ch
in
g
N
ew V
o
ca
b
u
l
a
r
y
to
I
r
a
n
ia
n
Yo
u
n
g
F
L Le
a
r
n
ers
:
Usi
n
g
Tw
o
.
.
.
.
(
A
mir
To
g
h
ya
n
i
K
h
o
r
a
s
g
a
n
i)
153
b
e
lear
n
ed
.
T
h
en
,
th
e
ad
m
in
is
tr
ato
r
s
h
o
w
ed
ea
ch
ch
ild
an
im
ag
e
o
f
ea
ch
w
o
r
d
,
an
d
ask
ed
th
e
ch
ild
to
s
ay
in
P
er
s
ian
w
h
at
it
r
ep
r
esen
ted
.
T
h
e
p
ictu
r
es
w
er
e
s
h
o
w
n
in
a
d
if
f
er
en
t
o
r
d
er
th
an
th
e
p
r
ev
io
u
s
ly
r
ea
d
w
o
r
d
s
.
T
h
e
im
a
g
es
w
er
e
d
is
p
lay
ed
o
n
a
s
tan
d
ar
d
p
ap
er
(
3
0
x
2
1
cm
)
.
A
ll
ch
ild
r
en
w
er
e
ab
le
to
id
en
tif
y
co
r
r
ec
tly
an
d
s
ay
th
e
P
er
s
ian
w
o
r
d
f
o
r
th
e
p
ictu
r
es sh
o
w
n
b
y
th
e
test
ad
m
in
is
tr
ato
r
.
4
.
4
.
2
.
I
nte
rv
ent
io
n
E
ac
h
g
r
o
u
p
o
f
s
tu
d
en
ts
f
r
o
m
th
e
th
r
ee
s
elec
ted
s
ch
o
o
ls
h
ad
a
o
n
e
-
tim
e
E
n
g
lis
h
less
o
n
aim
ed
to
h
elp
th
em
lear
n
3
0
E
n
g
lis
h
v
o
ca
b
u
lar
y
n
o
u
n
s
(
s
ee
item
s
d
escr
ip
tio
n
b
elo
w
)
.
T
h
e
less
o
n
co
n
s
is
ted
o
f
a
3
0
-
m
in
u
te
g
r
o
u
p
ac
tiv
ity
co
n
d
u
cted
in
th
e
r
eg
u
lar
class
r
o
o
m
.
T
h
e
in
ter
v
en
tio
n
teac
h
er
w
as
an
ex
p
er
ien
ce
d
an
d
ce
r
tif
ied
k
in
d
er
g
ar
te
n
an
d
E
SL
teac
h
er
.
E
ac
h
in
ter
v
en
tio
n
w
as
co
n
d
u
cted
w
ith
g
r
o
u
p
s
o
f
1
0
-
1
4
ch
ild
r
en
.
T
h
e
v
o
ca
b
u
lar
y
w
o
r
d
s
w
er
e
in
tr
o
d
u
ce
d
in
o
n
e
o
f
th
e
th
r
ee
tr
ea
tm
en
ts
,
as
f
o
llo
w
s
:
Key
w
o
r
d
Me
th
o
d
(
KW
M)
tr
ea
tm
en
t
(
1
0
w
o
r
d
s
)
,
T
o
tal
P
h
y
s
ical
R
esp
o
n
s
e
(
T
P
R
)
tr
ea
tm
en
t
(
1
0
w
o
r
d
s
)
,
an
d
P
ictu
r
e
(
P
)
tr
ea
tm
en
t
(
1
0
w
o
r
d
s
)
.
Du
r
in
g
th
e
KW
M
tr
ea
tm
en
t,
a
p
ictu
r
e
r
ep
r
esen
tin
g
th
e
m
ea
n
in
g
o
f
th
e
n
ew
to
-
be
-
lear
n
ed
w
o
r
d
w
as
p
r
esen
ted
to
ch
ild
r
en
to
g
eth
er
w
ith
a
(
n
o
n
-
in
ter
ac
tin
g
)
p
ictu
r
e
r
ep
r
esen
tin
g
a
k
ey
w
o
r
d
(
a
w
o
r
d
th
at
s
o
u
n
d
ed
s
im
ilar
to
th
e
n
ew
w
o
r
d
)
.
Fo
r
in
s
tan
ce
,
th
e
im
ag
e
o
f
a
cu
p
w
as
ass
o
ciate
d
to
an
im
ag
e
o
f
a
h
ea
d
.
W
h
ile
th
e
p
ictu
r
es
w
er
e
s
h
o
w
n
,
th
e
teac
h
er
s
o
u
n
d
ed
o
u
t
th
e
co
r
r
ec
t
p
r
o
n
u
n
ciatio
n
o
f
th
e
E
n
g
lis
h
w
o
r
d
,
an
d
p
o
in
ted
o
u
t
th
e
s
im
ilar
ity
in
p
r
o
n
u
n
ciatio
n
b
etw
ee
n
th
e
n
ew
w
o
r
d
a
n
d
th
e
k
ey
w
o
r
d
.
A
ll
w
o
r
d
s
w
er
e
p
r
esen
ted
3
tim
es
ea
ch
.
Du
r
in
g
th
e
T
P
R
tr
ea
tm
en
t,
th
e
teac
h
er
f
ir
s
t
p
lay
ed
“
Sim
o
n
s
ay
s
…”
in
P
er
s
ian
u
s
in
g
P
er
s
ian
b
o
d
y
p
ar
ts
(
e.
g
.
,
Sim
o
n
s
ay
s
to
u
ch
y
o
u
r
b
elly
)
.
A
f
ter
5
m
in
u
tes
s
h
e
to
ld
ch
ild
r
en
th
at
s
h
e
w
ill
s
ay
th
e
n
am
e
o
f
th
e
b
o
d
y
p
ar
ts
(
an
d
o
n
ly
th
e
n
am
e
o
f
th
e
b
o
d
y
p
ar
ts
,
b
u
t
n
o
t
th
e
in
s
tr
u
ctio
n
)
in
E
n
g
lis
h
.
W
h
ile
s
h
e
s
aid
th
at,
s
h
e
to
u
ch
ed
th
e
co
r
r
esp
o
n
d
in
g
b
o
d
y
p
ar
t,
an
d
ch
ild
r
en
d
id
th
e
s
am
e
w
h
ile
d
o
in
g
th
eir
b
est
to
m
em
o
r
ize
th
e
n
ew
w
o
r
d
.
A
ll
b
o
d
y
p
ar
ts
w
er
e
p
r
esen
te
d
3
tim
es
ea
ch
.
Du
r
in
g
th
e
P
tr
ea
tm
en
t,
th
e
teac
h
er
s
h
o
w
ed
th
e
ch
ild
r
en
a
s
in
g
le
p
ictu
r
e
o
f
th
e
n
ew
w
o
r
d
w
h
ile
s
o
u
n
d
in
g
o
u
t
its
E
n
g
lis
h
tr
an
s
latio
n
.
I
n
th
is
tr
ea
tm
en
t,
th
e
p
ictu
r
e
o
f
ea
ch
n
ew
w
o
r
d
w
as
s
h
o
w
n
,
w
ith
o
u
t
th
e
k
ey
w
o
r
d
im
ag
e.
A
ll
w
o
r
d
s
w
er
e
p
r
esen
ted
3
tim
es
ea
ch
.
Stu
d
en
ts
d
id
n
o
t
u
tter
an
y
w
o
r
d
s
d
u
r
in
g
an
y
o
f
th
e
tr
ea
tm
en
ts
.
T
h
ey
o
n
ly
lis
ten
ed
to
th
e
v
is
u
al
p
r
esen
tatio
n
s
o
r
ex
ec
u
ted
th
e
r
eq
u
ir
ed
m
o
v
em
en
ts
b
y
lis
ten
in
g
to
th
e
teac
h
er
.
Du
r
in
g
th
e
f
ir
s
t
1
0
m
in
u
tes
o
f
th
e
in
ter
v
en
tio
n
,
th
e
teac
h
er
in
t
r
o
d
u
ce
d
f
iv
e
w
o
r
d
s
in
K
tr
ea
tm
en
t
an
d
f
iv
e
w
o
r
d
s
in
P
tr
ea
tm
en
t.
T
h
en
,
in
th
e
f
o
llo
w
in
g
1
0
m
in
u
tes,
th
e
1
0
T
P
R
w
o
r
d
s
w
er
e
in
tr
o
d
u
ce
d
,
b
y
p
er
f
o
r
m
in
g
th
e
g
am
e
“
Sim
o
n
Say
s
…”.
Du
r
in
g
th
e
last
1
0
m
in
u
tes
o
f
th
e
in
ter
v
en
tio
n
,
th
e
r
em
ain
in
g
f
iv
e
K
tr
ea
tm
en
t
an
d
f
iv
e
P
tr
ea
tm
en
t
w
o
r
d
s
w
er
e
p
r
esen
ted
.
A
f
ter
a
tw
o
-
m
in
u
te
b
r
ea
k
,
th
e
teac
h
er
r
ev
iew
ed
th
e
3
0
n
ew
w
o
r
d
s
b
y
p
r
esen
tin
g
ea
ch
w
o
r
d
ag
ain
in
ea
ch
tr
ea
tm
en
t
b
ef
o
r
e
en
d
in
g
th
e
less
o
n
.
I
n
to
tal,
th
er
e
w
er
e
4
r
ep
etitio
n
s
o
f
ea
ch
w
o
r
d
.
4
.
4
.
3
.
Nex
t
-
da
y
Ass
es
s
m
e
nt
T
h
e
d
ay
f
o
llo
w
i
n
g
th
e
i
n
ter
v
e
n
tio
n
,
ea
c
h
ch
ild
w
a
s
ass
e
s
s
ed
ag
ain
u
n
d
er
t
h
e
s
a
m
e
co
n
d
itio
n
s
h
e/s
h
e
h
ad
b
ee
n
ass
e
s
s
ed
u
n
d
er
p
r
io
r
to
th
e
in
ter
v
en
tio
n
.
T
h
e
p
er
f
o
r
m
an
ce
w
a
s
as
s
ess
ed
b
y
t
h
e
s
a
m
e
test
ad
m
in
i
s
tr
ato
r
,
w
h
o
h
ad
p
er
f
o
r
m
ed
th
e
i
n
ter
v
e
n
tio
n
as
w
ell.
Sh
e
r
ea
d
e
ac
h
n
e
w
w
o
r
d
in
E
n
g
lis
h
to
ea
ch
c
h
ild
,
an
d
ask
ed
h
i
m
/h
er
to
s
a
y
th
e
P
er
s
ian
eq
u
i
v
ale
n
t,
to
th
e
b
est o
f
th
e
ir
ab
ilit
y
.
I
f
t
h
e
ch
ild
d
id
n
o
t k
n
o
w
th
e
tr
an
s
latio
n
,
h
e/
s
h
e
w
a
s
as
k
ed
to
s
a
y
“
I
d
o
n
’
t k
n
o
w
”.
4
.
4
.
4
.
T
w
o
-
w
ee
k
s
-
la
t
er
Ass
e
s
s
m
ent
T
h
e
ass
ess
m
e
n
t
p
r
o
ce
d
u
r
e
w
a
s
r
ep
ea
ted
t
w
o
w
ee
k
s
a
f
ter
t
h
e
in
ter
v
e
n
tio
n
.
T
h
e
ass
es
s
m
en
t
ad
m
in
i
s
tr
atio
n
p
r
o
ce
d
u
r
e
w
a
s
id
en
tical
to
th
e
p
r
o
ce
d
u
r
e
o
f
th
e
p
r
ev
io
u
s
ass
e
s
s
m
e
n
t.
5.
RE
SU
L
T
S
Descr
ip
tiv
e
s
tat
is
tic
s
r
ep
r
esen
ti
n
g
t
h
e
m
ea
n
(
an
d
s
tan
d
ar
d
d
ev
iatio
n
)
s
co
r
es
o
f
th
e
r
ec
alled
p
er
f
o
r
m
a
n
ce
co
m
p
u
ted
as p
er
ce
n
tag
e
s
ar
e
s
h
o
w
n
i
n
T
ab
le
2
.
T
ab
le
2
.
Me
an
p
er
ce
n
tag
e
(
an
d
s
tan
d
ar
d
d
ev
iatio
n
)
o
f
r
ec
all
ed
v
o
ca
b
u
lar
y
w
o
r
d
s
i
n
KW
M
,
T
P
R
an
d
P
tr
ea
t
m
e
n
ts
,
o
n
e
d
a
y
(
T
1
)
an
d
t
w
o
w
ee
k
s
(
T
2
)
af
ter
th
e
in
ter
v
en
tio
n
K
W
M
T
P
R
P
T1
3
3
.
5
3
(
2
1
.
0
2
)
4
.
4
1
(
7
.
0
5
)
9
.
1
2
(
1
1
.
6
4
)
T2
3
0
.
2
9
(
2
2
.
6
3
)
5
.
5
9
(
9
.
2
7
)
7
.
3
5
(
1
0
.
2
4
)
A
2
(
ti
m
e)
x
3
(
tr
ea
t
m
en
t)
r
ep
ea
ted
-
m
ea
s
u
r
es
a
n
al
y
s
i
s
o
f
v
ar
ian
ce
(
A
NOV
A
)
w
a
s
co
n
d
u
cted
,
to
co
m
p
ar
e
t
h
e
r
ec
all
p
er
f
o
r
m
an
ce
(
p
er
ce
n
t
co
r
r
ec
t)
o
f
p
ar
ticip
an
ts
f
r
o
m
t
h
e
ex
p
er
i
m
en
tal
an
d
co
n
tr
o
l
tr
ea
t
m
e
n
ts
.
T
h
e
a
n
al
y
s
i
s
i
n
d
ic
ated
n
o
s
i
g
n
i
f
ica
n
t
m
ai
n
e
f
f
ec
t
f
o
r
ti
m
e
F
(
1
,
3
3
)
=
3
.
0
4
,
p
>
.
0
5
,
ηp
2
=
.
0
8
4
,
b
u
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
20
1
7
:
1
5
0
–
1
5
6
154
s
ig
n
i
f
ica
n
t
m
ai
n
ef
f
ec
t
f
o
r
tr
ea
t
m
e
n
t
F
(
2
,
6
6
)
=
5
8
.
1
1
,
p
<
.
0
0
1
,
ηp
2
=
.
6
3
8
.
R
esu
lt
s
also
in
d
icate
d
n
o
s
ig
n
i
f
ica
n
t
in
ter
ac
tio
n
ef
f
ec
t
f
o
r
tim
e
a
n
d
t
r
ea
t
m
e
n
t
F
(
2
,
6
6
)
=
3
.
1
5
,
p
>
.
0
5
,
ηp
2
=
.
0
8
7
.
P
o
s
t
-
h
o
c
p
air
w
i
s
e
co
m
p
ar
is
o
n
s
w
it
h
B
o
n
f
er
r
o
n
i
co
r
r
ec
tio
n
s
i
n
d
icate
d
th
a
t
th
e
lear
n
in
g
p
er
f
o
r
m
an
ce
o
f
v
o
ca
b
u
lar
y
w
o
r
d
s
p
r
esen
ted
in
KW
M
tr
ea
t
m
e
n
t
w
a
s
s
i
g
n
i
f
ican
tl
y
b
etter
(
p
<
.
0
5
)
th
an
th
e
w
o
r
d
s
p
r
ese
n
ted
in
T
P
R
an
d
P
tr
ea
t
m
e
n
t,
an
d
th
er
e
w
as
n
o
s
ig
n
if
ican
t
d
i
f
f
er
e
n
ce
in
p
er
f
o
r
m
an
ce
b
et
w
ee
n
T
P
R
an
d
P
tr
ea
t
m
e
n
ts
(
p
>
.
0
5
)
(
s
ee
T
ab
le
2
)
.
6.
DIS
CUSSI
O
N
T
h
e
p
r
esen
t
s
tu
d
y
aim
ed
at
ass
ess
in
g
th
e
ef
f
icien
cy
o
f
th
e
Key
w
o
r
d
Me
th
o
d
an
d
th
e
T
o
tal
P
h
y
s
ical
R
esp
o
n
s
e
Me
th
o
d
w
h
en
teac
h
in
g
n
ew
v
o
ca
b
u
lar
y
w
o
r
d
s
in
a
f
o
r
eig
n
lan
g
u
ag
e,
co
m
p
ar
ed
w
ith
a
m
o
r
e
tr
ad
itio
n
al
m
eth
o
d
co
n
s
is
tin
g
o
f
s
im
u
ltan
eo
u
s
ly
m
o
d
elin
g
th
e
co
r
r
ec
t
p
r
o
n
u
n
ciatio
n
o
f
th
e
n
ew
w
o
r
d
w
h
ile
p
r
esen
tin
g
th
e
lear
n
er
s
w
ith
a
p
ictu
r
e
r
ep
r
esen
tin
g
its
m
ea
n
in
g
.
R
esu
lts
i
n
d
icate
th
at
th
e
KW
M
is
m
o
r
e
ef
f
ec
tiv
e
th
an
T
P
R
in
teac
h
in
g
n
ew
v
o
ca
b
u
lar
y
w
o
r
d
s
in
a
FL
w
h
en
th
e
n
ew
w
o
r
d
s
ar
e
co
n
cr
ete
n
o
u
n
s
w
ith
h
ig
h
im
ag
er
y
v
alu
e,
an
d
w
h
en
th
e
n
ew
w
o
r
d
an
d
its
k
ey
w
o
r
d
h
av
e
a
h
ig
h
d
eg
r
ee
o
f
p
h
o
n
em
ic
o
v
er
lap
p
in
g
.
T
h
e
f
ac
t
th
at
s
tu
d
en
ts
ar
e
en
g
ag
in
g
th
eir
w
h
o
le
b
o
d
ies
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
2
2
]
,
[
2
3
]
d
o
es
n
o
t
n
ec
ess
ar
ily
lead
to
b
etter
co
g
n
itiv
e
p
er
f
o
r
m
an
ce
w
h
en
co
m
p
ar
ed
w
ith
th
e
b
en
ef
its
p
r
o
v
id
ed
b
y
th
e
v
is
u
al
ass
o
ciatio
n
o
f
th
e
n
ew
w
o
r
d
w
ith
a
k
ey
w
o
r
d
[
1
3
]
.
T
o
th
e
b
est
o
f
o
u
r
k
n
o
w
led
g
e,
th
is
is
th
e
f
ir
s
t
em
p
ir
ical
in
v
esti
g
atio
n
th
at
co
m
p
ar
es
th
e
ef
f
icien
cy
o
f
th
e
tw
o
m
eth
o
d
s
an
d
lead
s
to
s
u
ch
a
co
n
clu
s
io
n
.
Yet,
in
o
r
d
er
to
co
n
f
id
en
tly
g
en
er
alize
th
ese
r
esu
lts
,
f
u
r
th
er
in
v
esti
g
atio
n
s
ar
e
d
ee
m
ed
n
ec
ess
ar
y
u
s
in
g
a
g
r
ea
ter
v
ar
iety
o
f
item
s
,
ag
e
g
r
o
u
p
s
an
d
lear
n
in
g
s
itu
atio
n
s
.
Su
r
p
r
is
in
g
ly
,
r
esu
lts
in
d
icate
d
n
o
s
ig
n
if
ican
t
ef
f
ec
t
f
o
r
tr
ea
tm
en
t
w
h
en
w
e
co
m
p
ar
ed
th
e
T
P
R
w
ith
th
e
P
tr
ea
tm
en
t.
On
o
n
e
h
an
d
,
th
is
m
ay
s
u
g
g
est
th
at
T
P
R
is
n
o
t
as
ef
f
icien
t
as
o
r
ig
in
ally
b
eliev
ed
,
an
d
ev
en
th
o
u
g
h
th
e
m
eth
o
d
s
ee
m
s
to
b
e
v
er
y
ag
e
-
ap
p
r
o
p
r
iate
an
d
en
ter
tain
in
g
,
th
e
lear
n
in
g
ef
f
ec
t
s
ee
m
s
r
ath
er
m
o
d
est.
On
th
e
o
th
er
h
an
d
,
th
e
r
esu
lts
m
ay
s
u
g
g
est
th
at
th
e
v
is
u
al
s
tim
u
li
f
r
o
m
th
e
P
tr
ea
tm
en
t
ca
n
h
av
e
a
s
tr
o
n
g
p
o
s
itiv
e
ef
f
ec
t
o
n
lear
n
in
g
.
T
h
is
is
ex
p
lain
ed
b
y
P
aiv
io
’
s
(
1
9
7
1
)
d
u
al
-
co
d
e
th
eo
r
y
w
h
ich
p
o
s
tu
lates
th
at
v
is
u
al
an
d
v
er
b
al
in
f
o
r
m
atio
n
is
p
r
o
ce
s
s
ed
b
y
tw
o
d
if
f
er
en
t
co
g
n
itiv
e
m
ec
h
an
is
m
s
(
v
er
b
al
an
d
v
is
u
al)
,
an
d
w
h
en
p
eo
p
le
in
ten
d
to
r
ec
all
th
e
in
f
o
r
m
atio
n
,
th
ey
h
av
e
a
b
etter
ch
an
ce
o
f
r
etr
iev
in
g
it
f
r
o
m
lo
ng
-
ter
m
m
em
o
r
y
if
th
e
in
f
o
r
m
atio
n
is
co
d
ed
b
o
th
w
ay
s
[
3
1
]
.
P
aiv
io
’
s
th
eo
r
y
is
also
s
u
p
p
o
r
ted
b
y
class
ical
em
p
ir
ical
in
v
esti
g
atio
n
s
th
at
s
u
g
g
est
th
at
v
is
u
al
s
tim
u
li
p
r
o
d
u
ce
s
tr
o
n
g
m
em
o
r
ies
[
3
2
]
,
[
3
3
]
;
th
u
s
,
p
r
esen
tin
g
a
to
-
be
-
lear
n
ed
item
(
a
n
ew
w
o
r
d
)
to
s
tu
d
en
ts
b
o
th
v
er
b
ally
(
s
o
u
n
d
in
g
o
u
t
th
e
co
r
r
ec
t
p
r
o
n
u
n
ciatio
n
)
an
d
v
is
u
ally
(
s
h
o
w
in
g
a
p
ictu
r
e
o
f
th
e
item
)
w
o
u
ld
in
cr
ea
s
e
th
e
lear
n
in
g
p
er
f
o
r
m
an
ce
o
f
th
at
w
o
r
d
,
w
h
ich
j
u
s
tif
ies
th
e
h
ig
h
p
er
f
o
r
m
an
ce
o
f
th
e
P
tr
ea
tm
en
t.
T
h
e
r
esu
lts
in
d
icatin
g
a
lar
g
e
s
ize
o
f
th
e
m
ain
ef
f
ec
t
f
o
r
tr
ea
tm
en
t
an
d
th
e
f
ac
t
th
at
th
e
r
ec
all
p
er
f
o
r
m
an
ce
o
f
th
e
KW
M
tr
ea
tm
en
t
w
as
m
o
r
e
th
an
3
tim
es
h
ig
h
er
th
an
th
e
r
ec
all
p
er
f
o
r
m
an
ce
o
f
th
e
P
tr
ea
tm
en
t
s
u
g
g
est
th
at
th
e
f
o
r
m
er
m
eth
o
d
ca
n
b
e
v
er
y
ef
f
ec
tiv
e
in
teac
h
in
g
y
o
u
n
g
ch
ild
r
en
.
I
n
d
ee
d
,
p
r
ev
io
u
s
in
v
esti
g
atio
n
s
s
u
g
g
est
th
at
th
e
y
o
u
n
g
er
th
e
ag
e
g
r
o
u
p
,
th
e
m
o
r
e
ef
f
icien
t
th
e
m
eth
o
d
ca
n
b
e
in
teac
h
in
g
n
ew
v
o
ca
b
u
lar
y
w
o
r
d
s
.
T
h
is
is
n
o
t
b
ec
au
s
e
y
o
u
n
g
s
tu
d
en
ts
w
o
u
ld
h
av
e
a
b
etter
p
er
f
o
r
m
an
ce
th
an
th
eir
o
ld
er
co
u
n
ter
p
ar
ts
,
b
u
t
b
ec
au
s
e
th
e
ef
f
ici
en
cy
o
f
ex
p
licitly
teac
h
in
g
a
f
o
r
eig
n
lan
g
u
ag
e
u
s
in
g
m
o
r
e
tr
ad
itio
n
al
m
eth
o
d
s
(
lik
e
th
e
P
m
eth
o
d
)
ten
d
s
to
b
e
lo
w
er
[
1
7
]
.
T
h
ese
f
in
d
in
g
s
ad
d
to
th
e
ex
is
tin
g
liter
atu
r
e
an
d
s
u
p
p
o
r
t
th
e
u
s
e
o
f
th
e
KW
M
in
th
e
class
r
o
o
m
,
esp
ec
ially
w
h
en
it
is
b
ein
g
u
s
ed
to
tea
ch
y
o
u
n
g
ch
ild
r
en
an
d
w
h
en
v
is
u
al
s
u
p
p
o
r
t
is
b
ein
g
p
r
o
v
id
ed
.
T
h
e
r
esu
lts
in
d
icatin
g
n
o
s
ig
n
if
ican
t
ef
f
ec
t
f
o
r
tim
e
s
u
g
g
est
th
at
th
e
f
o
r
g
ettin
g
r
ate
is
h
ig
h
est
w
ith
in
2
4
h
o
u
r
s
af
ter
th
e
item
s
ar
e
p
r
esen
ted
,
s
u
p
p
o
r
tin
g
ex
p
er
ien
tial
ev
id
en
ce
th
at
in
d
icate
a
h
ig
h
f
o
r
g
ettin
g
r
ate
in
y
o
u
n
g
lear
n
er
s
s
o
o
n
af
ter
s
tim
u
latio
n
[
3
4
]
,
[
3
5
]
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
FL
in
s
tr
u
cto
r
s
teac
h
in
g
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
s
h
o
u
ld
b
e
aw
ar
e
o
f
th
e
lim
itatio
n
s
o
f
th
eir
m
em
o
r
y
s
k
ills
an
d
o
f
th
e
im
p
o
r
tan
ce
o
f
m
n
em
o
n
ics
an
d
th
eir
r
o
le
in
s
ca
f
f
o
ld
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Fu
r
th
er
m
o
r
e,
th
e
r
esu
lts
in
d
icatin
g
n
o
in
ter
ac
tio
n
ef
f
ec
t
b
etw
ee
n
tim
e
an
d
tr
ea
tm
en
t
d
o
n
o
t
s
u
p
p
o
r
t
m
ed
iu
m
-
ter
m
ef
f
icien
cy
o
f
o
n
e
p
ar
ticu
lar
m
eth
o
d
w
h
en
co
m
p
ar
ed
w
ith
th
e
o
th
er
s
,
an
d
d
o
n
o
t
s
u
p
p
o
r
t
claim
s
o
f
a
p
o
o
r
p
er
f
o
r
m
an
ce
r
ate
o
f
th
e
KW
M
in
th
e
lo
n
g
ter
m
[
3
6
]
.
T
h
e
co
n
clu
s
io
n
s
o
f
o
u
r
s
tu
d
y
n
ee
d
to
b
e
tr
ea
ted
w
ith
ca
u
tio
n
d
u
e
to
tw
o
lim
itatio
n
s
.
First,
g
iv
en
th
at
th
e
item
s
f
r
o
m
th
e
KW
M
an
d
T
P
R
tr
ea
tm
en
ts
w
er
e
s
elec
ted
in
o
r
d
er
to
o
p
tim
ize
th
eir
ef
f
icien
cy
,
w
e
ca
n
n
o
t
k
n
o
w
w
h
eth
er
th
er
e
w
ill
b
e
s
im
ilar
ef
f
ec
ts
w
h
en
item
s
ar
e
u
s
ed
in
less
-
th
an
-
o
p
tim
al
co
n
d
itio
n
s
,
s
u
ch
as
u
s
in
g
th
e
KW
M
to
teac
h
ad
j
ec
tiv
es
(
e.
g
.
,
b
ea
u
tif
u
l)
o
r
u
s
in
g
T
P
R
to
teac
h
m
o
r
e
ab
s
tr
ac
t
w
o
r
d
s
(
e.
g
.
,
s
o
u
l)
.
T
h
u
s
,
th
e
g
en
er
aliza
b
ilit
y
o
f
o
u
r
f
in
d
in
g
s
is
lim
ited
,
an
d
m
o
r
e
s
tu
d
ies
ar
e
d
ee
m
ed
n
ec
ess
ar
y
to
ex
p
lo
r
e
th
e
r
elatio
n
s
h
ip
b
etw
ee
n
th
e
tw
o
m
n
em
o
n
ics.
Seco
n
d
,
alth
o
u
g
h
o
u
r
r
esu
lts
s
u
g
g
est
th
at
th
e
KW
M
ca
n
in
cr
ea
s
e
lear
n
in
g
p
er
f
o
r
m
an
ce
s
ig
n
if
ican
tly
,
th
e
f
ac
t
th
at
w
e
ca
n
n
o
t
alw
ay
s
f
in
d
a
k
ey
w
o
r
d
to
as
s
o
ciate
w
ith
a
n
ew
v
o
ca
b
u
lar
y
w
o
r
d
lim
its
th
e
p
o
s
s
ib
ilit
ies
o
f
u
s
in
g
th
e
KW
M
w
h
en
teac
h
in
g
v
o
ca
b
u
lar
y
w
o
r
d
s
in
a
f
o
r
eig
n
lan
g
u
ag
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Tea
ch
in
g
N
ew V
o
ca
b
u
l
a
r
y
to
I
r
a
n
ia
n
Yo
u
n
g
F
L Le
a
r
n
ers
:
Usi
n
g
Tw
o
.
.
.
.
(
A
mir
To
g
h
ya
n
i
K
h
o
r
a
s
g
a
n
i)
155
7.
CO
NCLUS
I
O
N
Ou
r
s
t
u
d
y
s
u
g
g
e
s
ts
t
h
at
i
f
F
L
teac
h
er
s
ex
p
lic
itl
y
teac
h
v
o
ca
b
u
lar
y
w
o
r
d
s
in
a
F
L
to
y
o
u
n
g
s
t
u
d
en
t
s
,
th
e
y
ca
n
s
i
g
n
i
f
ica
n
tl
y
i
m
p
r
o
v
e
s
t
u
d
en
ts
’
r
eten
tio
n
p
er
f
o
r
m
an
ce
b
y
u
s
i
n
g
th
e
KW
M
w
h
e
n
h
i
g
h
-
q
u
a
lit
y
k
e
y
w
o
r
d
s
ar
e
a
v
ailab
le,
e
v
en
if
t
h
e
p
air
ed
p
ictu
r
e
s
ar
e
n
o
t
in
ter
ac
ti
n
g
w
it
h
ea
c
h
o
th
er
a
n
d
th
at
t
h
i
s
m
eth
o
d
lead
s
to
s
u
p
er
io
r
p
er
f
o
r
m
a
n
ce
w
h
en
co
m
p
ar
ed
w
it
h
T
P
R
.
T
h
e
s
tu
d
y
al
s
o
in
d
icate
s
t
h
at,
alth
o
u
g
h
u
s
in
g
a
n
in
ter
ac
ti
v
e
m
e
th
o
d
lik
e
T
P
R
to
teac
h
y
o
u
n
g
c
h
ild
r
en
v
o
ca
b
u
lar
y
w
o
r
d
s
ca
n
b
e
ag
e
-
ap
p
r
o
p
r
iate
an
d
en
ter
tai
n
in
g
,
t
h
e
ass
u
m
ed
e
f
f
icien
c
y
o
f
s
u
c
h
a
m
e
th
o
d
(
co
m
p
ar
ed
w
it
h
m
o
r
e
tr
ad
itio
n
al
m
et
h
o
d
s
,
s
u
c
h
a
s
s
in
g
le
p
ict
u
r
e
p
r
esen
tatio
n
)
n
e
ed
s
to
b
e
tr
ea
ted
w
it
h
ca
u
t
io
n
.
RE
F
E
R
E
NC
E
S
[1
]
L
.
Ca
m
e
ro
n
,
“
T
e
a
c
h
in
g
lan
g
u
a
g
e
s to
y
o
u
n
g
lea
rn
e
rs
,”
Ca
m
b
rid
g
e
,
Ca
m
b
rid
g
e
Un
iv
e
rsit
y
P
re
ss
,
2
0
0
1
.
[2
]
C.
T
.
L
in
se
a
n
d
D.
Nu
n
a
n
,
“
P
r
a
c
ti
c
a
l
e
n
g
li
sh
lan
g
u
a
g
e
t
e
a
c
h
in
g
:
Yo
u
n
g
lea
rn
e
rs
,”
Ne
w
Yo
rk
,
M
c
G
ra
w
-
Hill
ES
L
/E
LT
,
2
0
0
5
.
[3
]
S
p
e
c
ial
Eu
ro
b
a
r
o
m
e
ter
2
4
3
,
“
Eu
ro
p
e
a
n
s
a
n
d
th
e
i
r
lan
g
u
a
g
e
s
,
”
2006
.
Re
tri
e
v
e
d
f
ro
m
h
tt
p
:
//
e
c
.
e
u
ro
p
a
.
e
u
/
p
u
b
li
c
_
o
p
i
n
io
n
/arc
h
iv
e
s/e
b
s/e
b
s_
2
4
3
_
e
n
.
p
d
f
[4
]
S
.
K.
G
e
b
a
u
e
r,
e
t
a
l.
,
“
Cro
s
s
-
lan
g
u
a
g
e
tran
s
f
e
r
in
En
g
li
sh
imm
e
rsio
n
p
r
o
g
ra
m
s
in
G
e
r
m
a
n
y
:
Re
a
d
in
g
c
o
m
p
re
h
e
n
sio
n
a
n
d
re
a
d
i
n
g
f
lu
e
n
c
y
,”
Co
n
tem
p
o
ra
ry
E
d
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
y
,
v
o
l.
38
,
p
p
.
64
-
74
,
2
0
1
3
.
[5
]
F.
G
e
n
e
s
e
e
a
n
d
D.
Ja
re
d
,
“
L
it
e
r
a
c
y
d
e
v
e
lo
p
m
e
n
t
in
e
a
rl
y
F
re
n
c
h
imm
e
rsi
o
n
p
ro
g
ra
m
s
,”
Ca
n
a
d
i
a
n
Psy
c
h
o
l
o
g
y
,
v
o
l/
issu
e
:
49
(2
),
p
p
.
1
4
0
-
1
4
7
,
2
0
0
8
.
[6
]
N.
He
r
m
a
n
to
,
e
t
a
l
.
,
“
L
in
g
u
isti
c
a
n
d
m
e
talin
g
u
isti
c
o
u
tco
m
e
s
o
f
in
ten
se
imm
e
rsio
n
e
d
u
c
a
ti
o
n
:
h
o
w
b
il
in
g
u
a
l?
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
B
il
li
n
g
u
a
l
Ed
u
c
a
ti
o
n
a
n
d
Bi
ll
in
g
u
a
li
sm
,
v
o
l/
issu
e
:
15
(2
)
,
p
p
.
1
3
1
-
1
4
5
,
2
0
1
2
.
[7
]
R.
De
Ke
y
se
r,
“
I
m
p
li
c
it
a
n
d
e
x
p
l
icit
lea
rn
in
g
.
In
Do
u
g
h
ty
&
L
o
n
g
(Ed
s.),
”
T
h
e
Ha
n
d
b
o
o
k
o
f
S
e
c
o
n
d
L
a
n
g
u
a
g
e
Acq
u
isit
i
o
n
,
Ox
f
o
rd
,
Blac
k
we
ll
P
u
b
li
s
h
in
g
L
td
.
,
p
p
.
3
1
3
-
3
4
8
,
2
0
0
3
.
[8
]
D.
D.
Do
lea
n
,
“
Ho
w
e
a
rl
y
c
a
n
w
e
e
ff
icie
n
tl
y
tea
c
h
a
s
e
c
o
n
d
lan
g
u
a
g
e
?
”
Eu
ro
p
e
a
n
E
a
rly
Ch
il
d
h
o
o
d
E
d
u
c
a
ti
o
n
Res
e
a
rc
h
J
o
u
rn
a
l
,
v
o
l
/i
ss
u
e
:
23
(
5
),
p
p
.
7
0
6
-
7
1
9
,
2
0
1
5
.
[9
]
K.
F
o
lse
,
“
V
o
c
a
b
u
lary
M
y
th
s:
A
p
p
l
y
in
g
S
e
c
o
n
d
L
a
n
g
u
a
g
e
Re
s
e
a
rc
h
to
Clas
sro
o
m
T
e
a
c
h
in
g
,”
A
n
n
A
rb
o
r
,
T
h
e
Un
iv
e
rsit
y
o
f
M
ich
ig
a
n
P
re
ss
,
2
0
0
4
.
[1
0
]
I.
S
.
P
.
Na
ti
o
n
,
“
L
e
a
rn
in
g
V
o
c
a
b
u
lar
y
in
A
n
o
th
e
r
L
a
n
g
u
a
g
e
,”
Ca
m
b
rid
g
e
,
Ca
m
b
rid
g
e
Un
iv
e
rsit
y
P
re
ss
,
2
0
0
1
.
[1
1
]
C.
M
u
ñ
o
z
a
n
d
D.
S
i
n
g
leto
n
,
“
A
c
rit
ica
l
re
v
i
e
w
o
f
a
g
e
-
re
late
d
r
e
s
e
a
rc
h
o
n
L
2
u
lt
im
a
t
e
a
tt
a
in
m
e
n
t
,”
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
,
v
o
l.
44
,
p
p
.
1
-
35
,
2
0
1
1
.
[1
2
]
D.
D.
Do
lea
n
,
“
M
n
e
m
o
n
ics
u
se
d
in
lea
rn
in
g
c
o
n
c
e
p
ts
in
E
n
g
li
s
h
a
s
a
f
o
re
ig
n
lan
g
u
a
g
e
,”
i
n
M
.
Io
n
e
s
c
u
(E
d
.
),
“
S
tu
d
ii
d
e
p
e
d
a
g
o
g
ie ap
li
c
a
ta
,”
Ca
p
.
,
v
o
l.
6
,
2
0
1
3
.
[1
3
]
R.
C.
A
t
k
in
so
n
a
n
d
M
.
M
.
Ra
u
g
h
,
“
A
n
a
p
p
li
c
a
ti
o
n
o
f
th
e
m
n
e
m
o
n
ic
k
e
y
wo
rd
m
e
th
o
d
to
th
e
a
c
q
u
isi
t
io
n
o
f
Ru
ss
ian
v
o
c
a
b
u
lary
,”
J
o
u
rn
a
l
o
f
Exp
e
rime
n
ta
l
Psy
c
h
o
l
o
g
y
:
Hu
m
a
n
L
e
a
rn
i
n
g
a
n
d
M
e
mo
ry
,
v
o
l.
1
0
4
,
p
p
.
1
2
6
-
133
,
1
9
7
5
.
[1
4
]
N.
S
a
g
a
rra
a
n
d
M
.
A
lb
a
,
“
T
h
e
Ke
y
in
th
e
k
e
y
w
o
rd
:
L
2
v
o
c
a
b
u
lar
y
le
a
rn
in
g
m
e
th
o
d
s
w
it
h
b
e
g
in
n
in
g
lea
rn
e
rs
o
f
S
p
a
n
ish
,”
T
h
e
M
o
d
e
rn
L
a
n
g
u
a
g
e
J
o
u
rn
a
l,
v
o
l/
issu
e
:
90
(6
)
,
p
p
.
2
2
8
-
2
4
3
,
2
0
0
6
.
[1
5
]
E.
A
v
il
a
a
n
d
M
.
S
a
d
o
sk
i,
“
Ex
p
lo
rin
g
Ne
w
A
p
p
li
c
a
ti
o
n
s
o
f
th
e
Ke
y
w
o
rd
M
e
th
o
d
to
A
c
q
u
ire
En
g
li
s
h
Vo
c
a
b
u
lary
,”
L
a
n
g
u
a
g
e
L
e
a
rn
i
n
g
,
v
o
l/
issu
e
:
46
(3
),
p
p
.
3
7
9
-
3
9
5
,
1
9
9
6
.
[1
6
]
M.
Wy
ra
,
e
t
a
l.
,
“
T
h
e
m
n
e
m
o
n
ic
k
e
y
w
o
rd
m
e
th
o
d
:
T
h
e
e
ff
e
c
ts
o
f
b
id
irec
ti
o
n
a
l
re
tri
e
v
a
l
train
in
g
a
n
d
o
f
a
b
il
it
y
to
im
a
g
e
o
n
f
o
re
ig
n
lan
g
u
a
g
e
v
o
c
a
b
u
lary
re
c
a
ll
,”
L
e
a
rn
in
g
a
n
d
In
str
u
c
ti
o
n
,
v
o
l.
17
,
p
p
.
3
6
0
-
3
7
1
,
2
0
0
7
.
[1
7
]
D.
D.
Do
lea
n
,
“
Us
in
g
th
e
Ke
y
wo
rd
M
e
t
h
o
d
in
t
h
e
c
las
sro
o
m
:
Is
th
e
in
tera
c
ti
n
g
im
a
g
e
r
y
n
e
c
e
ss
a
r
y
?
”
S
y
ste
m,
v
o
l.
45
,
p
p
.
17
-
26
,
2
0
1
4
.
[1
8
]
D.
Ho
g
b
e
n
a
n
d
M
.
J.
L
a
w
so
n
,
“
Ke
y
w
o
rd
a
n
d
m
u
lt
ip
le
e
la
b
o
ra
ti
o
n
stra
teg
ies
f
o
r
v
o
c
a
b
u
lar
y
a
c
q
u
isit
i
o
n
i
n
f
o
re
ig
n
lan
g
u
a
g
e
lea
rn
in
g
,”
Co
n
tem
p
o
ra
r
y
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
19
,
p
p
.
3
6
7
-
3
7
6
,
1
9
9
4
.
[1
9
]
J.
G
.
V
a
n
He
ll
a
n
d
A
.
C.
M
a
h
n
,
“
Ke
y
w
o
rd
m
n
e
m
o
n
ics
v
e
rsu
s
ro
te
re
h
e
a
rsa
l:
lea
rn
in
g
c
o
n
c
re
te
a
n
d
a
b
stra
c
t
f
o
re
ig
n
w
o
rd
s b
y
e
x
p
e
rien
c
e
d
a
n
d
i
n
e
x
p
e
rien
c
e
d
lea
rn
e
rs
,”
L
a
n
g
u
a
g
e
L
e
a
r
n
in
g
,
v
o
l/
issu
e
:
47
(3
)
,
p
p
.
5
0
7
-
546
,
1
9
9
7
.
[2
0
]
Z.
W
e
i,
“
Do
e
s
tea
c
h
in
g
m
n
e
m
o
n
ics
f
o
r
v
o
c
a
b
u
lary
le
a
rn
in
g
m
a
k
e
a
d
if
f
e
r
e
n
c
e
?
P
u
tt
in
g
t
h
e
k
e
y
w
o
rd
m
e
th
o
d
a
n
d
th
e
w
o
rd
p
a
rt
tec
h
n
i
q
u
e
t
o
tes
t
,”
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
Res
e
a
rc
h
,
v
o
l.
19
,
p
p
.
43
-
69
,
2
0
1
5
.
[2
1
]
J.
A
sh
e
r,
“
T
h
e
lea
rn
in
g
stra
teg
y
o
f
th
e
T
o
tal
P
h
y
sic
a
l
Re
sp
o
n
se
:
A
re
v
ie
w
,”
T
h
e
M
o
d
e
rn
L
a
n
g
u
a
g
e
J
o
u
rn
a
l,
v
o
l/
issu
e
:
53
(1
),
p
p
.
79
-
84
,
1
9
6
6
.
[2
2
]
E.
Da
le,
“
A
u
d
io
-
V
isu
a
l
M
e
th
o
d
s
in
T
e
a
c
h
in
g
(3
rd
e
d
.
)
,”
Ne
w
Yo
rk
,
Ho
l
t,
Rin
e
h
a
rt
&
W
in
sto
n
,
1
9
6
9
.
[2
3
]
S
.
D.
Kra
sh
e
n
a
n
d
T
.
D.
T
e
rre
ll
,
“
T
h
e
n
a
tu
ra
l
a
p
p
ro
a
c
h
:
L
a
n
g
u
a
g
e
a
c
q
u
isit
io
n
in
t
h
e
c
las
sro
o
m
,”
Esse
x
,
P
e
a
rso
n
Ed
u
c
a
ti
o
n
L
im
it
e
d
,
1
9
8
3
.
[2
4
]
J.
A
sh
e
r,
“
T
h
e
to
tal
p
h
y
sic
a
l
a
p
p
ro
a
c
h
t
o
se
c
o
n
d
la
n
g
u
a
g
e
lea
rn
in
g
,”
T
h
e
M
o
d
e
rn
L
a
n
g
u
a
g
e
J
o
u
rn
a
l,
v
o
l
/i
ss
u
e
:
53
(
1
),
pp.
3
-
17
,
1
9
6
9
.
[2
5
]
J.
A
sh
e
r
a
n
d
S
.
P
.
Be
n
,
“
T
h
e
lea
rn
in
g
stra
teg
y
o
f
T
o
tal
P
h
y
si
c
a
l
Re
sp
o
n
se
:
S
o
m
e
A
g
e
Di
ff
e
re
n
c
e
s
,”
Ch
il
d
De
v
e
lo
p
me
n
t,
v
o
l/
issu
e
:
38
(4
),
p
p
.
1
2
1
9
-
1
2
2
7
,
1
9
6
7
.
[2
6
]
J.
A
sh
e
r,
e
t
a
l
.
,
“
L
e
a
rn
in
g
a
se
c
o
n
d
lan
g
u
a
g
e
th
r
o
u
g
h
c
o
m
m
a
n
d
s:
T
h
e
se
c
o
n
d
f
ield
tes
t
,”
T
h
e
M
o
d
e
rn
L
a
n
g
u
a
g
e
J
o
u
rn
a
l,
v
o
l/
issu
e
:
58
(1
-
2
),
p
p
.
24
-
32
,
1
9
7
4
.
[2
7
]
S.
Ku
n
i
h
ira
a
n
d
J.
J.
A
sh
e
r,
“
T
h
e
stra
te
g
y
o
f
th
e
to
tal
p
h
y
sic
a
l
r
e
sp
o
n
se
:
A
n
a
p
p
li
c
a
ti
o
n
to
lea
rn
in
g
Ja
p
a
n
e
se
,”
In
ter
n
a
t
io
n
a
l
Rev
iew o
f
A
p
p
l
ied
L
in
g
u
isti
c
s,
vo
l/
iss
u
e
:
3
(
4
),
p
p
.
2
7
7
-
2
8
9
,
1
9
6
5
.
[2
8
]
P
.
J.
M
a
tu
sz
,
e
t
a
l
.
,
“
M
u
lt
i
-
m
o
d
a
l
d
istrac
ti
o
n
:
In
sig
h
ts
f
ro
m
c
h
il
d
r
e
n
’s
li
m
it
e
d
a
tt
e
n
ti
o
n
,”
C
o
g
n
it
i
o
n
,
v
o
l
.
1
3
6
,
p
p
.
156
-
1
6
5
,
2
0
1
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
20
1
7
:
1
5
0
–
1
5
6
156
[2
9
]
H.
V
e
tt
e
r,
e
t
a
l.
,
“
A
c
ti
v
e
lea
rn
in
g
:
Eff
e
c
ti
v
e
n
e
ss
o
f
lea
rn
in
g
a
n
u
m
e
ra
c
y
sk
il
l
w
it
h
p
h
y
sic
a
l
a
c
ti
v
it
y
,
re
d
u
c
in
g
se
d
e
n
tary
ti
m
e
in
sc
h
o
o
l
c
h
i
ld
re
n
,”
J
o
u
rn
a
l
o
f
S
c
ien
c
e
a
n
d
M
e
d
icin
e
in
S
p
o
rt
,
v
o
l/
issu
e
:
19
(e
1
2
)
,
2
0
1
5
.
[3
0
]
A
.
P
a
iv
io
,
e
t
a
l.
,
“
Co
n
c
re
ten
e
ss
,
ima
g
e
r
y
,
a
n
d
m
e
a
n
in
g
f
u
ln
e
ss
v
a
lu
e
s
f
o
r
9
2
5
n
o
u
n
s
,”
J
o
u
r
n
a
l
o
f
Exp
e
rime
n
ta
l
Psy
c
h
o
lo
g
y
,
v
o
l/
issu
e
:
76
(
2
)
,
1
9
6
8
.
[3
1
]
A
.
P
a
iv
io
,
“
Im
a
g
e
r
y
a
n
d
V
e
rb
a
l
P
ro
c
e
ss
,”
Ne
w
Yo
rk
,
Ho
lt
,
Ri
n
e
h
a
rt
a
n
d
W
in
st
o
n
,
1
9
7
1
.
[3
2
]
R.
N.
S
h
e
p
a
rd
,
“
Re
c
o
g
n
it
io
n
m
e
m
o
r
y
f
o
r
w
o
rd
s
se
n
ten
c
e
s
a
n
d
p
i
c
tu
re
s
,”
J
o
u
rn
a
l
o
f
Ver
b
a
l
L
e
a
rn
in
g
a
n
d
Ver
b
a
l
Beh
a
v
io
r,
v
o
l.
6
,
p
p
.
1
5
6
-
1
6
3
,
1
9
6
7
.
[3
3
]
L
.
St
a
n
d
in
g
,
“
L
e
a
rn
in
g
1
0
,
0
0
0
P
ict
u
re
s
,”
Qu
a
rte
rly
J
o
u
rn
a
l
o
f
Exp
e
rime
n
ta
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
25
,
p
p
.
2
0
7
-
2
2
2
,
1
9
7
3
.
[3
4
]
D.
M
.
Ba
y
li
ss
,
e
t
a
l
.
,
“
Ho
w
q
u
ick
l
y
th
e
y
f
o
rg
e
t:
T
h
e
re
latio
n
sh
i
p
b
e
tw
e
e
n
f
o
rg
e
tt
in
g
ra
te
a
n
d
wo
rk
in
g
m
e
m
o
r
y
p
e
rf
o
r
m
a
n
c
e
,”
J
o
u
rn
a
l
o
f
Exp
e
ri
me
n
ta
l
Psy
c
h
o
lo
g
y
:
L
e
a
rn
i
n
g
,
M
e
mo
ry
,
a
n
d
Co
g
n
it
i
o
n
,
v
o
l/
issu
e
:
41
(
1
),
p
p
.
1
6
3
-
177
,
2
0
1
5
.
[3
5
]
C.
J.
Bra
in
e
rd
a
n
d
V
.
F
.
Re
y
n
a
,
“
L
e
a
rn
in
g
ra
te,
le
a
rn
in
g
o
p
p
o
rtu
n
it
ies
,
a
n
d
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
f
o
rg
e
tt
in
g
,”
De
v
e
lo
p
me
n
ta
l
Psy
c
h
o
lo
g
y
,
3
1
(
2
)
,
2
1
5
-
2
6
2
.
h
tt
p
:
//
d
x
.
d
o
i.
o
rg
/1
0
.
1
0
3
7
/
0
0
1
2
-
1
6
4
9
.
3
1
.
2
.
2
5
1
[3
6
]
W
a
n
g
,
A
.
Y.,
&
T
h
o
m
a
s,
M
.
H.
(1
9
9
5
).
Ef
f
e
c
t
o
f
k
e
y
w
o
rd
s
o
n
lo
n
g
-
term
re
ten
ti
o
n
:
h
e
lp
o
r
h
i
n
d
ra
n
c
e
?
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
87
,
p
p
.
4
6
8
-
475
,
1
9
9
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.