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2020
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p
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456
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N:
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8822
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ritical p
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s
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ss
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rticle
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d
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r th
e
CC B
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.
C
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r
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s
p
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A
uth
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r
:
Ö
m
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Gö
k
h
an
U
lu
m
,
Dep
ar
t
m
en
t o
f
E
n
g
lis
h
L
a
n
g
u
ag
e
T
ea
ch
in
g
,
E
d
u
ca
tio
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Fac
u
lt
y
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Me
r
s
in
U
n
i
v
er
s
it
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C
if
tli
k
k
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y
C
a
m
p
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s
,
Me
r
s
in
,
T
u
r
k
e
y
.
E
m
ail:
o
m
er
g
o
k
h
a
n
u
l
u
m
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
L
ea
r
n
i
n
g
a
f
o
r
eig
n
la
n
g
u
a
g
e
d
ev
elo
p
s
t
h
e
m
e
m
o
r
y
o
f
th
e
ch
ild
r
en
,
a
s
w
el
l
as
en
r
ic
h
in
g
th
ei
r
i
m
a
g
in
a
tio
n
[
1
,
2
]
.
T
ea
ch
in
g
a
f
o
r
eig
n
lan
g
u
ag
e
i
n
v
o
lv
e
s
p
r
ac
ticin
g
f
o
u
r
lan
g
u
ag
e
s
k
il
ls
a
n
d
tr
ain
in
g
lear
n
er
s
ac
co
r
d
in
g
l
y
.
C
o
m
m
u
n
icativ
e
co
m
p
ete
n
ce
is
g
e
n
er
all
y
e
m
p
h
asized
in
f
o
r
eig
n
lan
g
u
ag
e
i
n
s
tr
u
ctio
n
.
T
h
is
ter
m
co
n
tain
s
p
r
o
f
icien
c
y
o
f
f
o
u
r
lan
g
u
a
g
e
s
k
ill
s
(
r
ea
d
in
g
,
w
r
it
in
g
,
li
s
te
n
i
n
g
,
an
d
s
p
ea
k
i
n
g
)
[
3
]
,
b
esid
es
th
eir
in
v
o
l
v
e
m
en
t in
t
h
e
p
r
o
ce
s
s
o
f
lan
g
u
a
g
e
teac
h
in
g
[
4
,
5
]
.
T
h
e
m
er
it
o
f
lear
n
i
n
g
a
f
o
r
eig
n
la
n
g
u
a
g
e
h
as
b
ee
n
s
tr
ess
ed
f
o
r
a
lo
n
g
w
h
ile
an
d
a
lar
g
e
s
p
ec
tr
u
m
o
f
r
elate
d
p
r
o
g
r
am
s
an
d
r
e
s
ea
r
ch
es
h
a
v
e
b
ee
n
r
ep
r
ese
n
ted
[
6
]
.
A
cc
o
r
d
in
g
l
y
,
co
m
p
u
ls
o
r
y
ed
u
ca
tio
n
w
a
s
en
h
a
n
ce
d
to
t
w
elv
e
y
ea
r
s
in
T
u
r
k
e
y
in
2
0
1
2
[
7
]
,
in
w
h
ich
ed
u
ca
tio
n
in
v
o
l
v
ed
th
r
ee
s
tep
s
.
T
h
e
in
itial
s
tep
in
v
o
l
v
es
p
r
i
m
ar
y
s
ch
o
o
l
ed
u
c
atio
n
f
o
r
f
o
u
r
y
ea
r
s
[
8
]
.
T
h
e
n
ex
t
s
tep
r
ef
er
s
to
s
ec
o
n
d
ar
y
s
ch
o
o
l
ed
u
ca
tio
n
last
i
n
g
f
o
r
f
o
u
r
y
ea
r
s
as
well.
Fu
r
t
h
er
,
t
h
e
last
s
t
ep
i
n
v
o
l
v
es
h
i
g
h
s
c
h
o
o
l
lev
e
l
f
o
r
f
o
u
r
y
ea
r
s
[
9
]
.
I
m
p
r
o
v
e
m
e
n
ts
a
n
d
tr
an
s
f
o
r
m
a
tio
n
s
in
E
F
L
cu
r
r
icu
lu
m
ar
e
co
m
p
o
s
ed
o
f
i
m
p
r
o
v
i
n
g
th
e
m
ain
lan
g
u
a
g
e
s
k
ill
s
an
d
th
e
f
u
n
d
a
m
en
ta
ls
o
f
th
e
C
o
m
m
o
n
E
u
r
o
p
ea
n
Fra
m
e
w
o
r
k
o
f
R
ef
er
en
ce
f
o
r
L
an
g
u
a
g
es
w
h
ic
h
r
ef
er
s
to
lear
n
in
g
,
teac
h
i
n
g
,
an
d
ass
es
s
in
g
a
f
o
r
eig
n
lan
g
u
a
g
e
[
10
]
.
T
h
e
Min
is
tr
y
o
f
T
u
r
k
is
h
Natio
n
al
E
d
u
ca
tio
n
d
ec
lar
ed
th
at
P
I
SA
s
co
r
es
s
u
g
g
e
s
t
th
a
t
T
u
r
k
is
h
s
t
u
d
en
t
s
ar
e
n
o
t
eq
u
ip
p
ed
w
ith
t
h
e
r
eq
u
i
r
ed
k
n
o
w
led
g
e
an
d
s
k
il
ls
f
o
r
in
ter
n
at
io
n
al
s
ta
n
d
ar
d
s
[
11
]
.
T
h
e
s
itu
at
io
n
s
ee
m
s
to
b
e
th
e
s
a
m
e
[
12
,
13
]
.
T
u
r
k
is
h
p
eo
p
le
f
r
eq
u
en
tl
y
s
tat
e
th
at
th
e
y
ca
n
co
m
p
r
eh
e
n
d
E
n
g
l
is
h
b
u
t
th
e
y
ca
n
n
o
t
s
p
ea
k
i
t
[
1
4
-
1
6
]
.
T
h
u
s
,
in
ab
il
it
y
to
s
p
ea
k
E
n
g
li
s
h
h
as
tu
r
n
ed
to
b
e
a
s
y
n
d
r
o
m
e
i
n
T
u
r
k
is
h
s
o
ciet
y
[
17
-
19
]
.
Sin
ce
it
h
as
b
ee
n
f
o
u
n
d
o
u
t
th
at
ed
u
ca
tio
n
i
s
a
m
u
s
t
f
o
r
th
e
lo
n
g
-
ter
m
ec
o
n
o
m
ic
d
ev
elo
p
m
e
n
t
a
n
d
f
o
r
d
im
in
i
s
h
in
g
b
o
th
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J
E
v
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&
R
e
s
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u
c
.
I
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N:
2252
-
8822
C
r
itica
l p
er
s
p
ec
tive
o
f E
n
g
lis
h
tea
ch
in
g
a
n
d
lea
r
n
in
g
in
Tu
r
ke
y
(
Öme
r
Gö
kh
a
n
Ulu
m
)
457
ec
o
n
o
m
ic
a
n
d
s
o
cial
d
is
ad
v
a
n
tag
es,
i
n
eq
u
al
it
y
in
ed
u
ca
tio
n
an
d
its
co
n
s
eq
u
e
n
ce
s
h
a
v
e
ap
p
ea
r
ed
to
b
e
s
o
m
e
o
f
th
e
m
ai
n
is
s
u
e
s
in
s
ev
er
al
co
u
n
tr
ies
[
2
0
-
23]
.
A
cc
o
r
d
in
g
l
y
,
T
u
r
k
e
y
m
a
y
b
e
g
iv
e
n
as
a
g
o
o
d
ex
a
m
p
le
to
ev
alu
a
te
th
e
r
elat
io
n
s
b
et
w
ee
n
r
eg
io
n
al
i
n
eq
u
ali
ties
,
cla
s
s
,
a
n
d
ed
u
ca
tio
n
i
n
w
h
ic
h
ed
u
ca
ti
o
n
is
f
ir
m
l
y
a
cla
s
s
-
ass
o
ciate
d
m
atter
[
24
]
.
T
h
e
v
ie
w
th
at
th
o
u
g
h
th
e
lea
r
n
er
s
ca
n
attain
h
i
g
h
lev
els
o
f
co
m
p
eten
c
y
i
n
r
ea
d
in
g
,
w
r
i
tin
g
,
an
d
lis
te
n
in
g
,
t
h
e
y
ar
e
n
o
t
ab
le
to
s
p
ea
k
E
n
g
li
s
h
i
s
s
o
co
m
m
o
n
in
T
u
r
k
e
y
[
2
5
]
.
T
h
is
is
a
tr
ag
ic
co
n
ce
p
t
s
i
n
ce
th
e
s
tu
d
e
n
ts
o
w
n
o
b
li
g
ato
r
y
an
d
o
p
tio
n
al
E
n
g
l
is
h
le
s
s
o
n
s
d
u
r
in
g
t
h
eir
o
b
li
g
ato
r
y
s
c
h
o
o
l
ed
u
ca
tio
n
[
26
]
.
T
h
is
p
r
o
b
lem
h
a
s
b
ee
n
p
r
ev
io
u
s
l
y
attr
ib
u
ted
to
lear
n
er
au
to
n
o
m
y
,
lear
n
i
n
g
an
x
iet
y
,
f
la
w
s
in
teac
h
er
tr
ai
n
in
g
an
d
e
m
p
o
w
er
m
e
n
t,
as
w
el
l
a
s
in
ad
eq
u
ac
y
o
f
t
h
e
r
eq
u
ir
ed
tech
n
o
lo
g
y
a
n
d
m
ater
ial
s
i
n
f
o
r
eig
n
lan
g
u
ag
e
class
es
[
27
].
C
o
n
s
id
er
in
g
a
l
l
th
ese
a
s
p
ec
ts
,
t
h
is
s
tu
d
y
in
q
u
ir
es
th
e
i
s
s
u
e
o
f
E
F
L
p
r
o
f
icien
c
y
w
it
h
in
T
u
r
k
is
h
co
n
tex
t.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
is
d
escr
ip
tiv
e
an
d
q
u
alitativ
e
in
n
at
u
r
e.
A
p
h
en
o
m
en
o
g
r
ap
h
ic
m
et
h
o
d
[
2
8
,
2
9
]
w
a
s
ad
o
p
ted
b
y
in
cl
u
d
in
g
o
p
en
-
e
n
d
ed
in
ter
v
ie
w
q
u
e
s
tio
n
s
f
o
r
m
ed
b
y
t
h
e
r
esear
ch
er
.
Fo
r
t
h
e
s
e
m
i
-
s
tr
u
ct
u
r
ed
in
ter
v
ie
w
q
u
es
tio
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s
,
i
n
ter
-
co
d
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r
eliab
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w
as
co
n
d
u
cted
.
Fo
r
th
e
co
d
in
g
r
eliab
ilit
y
o
f
t
h
e
in
ter
v
ie
w
,
Kap
p
a
C
o
ef
f
icie
n
t
f
o
r
I
n
ter
-
co
d
er
R
eliab
ilit
y
w
a
s
ca
lcu
lated
an
d
it
w
a
s
f
o
u
n
d
th
at
t
h
e
co
d
in
g
p
r
o
ce
s
s
w
as
h
i
g
h
l
y
r
eliab
le
(
K=
.
8
8
9
,
p
<.
0
0
1
)
.
P
h
en
o
m
en
o
g
r
ap
h
ic
r
esear
ch
d
esig
n
ai
m
s
to
u
n
d
er
s
ta
n
d
h
o
w
in
d
iv
id
u
als
ex
p
er
ien
ce
an
d
th
i
n
k
ab
o
u
t
an
ev
en
t
o
r
p
h
en
o
m
e
n
a
w
it
h
in
t
h
e
f
r
a
m
e
w
o
r
k
o
f
in
ter
p
r
etati
v
e
p
ar
ad
ig
m
[
3
0
,
3
1
]
.
T
h
e
p
ar
ticip
an
ts
w
er
e
g
i
v
en
i
n
f
o
r
m
atio
n
ab
o
u
t
t
h
e
n
at
u
r
e
o
f
t
h
e
s
t
u
d
y
.
T
h
e
d
ata
w
er
e
ex
a
m
i
n
ed
b
y
u
s
i
n
g
in
d
u
cti
v
e
co
n
te
n
t
a
n
al
y
s
i
s
.
T
h
e
n
u
m
b
er
o
f
t
h
e
p
ar
ticip
an
ts
w
as
co
m
p
o
s
ed
o
f
1
5
p
u
b
lic
s
ch
o
o
l
E
n
g
li
s
h
teac
h
er
s
.
T
h
eir
av
er
ag
e
ag
e
was
3
0
.
E
ac
h
p
ar
ticip
an
t
h
ad
at
least
a
7
-
y
ea
r
ex
p
er
ien
ce
i
n
l
an
g
u
a
g
e
teac
h
i
n
g
.
A
ll
o
f
th
e
p
ar
ticip
an
t
s
m
aj
o
r
ed
in
E
n
g
li
s
h
lan
g
u
a
g
e
teac
h
in
g
.
No
n
e
o
f
th
e
m
h
ad
i
n
ter
n
at
i
o
n
al
ex
p
er
ien
ce
i
n
s
p
ea
k
i
n
g
E
n
g
lis
h
i
n
i
n
n
er
cir
c
le
co
u
n
tr
ie
s
co
m
p
o
s
ed
o
f
t
h
e
Un
ited
Ki
n
g
d
o
m
,
t
h
e
U
n
ited
States
o
f
Am
er
ica,
C
an
ad
a,
Ne
w
Z
ea
lan
d
o
r
Au
s
t
r
alia.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
A
ll
o
f
t
h
e
p
ar
ticip
an
ts
(
n
=
1
5
)
n
o
ted
th
at
it
w
as
h
ar
d
to
tea
ch
th
e
lear
n
er
s
th
r
o
u
g
h
co
m
m
u
n
icat
iv
e
ap
p
r
o
ac
h
b
ec
au
s
e
o
f
th
e
e
x
a
m
s
co
n
d
u
cted
i
n
T
u
r
k
e
y
[
3
2
]
.
T
h
er
ef
o
r
e,
th
e
y
h
ad
to
teac
h
v
ia
g
r
a
m
m
ar
tr
an
s
latio
n
m
eth
o
d
e
m
p
h
asiz
in
g
o
n
l
y
r
ec
ep
tiv
e
s
k
il
ls
co
m
p
o
s
ed
o
f
m
a
in
l
y
r
ea
d
in
g
an
d
g
r
a
m
m
ar
[
3
3
]
.
An
o
th
er
p
r
o
b
lem
w
as
t
h
at
th
e
n
u
m
b
er
o
f
th
e
s
tu
d
e
n
ts
in
t
h
e
class
es
w
as
h
i
g
h
(
n
=
1
5
)
.
I
n
ad
d
itio
n
,
E
n
g
li
s
h
lan
g
u
a
g
e
teac
h
in
g
d
ep
ar
t
m
e
n
ts
f
o
c
u
s
ed
m
o
r
e
o
n
g
r
a
m
m
ar
tr
an
s
latio
n
[
3
4
]
m
eth
o
d
ev
e
n
i
n
o
th
er
m
o
d
er
n
ap
p
r
o
ac
h
es
w
er
e
i
n
tr
o
d
u
c
ed
t
o
th
e
teac
h
er
s
(
N=
1
4
)
.
T
h
e
p
ar
ticip
an
ts
’
p
r
e
-
s
er
v
ice
e
x
p
er
ien
ce
s
w
er
e
al
s
o
g
r
a
m
m
ar
-
tr
an
s
latio
n
b
ased
(
n
=
1
5
)
.
T
h
er
ef
o
r
e,
th
e
y
n
o
ted
th
at
th
e
y
w
er
e
u
n
ab
le
to
u
s
e
co
m
m
u
n
ica
tiv
e
ap
p
r
o
ac
h
in
th
e
clas
s
r
o
o
m
s
ettin
g
s
(
n
=
1
5
)
.
B
esid
es,
co
m
m
u
n
icati
v
e
a
n
d
p
r
ag
m
at
ic
co
m
p
ete
n
ce
o
f
t
h
e
p
ar
ticip
an
ts
w
as i
n
s
u
f
f
icien
t
[
3
5
]
.
T
h
e
p
a
r
ticip
an
ts
(
n
=
1
0
)
em
p
h
asized
th
at
t
h
e
y
h
ad
n
ev
er
b
ee
n
ab
r
o
ad
an
d
en
co
u
n
ter
ed
an
y
n
ativ
e
s
p
ea
k
er
i
n
t
h
eir
li
f
eti
m
e,
w
h
ich
p
o
s
ed
a
s
er
io
u
s
p
r
o
b
le
m
f
o
r
th
e
m
.
An
o
t
h
er
p
r
o
b
lem
w
a
s
t
h
at
s
tr
ateg
ic
co
m
p
ete
n
ce
[
3
6
]
w
as
n
o
t
tau
g
h
t
to
th
e
p
ar
ticip
an
ts
(
n
=
1
0
)
.
T
h
ey
n
o
ted
th
at
t
h
e
y
n
e
v
er
r
ec
eiv
ed
s
u
ch
tr
ai
n
i
n
g
d
u
r
in
g
th
e
ir
u
n
iv
er
s
it
y
ed
u
ca
t
io
n
.
T
h
er
ef
o
r
e,
th
e
y
s
a
id
th
at
th
e
y
w
er
e
u
n
ab
le
to
d
ev
elo
p
th
eir
p
r
o
d
u
ctiv
e,
co
m
m
u
n
icati
v
e,
s
tr
ateg
ic
an
d
p
r
ag
m
atic
co
m
p
eten
ce
a
n
d
s
k
il
ls
[
3
7
]
(
n
=
1
0
)
.
T
h
ey
al
s
o
ar
ticu
lated
th
at
th
e
lear
n
er
s
ca
m
e
to
th
e
class
r
o
o
m
s
etti
n
g
to
p
ass
th
e
ex
a
m
in
T
u
r
k
e
y
(
n
=
1
5
)
.
T
h
ey
h
ad
lo
w
m
o
ti
v
atio
n
t
o
p
r
o
d
u
ce
th
e
f
o
r
ei
g
n
lan
g
u
ag
e
b
ec
au
s
e
t
h
e
e
x
a
m
an
x
iet
y
w
a
s
v
er
y
d
o
m
i
n
an
t
an
d
p
r
ec
ed
ed
o
th
er
co
n
ce
r
n
s
[
3
8
]
.
T
h
er
ef
o
r
e,
ar
o
u
n
d
h
alf
o
f
t
h
e
p
ar
ticip
an
ts
n
o
ted
th
at
it
w
as
h
ar
d
to
teac
h
th
e
m
p
r
o
d
u
ctiv
e
s
k
il
ls
,
w
h
ic
h
ca
u
s
ed
th
e
p
ar
ticip
an
ts
to
f
o
cu
s
o
n
o
n
l
y
g
r
a
m
m
ar
-
tr
a
n
s
la
tio
n
m
eth
o
d
(
n
=
8
)
.
T
h
e
p
o
licy
o
f
t
h
e
s
c
h
o
o
ls
an
d
m
i
n
is
tr
y
o
f
ed
u
ca
t
io
n
i
n
T
u
r
k
ey
also
led
th
e
p
ar
ticip
an
t
s
(
n
=
1
5
)
to
u
s
e
th
is
tr
ad
itio
n
al
m
et
h
o
d
an
d
ap
p
r
o
ac
h
.
T
h
u
s
,
th
e
y
te
n
d
ed
to
a
v
o
id
u
tili
zi
n
g
m
o
d
er
n
ap
p
r
o
ac
h
es
th
a
t
h
av
e
b
ee
n
r
ep
ea
ted
ly
e
m
p
h
a
s
ized
in
th
e
r
elate
d
liter
atu
r
e
b
ec
au
s
e
th
e
m
ai
n
la
n
g
u
a
g
e
p
o
lic
y
i
n
T
u
r
k
e
y
w
as
lar
g
el
y
ex
a
m
-
b
ased
.
T
h
e
p
ar
ticip
an
t
s
(
n
=
7
)
also
s
aid
t
h
at
E
n
g
li
s
h
lan
g
u
a
g
e
d
ep
ar
t
m
e
n
ts
w
er
e
al
s
o
u
n
ab
le
to
b
r
in
g
co
n
cr
ete
s
o
lu
t
io
n
s
to
t
h
i
s
p
r
o
b
le
m
at
ei
th
er
m
ac
r
o
o
r
m
icr
o
lev
el
b
ec
au
s
e
p
ar
ticip
ato
r
y
a
n
d
cr
itical
ap
p
r
o
ac
h
es
w
er
e
n
o
t
e
m
p
h
asized
a
n
d
r
ein
f
o
r
ce
d
.
T
h
er
ef
o
r
e,
th
e
p
o
licies
ca
n
b
e
s
aid
to
a
f
f
ec
t
th
e
le
ar
n
er
s
an
d
teac
h
er
s
n
eg
at
iv
el
y
an
d
ad
v
er
s
e
l
y
.
I
n
ad
d
itio
n
,
lan
g
u
ag
e
p
o
licies
r
e
g
ar
d
in
g
E
n
g
lis
h
lan
g
u
ag
e
tea
ch
in
g
a
n
d
lear
n
in
g
w
er
e
n
o
t
ad
d
r
ess
ed
b
etw
ee
n
2
0
0
5
an
d
2
0
1
3
in
T
u
r
k
e
y
.
E
n
g
l
is
h
lan
g
u
ag
e
d
ep
ar
t
m
en
ts
w
er
e
also
n
o
t
in
v
o
lv
ed
in
t
h
e
f
o
r
m
atio
n
o
f
d
e
m
o
cr
atic
p
o
licies.
T
h
u
s
,
th
e
p
ar
ticip
a
n
t
s
s
aid
t
h
at
th
e
y
f
elt
h
elp
le
s
s
ab
o
u
t u
s
i
n
g
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e
w
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d
m
o
d
er
n
lan
g
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teac
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n
g
a
n
d
lear
n
in
g
m
eth
o
d
s
a
n
d
ap
p
r
o
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es
[
3
9
]
(
n
=
1
1
)
.
An
o
th
er
d
i
m
e
n
s
io
n
w
a
s
t
h
at
t
h
e
m
o
tiv
a
t
io
n
o
f
t
h
e
p
ar
ticip
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ts
(
n
=
1
0
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w
as
r
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lo
w
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s
e
o
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th
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h
ig
h
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u
m
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o
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in
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r
o
o
m
s
etti
n
g
s
.
T
h
e
y
r
e
m
ar
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n
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th
at
it
w
a
s
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d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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.
J
.
E
v
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.
&
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.
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.
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9
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No
.
2
,
J
u
n
e
2020
:
4
56
-
4
6
0
458
i
m
p
r
ac
tical
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r
g
e
t
h
e
lear
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er
s
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ev
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r
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d
u
ctiv
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k
i
lls
.
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h
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ti
m
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ted
to
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n
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is
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g
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a
g
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n
ad
eq
u
at
e.
T
h
e
p
ar
ticip
an
ts
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n
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r
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p
ea
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tr
ie
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s
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ctio
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ased
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k
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u
ld
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d
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r
r
ic
u
la
th
a
t e
m
p
h
asize
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k
ills
[
4
0
]
.
T
h
e
p
ar
ticip
an
ts
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n
=
1
3
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r
ec
o
m
m
e
n
d
ed
th
at
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n
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li
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h
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h
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s
in
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u
r
k
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s
h
o
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ld
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it
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n
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tr
ies
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d
t
h
u
s
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ain
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ien
ce
s
an
d
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w
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er
s
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ec
tiv
es
ab
o
u
t
E
n
g
li
s
h
lan
g
u
ag
e
teac
h
in
g
.
T
h
e
y
(
n
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3
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CO
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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I
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2252
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8822
C
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Öme
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459
RE
F
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NC
E
S
[1
]
A
.
M
a
z
ru
l
,
T
h
e
p
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c
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l
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c
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:
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ru
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Gm
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H
&
C
o
KG
,
2
0
1
9
.
[2
]
R.
S
p
a
rk
s
a
n
d
L
.
G
a
n
sc
h
o
w
,
“
Ap
ti
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n
g
a
f
o
re
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An
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Rev
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Ap
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s
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v
o
l.
21
,
p
p
.
90
-
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,
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0
0
1
.
[3
]
N.
N.
Ek
h
las
a
n
d
N.
S
h
a
n
g
a
rff
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m
,
“
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latio
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ip
b
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ter
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n
d
m
a
in
lan
g
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g
e
sk
il
ls
a
n
d
o
v
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ra
ll
p
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f
icie
n
c
y
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Pro
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a
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d
Be
h
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v
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c
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c
e
s
,
v
o
l.
70
,
p
p
.
1
3
7
-
1
4
7
,
2
0
1
3
.
[4
]
C.
A
.
Ka
ra
d
e
m
ir
a
n
d
S
.
G
o
rg
o
z
,
“
En
g
li
sh
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rs'
p
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n
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il
ls
,”
In
ter
n
a
t
io
n
a
l
Ed
u
c
a
ti
o
n
S
t
u
d
ies
,
v
o
l.
1
2
,
n
o
.
4
,
p
p
.
1
1
8
-
1
2
7
,
2
0
1
9
.
[5
]
N.
Ak
h
m
a
d
jan
o
v
n
a
,
M
.
H.
A
b
d
u
k
h
a
li
lo
v
n
a
,
a
n
d
M
.
B.
Ha
b
ib
u
ll
a
e
v
n
a
,
“
In
teg
ra
ti
n
g
lan
g
u
a
g
e
s
k
il
ls
in
to
t
h
e
p
r
o
c
e
ss
o
f
th
e
En
g
li
sh
lan
g
u
a
g
e
tea
c
h
in
g
,”
Вес
тн
и
к на
у
ки
и
о
б
р
а
з
о
в
а
ни
я
,
v
o
l.
7
3
,
p
p
.
19
-
2
2
,
2
0
1
9
.
[6
]
Z.
Dö
r
n
y
e
i,
“
M
o
ti
v
a
ti
o
n
in
se
c
o
n
d
a
n
d
f
o
re
ig
n
lan
g
u
a
g
e
lea
rn
in
g
,”
L
a
n
g
u
a
g
e
te
a
c
h
i
n
g
,
v
o
l.
3
1
,
n
o
.
3
,
p
p
.
1
1
7
-
135
,
1
9
9
8
.
[7
]
D.
Ce
ti
n
d
a
m
a
r,
V
.
K.
G
u
p
ta,
E
.
E.
Ka
ra
d
e
n
iz,
a
n
d
N.
Eg
rica
n
,
“
W
h
a
t
th
e
n
u
m
b
e
rs
tell:
T
h
e
imp
a
c
t
o
f
h
u
m
a
n
,
f
a
m
il
y
a
n
d
f
in
a
n
c
ial
c
a
p
it
a
l
o
n
w
o
m
e
n
a
n
d
m
e
n
'
s
e
n
try
in
to
e
n
trep
re
n
e
u
rsh
i
p
in
T
u
rk
e
y
,”
En
tre
p
re
n
e
u
rs
h
ip
&
Reg
io
n
a
l
De
v
e
lo
p
me
n
t
,
v
o
l
.
2
4
,
n
o
.
1
-
2,
p
p
.
29
-
51
,
2
0
1
2
.
[8
]
A
.
Kılı
n
ç
,
H.
M
.
W
a
tt
,
a
n
d
P
.
W
.
Rich
a
rd
so
n
,
“
F
a
c
to
rs
i
n
f
lu
e
n
c
in
g
tea
c
h
in
g
c
h
o
ice
i
n
T
u
rk
e
y
,”
Asia
-
Pa
c
if
ic
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
4
0
,
n
o
.
3
,
p
p
.
1
9
9
-
2
2
6
,
2
0
1
2
.
[9
]
S
.
Ku
rt,
“
Cre
a
ti
n
g
tec
h
n
o
lo
g
y
-
e
n
rich
e
d
c
las
sro
o
m
s:
I
m
p
le
m
e
n
tati
o
n
a
l
c
h
a
ll
e
n
g
e
s
in
T
u
rk
ish
e
d
u
c
a
ti
o
n
,”
L
e
a
rn
i
n
g
,
M
e
d
ia
a
n
d
T
e
c
h
n
o
lo
g
y
,
v
o
l.
3
9
,
n
o
.
1
,
p
p
.
90
-
1
0
6
,
2
0
1
4
.
[1
0
]
M
ON
E,
“
In
g
il
izc
e
d
e
rsi
o
g
re
ti
m
p
r
o
g
ra
m
i
(Ilk
o
k
u
l
v
e
o
rtao
k
u
l
2
,
3
,
4
,
5
,
6
,
7
v
e
8
.
S
i
n
if
lar)
[E
n
g
li
sh
tea
c
h
i
n
g
p
ro
g
ra
m
(P
rim
a
r
y
a
n
d
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
2
,
3,
4
,
5
,
6
,
7
a
n
d
8
t
h
g
ra
d
e
s)],”
A
n
k
a
ra
:
M
in
istr
y
o
f
Na
ti
o
n
a
l
Ed
u
c
a
ti
o
n
,
2
0
1
8
.
[1
1
]
P
.
Ka
p
lan
,
“
M
il
li
e
ğ
it
im
b
a
k
a
n
ı
ö
m
e
r
d
in
ç
e
r:
1
0
y
ıl
d
a
h
o
w
o
ld
a
re
y
o
u
d
e
d
irt
e
m
e
d
ik
!
”
H
a
b
e
r
T
u
rk
,
2
0
1
1
.
[
O
n
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s://
w
ww
.
h
a
b
e
rtu
rk
.
c
o
m
/p
o
le
m
ik
/h
a
b
e
r/6
6
4
5
7
1
-
10
-
y
il
d
a
-
how
-
o
ld
-
a
re
-
y
o
u
-
d
e
d
irt
e
m
e
d
ik
.
A
c
c
e
ss
e
d
1
0
Ja
n
2
0
1
9
.
[1
2
]
N.
S
p
a
u
ll
,
“
W
h
o
m
a
k
e
s
it
in
t
o
P
I
S
A
?
Un
d
e
rsta
n
d
in
g
t
h
e
im
p
a
c
t
o
f
P
IS
A
sa
m
p
le
e
li
g
ib
il
it
y
u
sin
g
Tu
rk
e
y
a
s
a
c
a
se
stu
d
y
(P
IS
A
2
0
0
3
–
P
IS
A
2
0
1
2
)
,”
Asse
ss
m
e
n
t
in
Ed
u
c
a
ti
o
n
:
P
rin
c
ip
les
,
Po
li
c
y
&
Pra
c
ti
c
e
,
v
o
l.
2
6
,
n
o
.
4
,
p
p
.
3
9
7
-
4
2
1
,
2
0
1
9
.
[1
3
]
Y.
Ba
lcı,
“
S
o
m
e
c
rit
ica
l
is
su
e
s
in
in
n
o
v
a
ti
o
n
a
n
d
e
c
o
n
o
m
ic
d
e
v
e
lo
p
m
e
n
t:
L
e
ss
o
n
s
f
ro
m
th
e
re
c
e
n
t
T
u
rk
ish
e
x
p
e
rien
c
e
,”
Pro
c
e
d
ia
Co
m
p
u
ter
S
c
ien
c
e
,
v
o
l.
1
5
8
,
p
p
.
6
0
9
-
6
2
4
,
2
0
1
9
.
[1
4
]
S
.
A
rio
g
u
l,
D.
C.
Un
a
l,
a
n
d
I.
O
n
u
rsa
l,
“
F
o
re
ig
n
lan
g
u
a
g
e
lea
rn
e
rs’
b
e
li
e
f
s
a
b
o
u
t
lan
g
u
a
g
e
lea
rn
in
g
:
A
stu
d
y
o
n
T
u
rk
ish
u
n
iv
e
rsity
stu
d
e
n
ts
,”
Pro
c
e
d
ia
-
S
o
c
ia
l
a
n
d
Beh
a
v
io
r
a
l
S
c
ien
c
e
s
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
1
5
0
0
-
1
5
0
6
,
2
0
0
9
.
[1
5
]
F
.
Ka
ra
h
a
n
,
“
L
a
n
g
u
a
g
e
a
tt
it
u
d
e
s
o
f
T
u
rk
ish
stu
d
e
n
ts
to
w
a
rd
s
th
e
En
g
li
sh
lan
g
u
a
g
e
a
n
d
it
s
u
se
in
T
u
rk
ish
c
o
n
tex
t
,”
Ça
n
k
a
y
a
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
a
r
ts a
n
d
sc
ien
c
e
s
,
v
o
l.
1
,
n
o
.
7
,
p
p
.
73
-
87
,
2
0
0
7
.
[1
6
]
A
.
Co
ik
u
n
,
“
Ca
u
se
s
o
f
th
e
“
I
Ca
n
Un
d
e
rsta
n
d
En
g
li
s
h
b
u
t
I
Ca
n
'
t
S
p
e
a
k
"
S
y
n
d
ro
m
e
in
T
u
rk
e
y
,”
J
o
u
rn
a
l
o
n
En
g
li
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l.
6
,
n
o
.
3
,
p
p
.
1
-
12
,
2
0
1
6
.
[1
7
]
G
.
Öz
tü
rk
a
n
d
N.
G
ü
rb
ü
z
,
“
S
p
e
a
k
in
g
a
n
x
iet
y
a
m
o
n
g
T
u
rk
ish
EF
L
lea
rn
e
rs:
T
h
e
c
a
s
e
a
t
a
sta
te
u
n
iv
e
rsit
y
,”
Dil
v
e
Dilb
il
imi
Ç
a
lı
şm
a
l
a
rı De
rg
isi
,
v
o
l.
1
0
,
n
o
.
1
,
p
p
.
1
-
17
,
2
0
1
4
.
[1
8
]
Z.
Kiz
il
tep
e
,
“
A
tt
it
u
d
e
s
a
n
d
m
o
ti
v
a
ti
o
n
o
f
T
u
rk
ish
EF
L
stu
d
e
n
ts
to
w
a
rd
s
se
c
o
n
d
lan
g
u
a
g
e
lea
rn
in
g
,”
IT
L
-
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
A
p
p
li
e
d
L
in
g
u
isti
c
s
,
v
o
l
.
1
2
9
,
n
o
.
1
,
p
p
.
1
4
1
-
1
6
8
,
2
0
0
0
.
[1
9
]
M
.
Ş
e
n
e
l,
“
S
u
g
g
e
stio
n
s
f
o
r
b
e
a
u
t
ify
in
g
th
e
p
ro
n
u
n
c
iatio
n
o
f
EF
L
lea
rn
e
rs
in
T
u
rk
e
y
,”
Dil
v
e
Dilb
il
i
mi
Ça
lı
şm
a
l
a
rı
De
rg
isi
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
1
1
-
1
2
5
,
2
0
0
6
.
[2
0
]
M
.
M
u
rp
h
y
,
“
T
h
e
p
o
li
ti
c
s
o
f
a
d
u
lt
e
d
u
c
a
ti
o
n
:
sta
te,
e
c
o
n
o
m
y
a
n
d
c
iv
il
so
c
iety
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
L
if
e
l
o
n
g
Ed
u
c
a
ti
o
n
,
v
o
l
.
2
0
,
n
o
.
5
,
p
p
.
3
4
5
-
3
6
0
,
2
0
0
1
.
[2
1
]
A
.
Kra
a
k
,
“
T
h
e
e
d
u
c
a
ti
o
n
-
e
c
o
n
o
m
y
re
latio
n
sh
ip
in
S
o
u
t
h
A
f
ri
c
a
,
2
0
0
1
-
2
0
0
5
,”
Hu
ma
n
re
so
u
rc
e
s
d
e
v
e
lo
p
me
n
t
re
v
iew
,
v
o
l.
28
,
p
p
.
1
-
25
,
2
0
0
8
.
[2
2
]
H.
He
n
d
a
rm
in
a
n
d
M
.
Ka
rti
k
a
,
“
T
h
e
re
latio
n
sh
ip
b
e
tw
e
e
n
h
u
m
a
n
c
a
p
it
a
l
a
n
d
th
e
re
g
io
n
a
l
e
c
o
n
o
m
y
p
ro
d
u
c
ti
v
it
y
,”
J
EJAK:
J
u
rn
a
l
Eko
n
o
mi
d
a
n
Ke
b
ij
a
k
a
n
,
v
o
l.
1
2
,
n
o
.
1
,
p
p
.
1
3
8
-
1
5
2
,
2
0
1
9
.
[2
3
]
W
.
Ga
o
,
X.
Din
g
,
R.
C
h
e
n
,
a
n
d
Y.
W
.
M
in
,
“
A
n
e
m
p
iri
c
a
l
stu
d
y
o
f
th
e
ro
le
o
f
h
ig
h
e
r
e
d
u
c
a
ti
o
n
i
n
b
u
il
d
in
g
a
g
re
e
n
e
c
o
n
o
m
y
,”
S
u
sta
in
a
b
il
it
y
,
v
o
l
.
1
1
,
n
o
.
2
3
,
p
p
.
6
8
2
3
,
2
0
1
9
.
[2
4
]
E.
A
taç
,
“
M
o
d
e
li
n
g
e
d
u
c
a
ti
o
n
a
l
in
e
q
u
a
li
ti
e
s:
c
las
s,
a
c
a
d
e
m
i
c
a
c
h
iev
e
m
e
n
t,
a
n
d
re
g
io
n
a
l
d
if
f
e
re
n
c
e
s
in
T
u
rk
e
y
,”
Ed
u
c
a
ti
o
n
a
n
d
Ur
b
a
n
S
o
c
iety
,
v
o
l
.
5
1
,
n
o
.
5
,
p
p
.
6
5
9
-
6
9
2
,
2
0
1
9
.
[2
5
]
A
.
D.
Ay
a
z
,
S
.
Oz
k
a
rd
a
s,
a
n
d
T
.
Oz
tu
ra
n
,
“
Ch
a
ll
e
n
g
e
s
o
f
En
g
li
sh
lan
g
u
a
g
e
tea
c
h
in
g
in
h
ig
h
sc
h
o
o
l
s
in
t
u
rk
e
y
a
n
d
p
o
ss
ib
le s
u
g
g
e
stio
n
s to
o
v
e
rc
o
m
e
th
e
m
,”
Eu
ra
sia
n
J
o
u
r
n
a
l
o
f
Ap
p
l
ied
L
i
n
g
u
isti
c
s
,
v
o
l.
5
,
n
o
.
1
,
p
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[2
6
]
E.
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ra
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.
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.
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m
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.
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r,
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h
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k
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g
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rk
ish
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ro
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[2
7
]
E.
S
o
lak
a
n
d
A
.
Ba
y
a
r,
“
Cu
rre
n
t
c
h
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ll
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g
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s
in
E
n
g
li
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g
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a
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t
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5
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0
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5
.
[2
8
]
J,
Rich
a
rd
so
n
,
“
T
h
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c
o
n
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e
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ts
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n
d
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Rev
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.
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.
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9
9
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[2
9
]
F
.
J.
M
u
ril
l
o
a
n
d
N
.
Hid
a
lg
o
,
“
F
a
ir
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t
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t:
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rs’
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o
n
c
e
p
ti
o
n
s
,”
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tu
d
ies
in
Ed
u
c
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ti
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l
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lu
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n
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l.
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5
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p
.
1
0
0
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0
,
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0
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0
.
[3
0
]
Y.
H.
T
a
n
a
n
d
S
.
C.
T
a
n
,
“
D
e
sig
n
in
g
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h
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o
m
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ra
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e
sp
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c
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s
,”
Co
n
c
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p
ti
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s
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f
K
n
o
wled
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Cre
a
ti
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n
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n
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a
n
d
Kn
o
wi
n
g
,
S
p
rin
g
e
r
,
2
0
2
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
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2
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2020
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[3
1
]
J.
Nilsso
n
,
M
.
R
ö
in
g
,
J.
M
a
lm
ro
s,
a
n
d
J.
W
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terli
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g
,
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ro
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.
1
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0
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0
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[3
2
]
D,
L
i,
“
It'
s
a
l
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y
s
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o
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l
t
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v
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iff
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lt
ies
in
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9
8
8
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[3
3
]
H.
M
.
A
ss
a
lah
i,
“
W
h
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th
e
G
ra
m
m
a
r
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tran
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e
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A
li
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ra
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c
h
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rs'
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s f
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,
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&
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ies
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o
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4
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3
.
[3
4
]
K.
S
a
to
a
n
d
R.
C.
Kle
in
sa
ss
e
r,
“
Be
li
e
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p
ra
c
ti
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e
s,
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p
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ig
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En
g
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p
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rtm
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,”
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e
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p
.
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6
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4
.
[3
5
]
J.
T
h
o
m
a
s,
“
Cro
ss
-
c
u
lt
u
ra
l
p
ra
g
m
a
ti
c
f
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il
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re
,”
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p
li
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d
li
n
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u
ist
ics
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l.
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.
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p
.
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1
-
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2
,
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9
8
3
.
[3
6
]
T
.
P
a
ri
b
a
k
h
t,
“
S
trate
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ic
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o
m
p
e
te
n
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e
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n
d
lan
g
u
a
g
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p
r
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f
icie
n
c
y
,”
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p
li
e
d
l
in
g
u
isti
c
s
,
v
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l.
6
,
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o
.
2
,
p
p
.
1
3
2
-
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6
,
1
9
8
5
.
[3
7
]
S
.
J.
S
a
v
ig
n
o
n
, “
Co
m
m
u
n
ica
ti
v
e
l
a
n
g
u
a
g
e
tea
c
h
in
g
:
S
tate
o
f
th
e
a
rt
,”
T
ES
OL
q
u
a
rte
rly
,
v
o
l.
2
5
,
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o
.
2
,
p
p
.
2
6
1
-
2
7
8
,
1
9
9
1
.
[3
8
]
M.
C
.
Ho
,
“
Cu
lt
u
re
st
u
d
ies
a
n
d
m
o
ti
v
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ti
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n
in
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ig
n
a
n
d
se
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o
n
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lan
g
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g
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rn
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g
in
T
a
iw
a
n
,
”
L
a
n
g
u
a
g
e
Cu
l
tu
re
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n
d
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rr
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l
u
m,
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.
1
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.
2
,
p
p
.
1
6
5
-
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2
,
1
9
9
8
.
[3
9
]
A
.
U.
Ch
a
m
o
t,
“
Iss
u
e
s
in
lan
g
u
a
g
e
lea
rn
in
g
stra
teg
y
re
s
e
a
rc
h
a
n
d
tea
c
h
in
g
,”
El
e
c
tro
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ic
jo
u
r
n
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l
o
f
fo
re
ig
n
la
n
g
u
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g
e
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g
,
v
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l
.
1
,
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o
.
1
,
p
p
.
1
4
-
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6
,
2
0
0
4
.
[4
0
]
P
.
Ha
n
d
a
y
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n
i
a
n
d
S
.
S
.
Bro
d
j
o
n
e
g
o
ro
,
“
S
tre
n
g
th
e
n
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n
g
v
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c
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ti
o
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l
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h
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ra
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ter
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ly
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ti
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c
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a
s
non
-
p
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c
ti
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se
d
c
u
rric
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lu
m
,”
RE
iD
(
Res
e
a
rc
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n
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Eva
l
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Ed
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[4
1
]
M
.
H.
M
.
I.
Ha
m
id
,
M
.
M
a
sro
m
,
a
n
d
K.
R
.
S
a
li
m
,
“
Re
v
ie
w
o
f
lea
rn
in
g
m
o
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f
o
r
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ro
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se
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e
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c
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ti
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n
train
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g
in
tec
h
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l
e
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u
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ti
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n
,”
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ter
n
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ti
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Co
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fer
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T
e
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e
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rn
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p
.
2
0
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-
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1
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0
1
4
.
[4
2
]
G
.
J.
P
a
lard
y
,
“
Hig
h
sc
h
o
o
l
so
c
i
o
e
c
o
n
o
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ic
se
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re
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ti
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n
a
n
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st
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d
e
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t
a
tt
a
in
m
e
n
t
,”
Ame
ric
a
n
E
d
u
c
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t
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n
a
l
Res
e
a
rc
h
J
o
u
rn
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l,
v
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l.
5
0
,
n
o
.
4
,
p
p
.
7
1
4
-
7
5
4
,
2
0
1
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.