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s.
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E
x
p
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tatio
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s
Facts
Gr
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m
ar
s
tr
ateg
ies
Sen
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r
h
ig
h
s
ch
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T
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T
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a,
Dep
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tm
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h
E
d
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t
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Pattimu
r
a
Un
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er
s
ity
,
Am
b
o
n
,
Ko
ta
Am
b
o
n
,
Ma
lu
k
u
,
I
n
d
o
n
esia.
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m
ail: c
h
o
ch
a7
2
s
o
u
is
a@
y
ah
o
o
.
co
m
; n
a
u
lu
am
b
o
n
@
g
m
ail.
c
o
m
1.
I
NT
RO
D
UCT
I
O
N
As
o
n
e
o
f
th
e
g
r
ea
test
co
n
tr
o
v
er
s
ial
d
is
cu
s
s
io
n
in
co
m
p
r
eh
en
d
in
g
E
n
g
lis
h
as
th
e
f
o
r
ei
g
n
lan
g
u
a
g
e
r
esear
ch
is
g
r
am
m
ar
teac
h
in
g
[1
-
3]
.
Deb
ates
o
n
teac
h
in
g
g
r
a
m
m
ar
ac
tu
ally
f
o
cu
s
ed
o
n
th
e
way
s
wh
eth
er
it
is
tau
g
h
t
im
p
licitly
o
r
ex
p
licitly
an
d
d
ed
u
cti
v
ely
o
r
in
d
u
ctiv
el
y
wh
ich
is
aim
ed
at
h
elp
in
g
s
tu
d
en
ts
m
aster
it
s
o
th
at
th
ey
ca
n
u
s
e
it
in
t
h
eir
co
m
m
u
n
icatio
n
s
k
ill
b
o
th
i
n
o
r
al
an
d
wr
itten
la
n
g
u
a
g
e
[4
,
5]
.
I
n
ter
m
s
o
f
teac
h
in
g
g
r
am
m
ar
in
E
n
g
lis
h
as
a
Fo
r
eig
n
L
an
g
u
a
g
e
(
E
FL
)
co
n
te
x
t,
teac
h
in
g
g
r
am
m
a
r
is
m
ain
ly
f
o
cu
s
ed
o
n
ass
is
tin
g
s
tu
d
en
ts
to
ca
p
tu
r
ed
th
e
p
atter
n
o
f
lan
g
u
a
g
e,
an
d
it
s
h
o
u
ld
b
e
tau
g
h
t
in
a
p
r
o
p
er
w
ay
th
at
s
tu
d
en
ts
ca
n
u
s
e
it
in
co
n
v
er
s
atio
n
as
in
o
r
ally
a
n
d
in
wr
itten
f
o
r
m
s
[6
,
7]
.
T
h
e
r
ef
o
r
e,
h
elp
in
g
s
tu
d
e
n
ts
to
h
a
v
e
clea
r
p
ictu
r
e
o
f
lan
g
u
ag
e
p
atter
n
s
an
d
its
r
u
le
ar
e
th
e
g
o
al
o
f
teac
h
in
g
g
r
am
m
ar
wh
ich
aim
e
d
at
p
r
o
d
u
cin
g
p
r
ac
tical
lin
g
u
is
tic
[8
,
9]
.
Fo
r
th
at
r
ea
s
o
n
,
in
E
FL
c
o
n
tex
t,
g
r
am
m
ar
tr
an
s
latio
n
m
eth
o
d
is
t
h
e
g
en
er
a
lly
ch
o
s
en
b
y
E
FL
teac
h
er
s
an
d
as
r
esu
lts
f
o
r
eig
n
lan
g
u
a
g
e
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er
s
s
till
f
ac
in
g
d
if
f
icu
lties
in
u
s
in
g
it
in
to
co
m
m
u
n
icativ
e
task
s
[
1
0
,
11]
.
T
ea
c
h
in
g
g
r
am
m
ar
s
h
o
u
ld
b
e
d
o
n
e
t
h
r
o
u
g
h
v
ar
ied
s
tr
ateg
ies
an
d
m
ea
n
in
g
f
u
l
ac
tiv
ities
s
o
th
at
s
tu
d
en
ts
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ld
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ig
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r
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o
u
t
th
e
p
atter
n
s
o
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a
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t
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g
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ag
e
in
wh
ich
it
lead
s
th
em
to
ap
p
ly
it
in
ef
f
ec
tiv
e
way
s
[
1
2
,
1
3
]
.
He
th
en
b
r
ief
ly
s
tated
th
at
“th
e
m
ain
f
u
n
ctio
n
o
f
g
r
am
m
ar
teac
h
in
g
is
to
em
p
o
wer
th
e
lear
n
e
r
s
to
co
m
p
r
eh
e
n
d
th
ese
s
ets
o
f
r
u
les
a
n
d
s
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p
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th
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m
with
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f
in
te
r
p
r
e
t
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in
th
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tar
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et
lan
g
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ag
e
.
”
T
o
s
u
m
u
p
,
s
tu
d
e
n
ts
ca
n
ap
p
ly
th
e
g
r
am
m
ar
k
n
o
wled
g
e
to
f
ig
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r
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o
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t,
u
n
d
er
s
tan
d
an
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cr
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t
e
p
u
r
p
o
s
ef
u
l
m
ea
n
i
n
g
o
f
u
s
in
g
th
e
tar
g
et
lan
g
u
ag
e
in
th
eir
d
ai
ly
co
n
tex
t
life
an
d
it
is
b
eliev
ed
b
y
th
e
g
r
am
m
ar
ex
p
er
ts
th
at
m
aster
in
g
t
h
e
g
r
am
m
ar
k
n
o
wled
g
e
an
d
r
u
les
is
th
e
g
r
in
d
s
to
n
e
f
o
r
a
ch
iev
in
g
lan
g
u
ag
e
p
r
o
f
icien
c
y
[
1
4
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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t
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J
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v
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.
&
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.
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Vo
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9
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1122
I
n
f
ac
ts
,
E
FL
T
ea
ch
er
s
in
s
en
i
o
r
h
ig
h
s
ch
o
o
ls
in
Am
b
o
n
s
til
l
wer
e
u
s
ed
to
ap
p
l
y
B
ah
asa
as
th
e
f
ir
s
t
lan
g
u
ag
e
to
tau
g
h
t
E
n
g
lis
h
le
s
s
o
n
an
d
it
was
in
lin
e
with
th
e
p
r
in
cip
le
o
f
u
s
in
g
g
r
am
m
a
r
tr
an
s
latio
n
m
eth
o
d
wh
ich
is
n
ec
ess
ar
y
to
d
er
iv
e
th
e
tar
g
et
lan
g
u
ag
e
m
ea
n
in
g
.
T
h
ey
also
ap
p
lied
s
o
m
e
s
tr
ateg
ies/
m
eth
o
d
s
with
ai
m
ed
at
h
elp
in
g
t
h
eir
s
tu
d
e
n
ts
to
lear
n
an
d
m
aster
th
e
way
s
o
f
lan
g
u
a
g
e
ar
e
co
n
s
tr
u
cted
;
p
r
esen
ted
th
e
g
r
am
m
ar
p
atter
n
s
&
ex
am
p
les
an
d
ask
ed
lear
n
er
s
t
o
lear
n
an
d
ap
p
ly
th
em
b
o
th
in
s
p
o
k
e
n
an
d
wr
itten
f
o
r
m
.
B
ased
o
n
th
is
b
asic
ass
u
m
p
tio
n
,
th
e
n
th
e
r
esear
ch
is
co
n
d
u
cted
f
o
r
:
1
)
f
i
n
d
in
g
o
u
t
th
e
E
FL
s
en
io
r
h
ig
h
s
ch
o
o
ls
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
n
g
r
a
m
m
ar
in
th
ei
r
teac
h
in
g
p
r
ac
tices,
2
)
d
escr
ib
in
g
teac
h
in
g
g
r
a
m
m
ar
teac
h
in
g
ap
p
r
o
ac
h
es
an
d
s
tr
at
eg
ies
ap
p
lied
b
y
th
e
E
FL
Se
n
io
r
Hig
h
teac
h
er
s
in
Am
b
o
n
,
3
)
id
e
n
tify
in
g
th
e
m
o
s
t
an
d
less
f
r
eq
u
en
tly
u
s
in
g
o
f
teac
h
i
n
g
g
r
am
m
ar
s
tr
ateg
ies
in
th
e
E
FL
Sen
io
r
Hig
h
te
ac
h
er
s
in
class
r
o
o
m
p
r
ac
tices,
an
d
4
)
ex
p
lain
i
n
g
th
e
E
FL
Sen
io
r
Hig
h
teac
h
e
r
s
'
c
h
allen
g
es in
teac
h
in
g
g
r
am
m
a
r
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
I
n
co
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d
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ctin
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th
e
s
tu
d
y
,
ex
p
lan
ato
r
y
m
ix
e
d
ap
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r
o
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esig
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n
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er
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titativ
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-
q
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alitativ
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p
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co
llect
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lled
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ata
a
r
e
jo
in
e
d
to
g
eth
er
in
co
llectin
g
th
e
d
ata
with
th
e
p
u
r
p
o
s
e
to
h
av
e
c
o
m
p
le
te
p
ictu
r
e
in
co
m
p
r
eh
e
n
d
in
g
th
e
ca
s
e/si
tu
atio
n
[
1
5
,
16]
.
I
n
th
is
k
in
d
o
f
ex
p
lan
ato
r
y
ap
p
r
o
ac
h
es,
q
u
an
tita
ti
v
e
d
ata
is
co
llected
f
ir
s
t
an
d
it is
ex
p
lo
r
e
d
d
ee
p
ly
t
h
an
co
llectin
g
th
e
q
u
alitativ
e
d
ata.
T
h
e
r
esu
lts
o
f
q
u
an
titativ
e
d
ata
ar
e
u
s
ed
to
co
llect
th
e
s
ec
o
n
d
d
ata
th
r
o
u
g
h
q
u
alitativ
e
way
an
d
th
en
co
n
tin
u
ed
with
an
aly
s
is
an
d
in
ter
p
r
etatio
n
[
1
7
,
1
8
]
.
T
h
e
s
ettin
g
o
f
t
h
is
s
tu
d
y
was
co
n
d
u
c
ted
in
all
s
en
io
r
h
ig
h
s
ch
o
o
ls
i
n
Am
b
o
n
city
a
n
d
th
er
e
ar
e
1
5
s
tate
s
en
io
r
h
i
g
h
s
ch
o
o
ls
an
d
1
1
p
r
iv
ate
s
en
io
r
h
ig
h
s
ch
o
o
ls
in
Am
b
o
n
city
with
th
e
n
u
m
b
er
o
f
E
n
g
lis
h
teac
h
er
s
is
6
3
teac
h
er
s
.
I
n
d
is
tr
ib
u
tin
g
th
e
q
u
esti
o
n
n
air
e
to
co
llect
th
e
q
u
an
ti
tativ
e
d
ata,
all
th
e
E
n
g
lis
h
teac
h
er
s
wer
e
u
s
ed
as
s
am
p
le
p
o
p
u
latio
n
o
f
th
is
s
tu
d
y
b
ec
au
s
e
it
is
less
th
a
n
1
0
0
.
W
h
er
ea
s
f
o
r
co
llectin
g
th
e
q
u
alitativ
e
d
ata,
f
iv
e
E
n
g
lis
h
teac
h
er
s
f
r
o
m
5
d
is
tr
icts
wer
e
ch
o
s
en
with
th
e
f
o
llo
win
g
q
u
alif
icatio
n
;
1
)
th
e
teac
h
er
h
as
t
ea
ch
in
g
ex
p
er
ien
ce
m
o
r
e
t
h
an
1
0
-
1
5
y
ea
r
s
,
2
)
th
e
teac
h
er
h
ad
in
v
o
lv
ed
in
teac
h
in
g
m
eth
o
d
o
lo
g
y
wo
r
k
s
h
o
p
s
lo
ca
lly
an
d
n
atio
n
ally
,
3
)
th
e
teac
h
er
is
th
e
E
n
g
lis
h
in
s
tr
u
cto
r
an
d
a
m
em
b
er
o
f
Mu
s
ya
w
a
r
a
h
Gu
r
u
Ma
ta
P
ela
ja
r
a
n
(
MG
MP)
.
I
n
g
ain
in
g
all
th
e
d
ata,
th
e
r
es
ea
r
ch
er
s
wer
e
th
e
k
ey
i
n
s
tr
u
m
en
t
as
it
is
ca
lled
as
H
u
m
an
I
n
s
tr
u
m
en
t.
I
t
m
ea
n
t
th
at
th
e
r
esear
c
h
er
s
h
ad
th
e
im
p
o
r
tan
t
r
o
le
i
n
co
llec
tin
g
th
e
d
ata,
an
aly
zin
g
a
n
d
in
ter
p
r
etin
g
th
e
d
ata.
T
h
er
ef
o
r
e
to
h
elp
th
e
r
esear
ch
er
s
in
co
llectin
g
th
e
d
ata,
q
u
esti
o
n
n
air
e,
r
ev
iew
d
o
c
u
m
en
ts
,
in
-
d
ep
th
in
ter
v
iew,
p
ar
ticip
an
t
class
r
o
o
m
o
b
s
er
v
atio
n
,
an
d
f
ield
n
o
tes
wer
e
ass
ig
n
ed
as
th
e
in
s
tr
u
m
en
ts
o
f
th
is
s
tu
d
y
.
T
h
e
q
u
esti
o
n
n
air
e
is
u
s
ed
to
co
llect
th
e
q
u
an
titativ
e
d
ata
ab
o
u
t
teac
h
er
s
'
g
r
am
m
ar
teac
h
in
g
s
tr
ateg
y
an
d
it
was
d
is
tr
ib
u
ted
to
all
th
e
E
n
g
lis
h
t
ea
ch
er
s
at
s
en
io
r
h
ig
h
s
ch
o
o
ls
in
Am
b
o
n
city
.
I
t w
as wr
itten
in
E
n
g
lis
h
an
d
u
s
ed
L
ik
er
'
s
Scale.
R
ev
iew
d
o
cu
m
en
ts
in
th
is
s
tu
d
y
r
ef
er
to
E
n
g
li
s
h
'
teac
h
er
s
'
les
s
o
n
p
lan
s
,
th
eir
teac
h
in
g
m
ate
r
ials
(
E
x
is
tin
g
E
n
g
lis
h
tex
tb
o
o
k
)
.
I
n
-
d
ep
th
i
n
ter
v
iew
was
co
n
d
u
c
t
ed
f
o
r
5
s
elec
ted
teac
h
e
r
s
in
5
d
is
tr
icts
an
d
th
e
in
ter
v
iew
was
co
n
d
u
cted
b
y
u
s
in
g
th
e
I
n
d
o
n
esian
lan
g
u
ag
e
with
aim
ed
at
h
elp
in
g
teac
h
e
r
s
to
d
ig
u
p
d
ee
p
ly
th
eir
id
ea
s
,
th
o
u
g
h
ts
,
an
d
k
n
o
w
wh
en
th
ey
talk
i
n
th
e
I
n
d
o
n
esian
lan
g
u
ag
e.
T
o
ca
p
tu
r
e
all
th
e
E
n
g
lis
h
teac
h
er
s
'
id
ea
s
an
d
th
o
u
g
h
ts
o
n
g
r
am
m
ar
teac
h
in
g
s
tr
ateg
y
,
th
e
r
ec
o
r
d
er
was
u
s
ed
.
Pa
r
ticip
an
t
class
r
o
o
m
o
b
s
er
v
atio
n
was
n
ec
ess
ar
y
to
co
n
d
u
ct
to
d
escr
ib
e
m
o
r
e
ab
o
u
t
th
eir
teac
h
in
g
g
r
am
m
ar
s
tr
ateg
y
an
d
it
was
co
n
d
u
cte
d
o
n
ly
o
n
e
tim
e
f
o
r
ea
ch
teac
h
er
.
Du
r
in
g
th
e
class
r
o
o
m
o
b
s
er
v
atio
n
,
f
iel
d
n
o
tes
wer
e
d
o
n
e
to
wr
ite
an
y
c
o
n
d
itio
n
h
a
p
p
en
s
i
n
th
e
c
lass
r
o
o
m
p
r
ac
tices
d
u
e
to
teac
h
er
s
'
g
r
am
m
ar
s
tr
ateg
y
.
I
n
r
eg
ar
d
s
to
q
u
an
titativ
e
d
ata,
th
e
d
ata
wer
e
an
aly
ze
d
as
q
u
an
titativ
ely
u
s
in
g
d
e
s
cr
ip
tiv
e
q
u
an
titativ
e
s
u
ch
a
s
p
er
ce
n
tag
e.
Af
ter
an
aly
zin
g
q
u
an
titativ
e
d
ata
th
en
it
was
co
n
tin
u
ed
with
q
u
alitativ
e
d
ata
an
aly
s
is
.
I
n
an
aly
zin
g
q
u
alitativ
e
d
ata,
s
ev
er
al
p
r
o
ce
d
u
r
es
s
h
o
u
ld
b
e
f
o
llo
wed
s
tar
tin
g
f
r
o
m
c
o
llectin
g
d
ata,
r
e
d
u
cin
g
d
ata,
d
is
p
lay
in
g
d
ata
an
d
d
r
awin
g
co
n
clu
s
io
n
wh
ich
all
th
e
p
r
o
ce
s
s
s
h
o
u
ld
b
e
d
o
n
e
in
t
er
ac
tiv
ely
[
1
9
,
2
0
]
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
I
n
E
FL
f
r
am
e,
E
n
g
lis
h
g
r
am
m
ar
in
s
tr
u
ctio
n
al
s
till
p
lace
d
as
co
n
tr
o
v
er
s
y
is
s
u
e
wh
et
h
er
it
s
h
o
u
ld
b
e
tau
g
h
t
as
d
ed
u
ctiv
ely
,
in
d
u
ct
iv
ely
,
im
p
licit
o
r
ex
p
licit
f
r
o
m
tim
e
to
tim
es.
T
h
e
s
ig
n
if
ican
t
f
in
d
in
g
s
f
r
o
m
r
elev
an
ce
p
r
ev
io
u
s
s
tu
d
ies
r
ep
o
r
t
th
at
m
an
y
d
if
f
er
en
t
p
er
s
p
ec
tiv
es
o
n
teac
h
i
n
g
g
r
a
m
m
ar
f
r
o
m
f
o
r
eig
n
lan
g
u
ag
e
teac
h
er
s
ar
e
b
as
ed
o
n
th
eir
co
n
ce
p
tu
al
an
d
p
r
o
ce
d
u
r
al
k
n
o
wled
g
e
o
f
E
n
g
lis
h
g
r
am
m
ar
its
elf
.
T
h
e
f
in
d
in
g
s
also
r
ef
lect
th
at
th
e
way
s
o
f
g
r
am
m
ar
s
h
o
u
ld
b
e
tau
g
h
t
f
r
o
m
teac
h
er
to
tea
ch
er
,
r
esear
ch
er
to
r
esear
ch
er
an
d
m
et
h
o
d
o
lo
g
i
s
t
to
m
eth
o
d
o
lo
g
is
t.
Fro
m
th
e
r
elev
an
ce
th
eo
r
ies
,
it
also
d
escr
ib
ed
th
at
d
ev
elo
p
m
e
n
t
o
f
teac
h
in
g
g
r
a
m
m
ar
ap
p
r
o
ac
h
es,
s
tr
ateg
ies
an
d
m
eth
o
d
s
ar
e
v
ar
ied
an
d
it
i
s
s
elec
ted
b
ased
o
n
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
g
r
am
m
ar
co
n
ten
t
th
at
b
e
tau
g
h
t.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
r
ev
ea
l
th
at
th
e
E
n
g
lis
h
teac
h
er
s
in
Ko
ta
Am
b
o
n
s
till
h
av
e
g
o
o
d
en
o
u
g
h
clea
r
p
ictu
r
e
ab
o
u
t
th
e
co
n
ce
p
t
o
f
g
r
am
m
a
r
,
teac
h
in
g
g
r
am
m
ar
a
p
p
r
o
ac
h
es,
s
tr
ateg
ies,
an
d
m
eth
o
d
s
as
th
e
r
esu
lt
o
f
co
m
p
r
eh
en
d
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
s
tr
a
teg
ies o
n
tea
ch
in
g
g
r
a
mma
r
:
F
a
cts a
n
d
ex
p
ec
ta
tio
n
s
o
f sen
io
r
h
ig
h
…
(
Th
r
ee
s
je
R
o
z
a
S
o
u
is
a
)
1123
co
n
ce
p
tu
al
a
n
d
p
r
o
ce
d
u
r
al
k
n
o
wled
g
e
o
n
g
r
am
m
ar
its
elf
.
T
h
e
f
o
ll
o
win
g
d
is
cu
s
s
io
n
s
ar
e
p
r
esen
ted
b
ased
o
n
th
e
r
esear
ch
q
u
esti
o
n
s
.
3
.
1
.
T
ea
cher
s
' per
ce
ptio
n o
f
g
ra
m
m
a
r
co
ncept
in t
heir
t
ea
ch
ing
pra
ct
ices
Gr
am
m
ar
is
v
iewe
d
as
th
e
c
r
u
cial
p
ar
t
o
f
lear
n
i
n
g
f
o
r
ei
g
n
lan
g
u
a
g
e
a
n
d
it
s
h
o
u
ld
b
e
le
ar
n
ed
an
d
m
aster
ed
b
y
f
o
r
eig
n
lan
g
u
ag
e
s
tu
d
en
ts
to
b
u
ild
g
o
o
d
co
m
m
u
n
icatio
n
.
T
h
e
m
o
r
e
th
ey
k
n
o
w
in
g
ab
o
u
t
th
e
way
s
o
f
lan
g
u
a
g
e
co
r
e
,
t
h
e
b
etter
th
ey
k
ee
p
tr
ac
k
t
h
e
m
ea
n
in
g
s
an
d
as
r
esu
lt
th
ey
will
u
s
e
it
ef
f
ec
tiv
ely
in
co
m
m
u
n
icatio
n
s
k
ills
.
I
n
lin
e
with
th
is
,
th
e
p
u
r
p
o
s
e
o
f
tea
ch
in
g
g
r
am
m
a
r
is
to
h
elp
s
tu
d
en
ts
ca
p
tu
r
e
d
t
h
e
lan
g
u
ag
e
p
atter
n
s
with
aim
ed
a
t
cr
ea
tin
g
p
r
ac
tical
lin
g
u
is
tic
[
2
1
]
.
I
n
ac
h
iev
i
n
g
th
is
g
o
al,
it
is
ex
p
ec
ted
th
at
E
FL
teac
h
er
s
ca
n
en
r
ich
th
eir
teac
h
in
g
g
r
am
m
a
r
m
eth
o
d
o
l
o
g
y
an
d
d
ev
elo
p
it
in
to
th
eir
class
r
o
o
m
p
r
ac
tic
es
b
ased
o
n
th
ei
r
co
n
ce
p
tu
al
an
d
p
r
o
ce
d
u
r
al
k
n
o
wled
g
e.
T
h
e
r
esear
ch
f
in
d
in
g
s
f
r
o
m
q
u
an
titativ
e
d
ata
r
ev
ea
l
th
at
E
FL
teac
h
er
s
in
Am
b
o
n
C
it
y
h
av
e
th
e
v
ar
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u
s
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n
ce
p
t
o
f
g
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a
r
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ce
p
t
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d
h
o
w
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is
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n
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ib
u
ted
to
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h
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in
g
g
r
a
m
m
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ap
p
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h
es,
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tr
ateg
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es,
an
d
m
eth
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s
.
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ata
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d
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ir
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r
6
3
E
n
g
lis
h
teac
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in
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en
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ig
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s
ch
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in
Am
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h
o
w
t
h
at
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r
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%
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f
th
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teac
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n
d
e
r
s
tan
d
th
at
g
r
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ar
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th
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r
an
ch
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g
u
ag
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th
at
ass
is
t
s
tu
d
en
ts
ex
p
r
ess
es
th
em
.
T
h
e
teac
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er
s
r
ea
lize
th
at
b
y
awa
r
en
ess
in
u
s
in
g
g
r
am
m
a
r
an
d
h
elp
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s
tu
d
en
ts
to
u
n
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er
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tan
d
g
r
am
m
ar
its
elf
ca
n
en
c
o
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r
a
g
e
th
em
to
ex
p
r
ess
th
eir
s
elv
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b
y
s
ev
er
al
o
f
way
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in
E
n
g
lis
h
.
I
t
is
ab
o
u
t
6
1
teac
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s
o
r
9
7
%
o
f
th
e
teac
h
er
s
h
a
v
e
a
clea
r
co
n
ce
p
t
o
f
g
r
am
m
a
r
th
at
i
t
is
r
elate
d
to
o
r
g
an
izatio
n
o
f
p
atter
n
o
f
wo
r
d
s
in
s
en
ten
ce
s
.
T
h
is
c
o
n
ce
p
tu
al
id
ea
is
im
p
lied
t
h
at
u
tili
zin
g
g
r
am
m
ar
r
u
les
in
co
m
m
u
n
icatio
n
is
b
etter
to
co
n
v
ey
th
e
m
ess
ag
e
m
ea
n
in
g
s
th
an
o
n
ly
k
n
o
win
g
th
e
wo
r
d
s
in
th
e
s
in
g
le
s
en
ten
ce
[
2
2
]
.
T
h
is
id
ea
d
escr
ib
es
th
at
th
e
p
r
in
cip
le
g
o
al
o
f
a
lan
g
u
ag
e
is
to
co
m
m
u
n
icat
e
th
e
m
ess
ag
e
in
a
s
ig
n
if
ican
t
way
a
n
d
t
h
e
way
s
s
tu
d
en
ts
lear
n
it
s
h
o
u
ld
b
e
d
o
n
e
in
p
u
r
p
o
s
ef
u
l
way
s
s
o
th
at
th
e
y
n
o
t
o
n
ly
co
m
p
r
eh
e
n
d
th
e
g
r
am
m
atica
l f
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m
s
b
u
t a
ls
o
ca
n
ap
p
ly
it in
m
ea
n
in
g
f
u
l w
ay
s
[
2
3
]
.
Ab
o
u
t
5
7
teac
h
er
s
o
r
9
0
%
o
f
th
e
teac
h
er
s
p
lace
d
th
ei
r
co
n
ce
p
tu
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k
n
o
wled
g
e
o
n
g
r
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m
ar
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n
d
er
p
r
escr
ip
tiv
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g
r
am
m
ar
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p
e
in
wh
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teac
h
in
g
g
r
am
m
ar
s
h
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ld
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e
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n
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in
g
g
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s
tan
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ar
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ag
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wh
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it
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ig
h
t
o
r
wr
o
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e
in
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m
m
u
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icatio
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.
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ased
o
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p
r
escr
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wh
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E
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d
e
r
th
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p
r
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am
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el
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Fr
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it
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in
f
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p
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th
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ac
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t
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d
er
d
escr
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r
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ar
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p
e
th
at
p
r
esen
ted
t
h
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s
o
f
lan
g
u
ag
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r
elate
d
to
k
in
d
o
f
E
n
g
lis
h
s
tr
u
ctu
r
e
th
at
th
e
d
aily
u
s
ed
o
f
n
a
tiv
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lan
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ag
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T
h
is
ty
p
e
o
f
g
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am
m
ar
attem
p
ts
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ex
p
lain
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e
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la
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a
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s
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b
y
n
ativ
e
s
p
ea
k
er
s
in
th
eir
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aily
life
a
n
d
av
o
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to
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ak
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g
a
ju
d
g
m
en
t
ab
o
u
t w
r
o
n
g
o
r
r
ig
h
t u
s
ag
e
[2
3
,
2
4
]
.
Un
d
er
th
e
tr
ad
itio
n
al
g
r
am
m
ar
ty
p
e,
4
9
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h
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s
o
r
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f
t
h
e
teac
h
er
s
b
eliev
e
th
at
in
th
ei
r
teac
h
in
g
g
r
am
m
ar
,
it
s
h
o
u
ld
c
o
n
tain
eig
h
t
d
if
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t
p
ar
ts
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f
s
p
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o
r
m
ed
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n
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s
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ticles,
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ticip
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lear
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o
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d
y
th
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h
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ca
teg
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ies
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ep
ar
ately
an
d
d
ev
elo
p
r
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les
in
ac
c
o
r
d
a
n
ce
with
th
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s
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tr
a
n
s
latio
n
.
T
h
e
t
ea
ch
er
s
r
ea
lize
th
at
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o
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etim
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o
n
'
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s
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t
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lan
g
u
ag
e
as
an
o
b
ject
to
b
e
in
s
tr
u
cted
[
2
5
]
.
Fro
m
th
e
d
i
s
cu
s
s
io
n
o
f
q
u
an
titativ
e
d
ata
,
it
ca
n
b
e
in
f
er
r
ed
th
at
tea
ch
er
s
'
co
n
ce
p
tu
al
k
n
o
wled
g
e
o
f
g
r
a
m
m
ar
is
b
ased
o
n
s
o
m
e
t
h
eo
r
ies
r
elate
d
to
th
e
t
y
p
e
o
f
g
r
am
m
ar
s
.
Alm
o
s
t
E
FL
s
en
io
r
h
i
g
h
s
ch
o
o
l
teac
h
er
s
u
n
d
er
s
tan
d
th
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co
n
ce
p
t
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th
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r
ies
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n
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er
t
h
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u
m
b
r
ella
o
f
p
r
escr
ip
tiv
e
g
r
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m
ar
,
d
escr
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tiv
e
g
r
am
m
ar
an
d
tr
ad
itio
n
al
g
r
a
m
m
ar
.
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h
eir
r
esp
o
n
s
es
s
h
o
w
th
at
th
ei
r
teac
h
in
g
g
r
am
m
a
r
ex
p
e
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s
h
a
v
e
alr
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y
s
u
it
with
th
e
g
r
am
m
a
r
th
eo
r
ies,
an
d
it
ca
n
r
ef
lect
f
r
o
m
th
eir
g
r
am
m
ar
class
r
o
o
m
p
r
ac
tices.
On
th
e
co
n
tr
ar
y
,
th
e
r
esu
lts
o
f
class
r
o
o
m
o
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s
er
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atio
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f
o
r
th
e
f
iv
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s
elec
ted
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h
er
s
s
h
o
w
th
a
t
th
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co
n
ce
p
tu
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e
is
b
ased
o
n
tr
a
d
itio
n
al
g
r
am
m
ar
ty
p
e.
T
h
e
y
v
i
ew
g
r
am
m
ar
as
th
e
s
et
o
f
r
u
les
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n
s
is
t
o
f
eig
h
t
ca
teg
o
r
ies
s
u
ch
as
n
o
u
n
s
,
v
e
r
b
s
,
p
r
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n
o
u
n
s
,
p
r
e
p
o
s
itio
n
s
,
p
ar
t
icip
les,
co
n
ju
n
ctio
n
s
,
ar
ticles
an
d
ad
v
e
r
b
s
,
an
d
it
is
r
ef
lecte
d
th
r
o
u
g
h
th
eir
teac
h
in
g
g
r
am
m
a
r
m
ater
ials
.
As
it
is
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i
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ted
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u
t
b
y
th
e
tr
ad
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n
al
g
r
am
m
a
r
e
x
p
er
t
s
th
at
th
is
ty
p
e
o
f
g
r
am
m
ar
is
a
n
o
b
ject
to
b
e
in
s
tr
u
cted
n
o
t
a
s
a
to
o
l
b
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au
s
e
it
d
o
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t
g
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n
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e
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th
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y
.
Fo
r
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s
in
g
g
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m
a
r
t
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tb
o
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s
is
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tial
an
d
u
s
u
ally
s
tu
d
en
ts
lear
n
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e
g
r
a
m
m
ar
s
tr
u
ctu
r
es
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y
r
em
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er
p
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ag
es
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d
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ch
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n
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s
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T
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e
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ted
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h
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s
m
o
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tly
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s
e
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ch
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ar
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o
in
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with
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tify
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tan
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ar
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r
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les o
f
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am
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ar
.
3
.
2
.
K
ind
o
f
t
ea
ching
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ra
m
ma
r
a
pp
ro
a
ches a
pp
lie
d by
s
enio
r
hig
h scho
o
l EF
L
t
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in
Am
bo
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p
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itly
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.
W
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en
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in
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5
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r
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r
Evaluation Warning : The document was created with Spire.PDF for Python.
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1124
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n
d
p
r
o
d
u
ce
r
o
f
a
lan
g
u
ag
e,
5
5
teac
h
er
o
r
8
7
%
o
f
th
e
te
ac
h
er
s
b
eliev
e
th
at
en
g
ag
in
g
th
eir
s
tu
d
en
ts
t
o
d
is
co
v
er
a
g
e
n
er
alize
d
g
r
am
m
ar
o
r
p
atter
n
is
a
g
o
o
d
wa
y
to
teac
h
g
r
a
m
m
ar
,
5
7
teac
h
er
s
o
r
9
0
%
o
f
th
e
teac
h
er
s
v
iew
g
r
am
m
ar
as
g
r
o
wly
an
d
alter
n
atin
g
p
r
o
ce
d
u
r
es
,
s
o
it
is
n
ec
ess
ar
y
to
co
n
s
id
er
g
r
am
m
ar
as
lear
n
i
n
g
as
s
u
s
tain
ed
ac
tiv
ity
.
5
3
teac
h
er
s
o
r
8
4
%
o
f
th
e
teac
h
er
s
h
av
e
co
m
m
itm
en
t
th
at
it
is
b
etter
to
p
r
o
v
id
e
s
tu
d
e
n
ts
with
d
if
f
er
e
n
t
illu
s
tr
ati
on
o
f
la
n
g
u
ag
e
u
s
e
a
n
d
e
n
g
ag
e
s
tu
d
en
ts
to
ap
p
ly
E
n
g
lis
h
lan
g
u
ag
e
in
th
eir
class
r
o
o
m
p
r
ac
tices,
an
d
5
6
teac
h
er
s
o
r
8
8
%
o
f
th
e
teac
h
er
s
ass
u
m
e
th
at
th
e
g
o
al
o
f
th
eir
g
r
am
m
ar
in
s
tr
u
ctio
n
al
is
in
v
o
lv
in
g
s
tu
d
e
n
ts
b
e
ac
tiv
ely
p
ar
ticip
atin
g
in
g
r
am
m
ar
ac
tiv
iti
es.
T
o
s
u
p
p
o
r
t
th
is
f
in
d
in
g
,
in
teac
h
in
g
g
r
am
m
ar
in
d
u
ctiv
ely
,
teac
h
er
s
s
h
o
u
l
d
h
elp
s
tu
d
en
ts
co
n
s
id
er
th
e
p
a
tter
n
s
an
d
r
u
les
o
f
E
n
g
lis
h
th
r
o
u
g
h
v
ar
ied
teac
h
in
g
m
eth
o
d
s
.
On
co
n
tr
ar
y
,
in
teac
h
i
n
g
g
r
a
m
m
ar
as
d
ed
u
ctiv
ely
,
5
5
teac
h
er
s
o
r
8
7
%
o
f
th
e
teac
h
er
s
p
lace
t
h
eir
s
elv
es
as
th
e
m
ain
r
o
le
o
f
g
r
a
m
m
ar
less
o
n
ac
tiv
ities
.
5
2
tea
ch
er
s
o
r
8
2
%
o
f
th
e
teac
h
er
s
s
tar
t
th
eir
g
r
am
m
ar
class
with
th
e
p
r
esen
tatio
n
o
f
g
r
am
m
ar
r
u
les
an
d
ex
am
p
les.
T
h
is
ap
p
r
o
ac
h
allo
ws
teac
h
er
to
teac
h
g
r
am
m
a
r
b
y
d
escr
ib
in
g
g
r
am
m
ar
r
u
les
f
ir
s
t
th
e
n
co
n
tin
u
e
to
s
en
ten
ce
s
’
illu
s
tr
atio
n
.
I
n
d
ir
ec
tly
,
with
th
is
way
,
s
tu
d
en
ts
ca
n
co
m
p
r
eh
en
d
ru
l
es,
a
n
d
c
o
n
tin
u
e
to
ap
p
l
y
it
in
th
eir
v
ar
io
u
s
s
en
ten
ce
s
[
2
6
,
2
7
]
.
I
n
r
eg
ar
d
s
to
teac
h
in
g
g
r
am
m
ar
a
s
ex
p
licitly
,
4
9
tea
ch
er
s
o
r
7
7
%
o
f
th
e
teac
h
er
s
s
tr
o
n
g
ly
ag
r
ee
th
at
teac
h
in
g
g
r
am
m
ar
ex
p
licitly
r
esu
lts
in
m
o
r
e
s
u
cc
ess
f
u
l
lear
n
in
g
o
f
E
n
g
lis
h
p
atter
n
s
th
an
teac
h
i
t
im
p
licitly
.
5
7
teac
h
er
s
o
r
9
0
%
o
f
t
h
e
teac
h
er
s
h
av
e
ex
p
er
ien
ce
in
u
s
in
g
a
co
m
m
u
n
icativ
e
p
r
o
ce
s
s
to
h
elp
th
eir
s
tu
d
en
ts
'
m
as
ter
y
g
r
am
m
a
r
well.
T
h
is
r
esu
lt
s
h
o
ws
th
at
wh
en
teac
h
er
s
teac
h
g
r
am
m
a
r
ex
p
li
citly
,
th
ey
d
ea
l
with
a
lan
g
u
a
g
e
an
d
th
e
u
s
e
s
of
lan
g
u
ag
e
th
at
s
h
o
u
ld
b
e
p
lace
d
[
6
]
,
a
n
d
tea
ch
in
g
g
r
a
m
m
ar
ex
p
licitly
r
ef
e
r
s
to
t
h
e
awa
r
e
n
ess
o
f
g
r
a
m
m
atica
l
k
n
o
wled
g
e
an
d
r
u
les th
at
ca
n
s
tu
d
en
ts
ca
n
m
aster
it
th
r
o
u
g
h
class
r
o
o
m
in
s
tr
u
ctio
n
[
2
6
,
28]
.
A
s
im
p
licitly
,
5
4
teac
h
er
s
o
r
8
5
%
o
f
th
e
teac
h
er
s
ag
r
ee
th
a
t
g
r
am
m
ar
teac
h
in
g
is
m
o
r
e
th
an
h
elp
in
g
s
tu
d
en
ts
r
em
em
b
er
a
s
et
o
f
E
n
g
lis
h
r
u
les.
5
4
teac
h
er
s
o
r
8
5
%
o
f
th
e
teac
h
er
s
u
n
d
er
s
tan
d
th
at
th
e
f
u
n
ctio
n
o
f
g
r
am
m
ar
teac
h
in
g
is
em
p
o
we
r
in
g
th
eir
s
tu
d
en
ts
to
co
m
p
r
e
h
en
d
th
e
s
et
o
f
r
u
les
an
d
e
q
u
i
p
s
tu
d
en
ts
with
th
e
E
n
g
lis
h
lan
g
u
a
g
e
s
k
ills
in
ter
p
r
etatio
n
.
W
h
en
teac
h
in
g
g
r
am
m
ar
f
o
cu
s
ed
o
n
th
e
f
o
r
m
,
5
3
teac
h
er
s
o
r
8
4
%
o
f
th
e
teac
h
er
s
p
o
in
t
th
at
t
h
eir
g
r
am
m
ar
teac
h
in
g
is
m
o
s
tly
f
o
c
u
s
ed
o
n
th
e
f
o
r
m
wh
ich
is
lea
r
n
er
s
s
h
o
u
l
d
k
n
o
w
an
d
m
aster
th
e
g
r
am
m
atica
l
r
o
le
f
o
r
a
s
p
ec
if
ic
f
o
r
m
atio
n
,
5
7
teac
h
er
s
o
r
9
0
%
o
f
th
e
teac
h
er
s
h
av
e
ex
p
e
r
ien
ce
in
ap
p
ly
in
g
task
-
b
ask
in
s
tr
u
ct
io
n
wh
ic
h
is
f
o
cu
s
ed
o
n
f
o
r
m
.
T
h
is
f
in
d
in
g
s
h
o
ws
th
at
wh
en
teac
h
er
s
teac
h
g
r
am
m
ar
f
o
c
u
s
ed
o
n
f
o
r
m
,
th
e
y
s
tar
t
with
attr
ac
t
s
tu
d
en
ts
att
en
tio
n
to
lin
g
u
is
tic
f
o
r
m
s
a
n
d
en
co
u
r
a
g
e
s
tu
d
e
n
ts
awa
r
en
ess
o
f
g
r
am
m
atica
l
asp
ec
ts
.
F
o
cu
s
o
n
f
o
r
m
’
ap
p
r
o
ac
h
s
u
g
g
ests
d
r
awin
g
lear
n
er
s
’
th
o
u
g
h
ts
to
lin
g
u
is
tic
f
o
r
m
s
in
th
e
b
e
g
in
n
in
g
b
u
t
later
wh
en
th
ey
in
v
o
lv
e
i
n
g
r
am
m
a
r
ac
tiv
ities
,
th
e
f
o
cu
s
ed
will
b
e
o
n
m
ea
n
in
g
[
2
9
]
.
Me
an
wh
ile,
wh
en
it
is
f
o
cu
s
ed
o
n
m
ea
n
in
g
,
5
2
teac
h
er
s
o
r
8
2
%
o
f
th
e
teac
h
er
s
h
av
e
ex
p
er
ien
ce
in
u
s
in
g
au
t
h
en
tic
lan
g
u
ag
e
.
T
h
is
r
esu
lt
s
u
p
p
o
r
ts
th
eo
r
y
ab
o
u
t
th
e
c
h
ar
ac
te
r
is
tics
o
f
g
r
am
m
ar
in
s
tr
u
ctio
n
f
o
cu
s
ed
o
n
m
ea
n
in
g
s
u
ch
as;
u
s
in
g
co
n
tex
tu
al
lan
g
u
ag
e,
n
e
g
o
tiatin
g
m
e
an
in
g
in
class
r
o
o
m
in
ter
ac
tio
n
,
em
p
h
asizin
g
class
r
o
o
m
co
m
m
u
n
icatio
n
,
f
o
cu
s
in
g
o
n
f
o
r
m
ac
tiv
ities
,
as
well
as
d
o
in
g
er
r
o
r
co
r
r
ec
t
io
n
a
n
d
e
x
p
licit lan
g
u
a
g
e
in
s
tr
u
ctio
n
r
u
les.
T
h
e
d
is
cu
s
s
io
n
o
f
q
u
an
titativ
e
d
ata
s
h
o
ws
th
at
E
FL
teac
h
e
r
s
in
s
en
io
r
h
ig
h
s
ch
o
o
ls
in
Am
b
o
n
city
u
s
e
v
er
y
k
in
d
o
f
teac
h
in
g
ap
p
r
o
ac
h
es
in
wh
ich
t
h
ey
teac
h
g
r
am
m
a
r
as
in
d
u
ctiv
ely
,
d
e
d
u
ctiv
ely
,
im
p
licit,
ex
p
licit,
f
o
cu
s
o
n
f
o
r
m
an
d
m
ea
n
in
g
.
T
h
e
r
esu
lts
im
p
ly
t
h
at
in
s
o
m
e
o
cc
asio
n
s
,
th
ey
teac
h
g
r
am
m
ar
as
in
d
u
ctiv
ely
o
r
d
e
d
u
ctiv
ely
b
u
t
in
o
th
er
s
itu
atio
n
,
th
ey
teac
h
g
r
am
m
ar
as
e
x
p
licitly
o
r
i
m
p
l
icitly
an
d
f
o
c
u
s
o
n
f
o
r
m
an
d
m
ea
n
in
g
.
Me
an
wh
i
le,
th
e
r
esu
lt
o
f
class
r
o
o
m
o
b
s
er
v
atio
n
an
d
in
ter
v
iew,
th
e
s
elec
ted
teac
h
er
s
m
o
s
tly
u
s
e
th
e
i
n
d
u
ctiv
e
ap
p
r
o
ac
h
in
wh
ic
h
th
ey
s
tar
t
with
th
e
ex
am
p
les
an
d
u
s
in
g
au
th
en
tic
la
n
g
u
a
g
e
co
n
tex
t.
I
n
th
is
ca
s
e,
th
e
teac
h
er
s
p
r
o
v
i
d
e
s
tu
d
en
ts
with
m
a
n
y
s
en
ten
ce
s
’
illu
s
tr
atio
n
to
s
h
o
w
th
e
co
n
n
ec
ti
on
o
f
c
o
n
ce
p
t
is
im
p
lem
en
te
d
,
e
n
g
ag
e
s
tu
d
e
n
ts
to
u
s
e
th
e
tar
g
e
t
lan
g
u
a
g
e
a
n
d
en
co
u
r
ag
e
th
e
m
to
g
en
e
r
alize
th
e
r
u
les.
So
m
e
teac
h
er
s
f
o
cu
s
ed
o
n
f
o
r
m
wh
ile
o
th
er
s
f
o
cu
s
ed
o
n
m
ea
n
in
g
.
Fo
r
in
s
tan
ce
,
I
n
E
T
'
class
r
o
o
m
,
s
h
e
teac
h
es
g
r
am
m
a
r
as
in
d
u
ctiv
e
ly
an
d
f
o
cu
s
ed
o
n
m
ea
n
in
g
a
n
d
it
is
p
r
o
v
en
t
h
at
h
e
r
a
p
p
r
o
ac
h
ca
n
wo
r
k
well
b
ec
au
s
e
th
e
s
tu
d
en
ts
ca
n
ac
tiv
ely
in
v
o
lv
e
in
th
e
lear
n
in
g
p
r
o
ce
s
s
b
ec
au
s
e
th
e
y
ca
n
d
is
co
v
er
r
u
les
as
co
m
p
etitiv
e
in
p
la
y
in
g
a
g
am
e
as o
n
e
h
er
teac
h
in
g
m
eth
o
d
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
s
h
o
wed
th
at
as
q
u
an
titativ
e
d
a
ta,
m
o
s
t
E
FL
teac
h
er
s
in
Am
b
o
n
C
ity
p
r
ef
er
r
e
d
to
u
s
e
d
e
d
u
ctiv
e
te
ac
h
in
g
g
r
am
m
ar
ap
p
r
o
ac
h
an
d
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
s
u
p
p
o
r
t
t
h
e
p
r
ev
io
u
s
r
elev
an
ce
s
tu
d
y
co
n
d
u
cted
[
3
0
]
.
E
v
e
n
th
o
u
g
h
f
r
o
m
q
u
alita
tiv
e
d
ata,
th
e
f
i
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I
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8
8
2
2
Tea
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:
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1125
an
d
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s
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r
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tices.
Fro
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R
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at
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to
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t
E
n
g
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h
s
tr
u
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r
es.
T
h
o
s
e
s
itu
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n
s
d
escr
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e
th
e
c
o
n
tex
t
u
alizin
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l
an
g
u
ag
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d
it
ca
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b
e
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s
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t
o
h
elp
s
tu
d
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ts
clar
if
y
th
e
m
ea
n
in
g
o
f
it
as
well
as
s
u
p
p
o
r
t
s
tu
d
en
ts
f
o
r
f
i
n
d
i
n
g
r
u
les
o
f
f
o
r
m
s
th
r
o
u
g
h
in
d
u
ctio
n
way
.
Stu
d
en
ts
ca
n
b
e
p
ar
ticip
ated
in
th
e
o
r
al
p
r
esen
tatio
n
as
th
ey
ca
n
s
o
lv
e
g
r
am
m
ar
p
r
o
b
lem
.
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ea
n
wh
ile
,
teac
h
i
n
g
g
r
a
m
m
ar
th
r
o
u
g
h
s
to
r
ies
ca
n
b
e
d
o
n
e
t
h
r
o
u
g
h
elicit
in
g
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d
illu
s
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atin
g
g
r
am
m
ar
p
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ts
.
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n
lin
e
with
q
u
an
titativ
e
d
ata
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e
r
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lts
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f
th
e
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ter
v
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o
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er
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s
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th
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s
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er
y
k
in
d
o
f
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h
in
g
s
tr
ateg
ies
s
u
ch
as
s
tr
u
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r
al
co
n
tex
t,
tex
t,
an
d
s
to
r
ies.
T
h
e
s
tr
ateg
ies
ca
n
b
e
in
clu
d
ed
in
th
e
teac
h
in
g
m
et
h
o
d
s
s
u
ch
as
co
n
tex
tu
al
teac
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in
g
an
d
lear
n
i
n
g
,
co
o
p
er
ativ
e
l
ea
r
n
in
g
,
g
r
am
m
ar
-
tr
an
s
latio
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m
eth
o
d
,
d
em
o
n
s
tr
a
tio
n
,
T
h
in
k
p
air
s
h
ar
e,
to
tal
p
h
y
s
ical
r
esp
o
n
s
e,
g
am
es,
tex
t,
a
n
d
s
to
r
y
teller
,
r
o
le
p
lay
.
3
.
4
.
T
he
cha
lleng
e
s
f
a
ce
d by
s
eni
o
r
hig
h scho
o
l EFL
t
ea
cher
s
in t
ea
ching
g
ra
mm
a
r
I
n
ter
m
s
o
f
t
h
e
ch
allen
g
es
f
ac
ed
b
y
s
en
io
r
h
ig
h
s
ch
o
o
l
E
FL
teac
h
er
s
in
teac
h
in
g
g
r
am
m
a
r
,
f
r
o
m
t
h
e
q
u
alitativ
e
f
in
d
in
g
s
s
h
o
w
th
a
t
th
e
m
o
s
t
ch
allen
g
in
g
th
ey
s
till
f
ac
e
in
teac
h
in
g
E
n
g
lis
h
as
g
en
er
al
an
d
i
n
teac
h
in
g
E
n
g
lis
h
g
r
am
m
ar
as
p
ar
ticu
lar
is
th
e
s
tu
d
en
ts
'
ch
a
r
ac
ter
is
tics
.
All
th
e
s
elec
ted
p
ar
ticip
an
ts
p
o
i
n
ted
o
u
t
th
at
th
eir
s
tu
d
en
ts
h
av
e
d
if
f
er
en
t
c
h
ar
ac
ter
a
n
d
lea
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n
in
g
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le
an
d
as
r
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it
in
f
l
u
en
c
es
th
eir
attitu
d
e
o
n
lear
n
in
g
E
n
g
lis
h
g
r
am
m
ar
.
I
n
g
r
am
m
ar
class
r
o
o
m
ac
tiv
ities
,
s
tu
d
en
ts
s
o
m
etim
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lack
atten
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n
an
d
n
o
t
s
er
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u
s
,
h
av
e
n
o
b
ac
k
g
r
o
u
n
d
k
n
o
wle
d
g
e
o
f
E
n
g
lis
h
g
r
am
m
ar
;
th
ey
ar
e
d
em
o
tiv
ated
in
d
e
v
elo
p
in
g
th
ei
r
g
r
am
m
ar
k
n
o
wled
g
e,
lack
v
o
ca
b
u
lar
y
.
A
n
o
th
er
ch
allen
g
in
g
s
u
c
h
as
th
e
y
lim
it
o
f
E
n
g
lis
h
teac
h
in
g
m
eth
o
d
o
l
o
g
ies
r
ef
e
r
en
ce
s
a
n
d
lack
o
f
tr
ain
in
g
d
ea
lin
g
with
t
ea
ch
in
g
g
r
am
m
a
r
p
r
o
v
id
ed
b
y
th
e
g
o
v
e
r
n
m
e
n
t.
I
t
ca
n
'
t
b
e
d
en
ied
th
at
m
o
s
t
s
tu
d
en
ts
p
er
ce
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lea
r
n
in
g
E
n
g
lis
h
g
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am
m
ar
as
th
e
m
o
s
t
b
o
r
e
d
lear
n
in
g
ac
tiv
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wh
en
th
ey
lear
n
it
in
a
s
ch
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o
l.
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v
en
th
e
teac
h
er
s
h
av
e
alr
ea
d
y
ap
p
lied
v
ar
y
teac
h
in
g
s
tr
ateg
ies,
s
o
m
etim
es
th
ey
s
till
p
r
o
d
u
ce
u
n
e
n
jo
y
ab
l
y
te
ac
h
in
g
g
r
am
m
ar
atm
o
s
p
h
er
e.
Fro
m
th
e
ch
allen
g
es
ab
o
v
e,
t
h
en
s
o
m
e
ex
p
ec
tatio
n
s
ar
e
p
r
o
p
o
s
ed
to
b
e
co
n
s
id
er
ed
in
d
esig
n
in
g
teac
h
in
g
g
r
am
m
ar
s
u
ch
as
:
1
)
Pro
v
id
in
g
s
tu
d
e
n
ts
with
v
a
r
ied
teac
h
in
g
ap
p
r
o
ac
h
es
an
d
m
eth
o
d
s
in
teac
h
in
g
g
r
am
m
ar
b
y
co
n
s
id
er
in
g
t
h
eir
lea
r
n
in
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s
ty
les,
th
eir
attitu
d
es
an
d
p
er
ce
p
tio
n
o
f
E
n
g
lis
h
g
r
a
m
m
ar
ca
n
h
elp
E
FL
teac
h
er
s
cr
ea
te
en
jo
y
ab
le
an
d
m
ea
n
in
g
f
u
l
lear
n
in
g
g
r
am
m
ar
ac
tiv
ities
;
2
)
E
n
r
ich
in
g
au
th
en
tic
m
ater
ials
a
s
th
e
s
u
p
p
lem
en
tar
y
m
ater
ials
wh
ich
is
b
ased
s
tu
d
en
ts
’
co
n
tex
t
u
alize
life
o
f
u
s
in
g
th
e
la
n
g
u
ag
e
ca
n
h
elp
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FL
teac
h
er
s
m
in
im
ize
th
e
s
tu
d
e
n
ts
’
g
r
am
m
ar
p
r
o
b
lem
s
;
3
)
C
o
n
s
id
er
in
g
s
tu
d
en
ts
’
p
r
ef
er
en
ce
s
an
d
teac
h
er
s
d
if
f
icu
lties
in
teac
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g
E
n
g
lis
h
in
E
FL
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x
t
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n
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elp
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r
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d
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c
h
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m
ater
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wh
ich
m
atch
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b
o
th
s
tu
d
en
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an
d
teac
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’
’
n
ee
d
s
;
4
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Desig
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y
tr
ain
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g
p
r
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g
r
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s
th
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r
el
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m
eth
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r
ich
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h
e
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r
s
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p
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ac
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CO
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ased
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teac
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r
s
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,
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e
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ter
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o
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ty
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e,
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eth
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o
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es,
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tr
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d
ch
allen
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n
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it
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o
p
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th
at
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s
id
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in
g
th
is
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esear
ch
f
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d
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s
,
o
th
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u
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h
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to
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o
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d
u
ct
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s
im
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to
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with
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if
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e
n
t
ar
ea
s
o
f
s
tu
d
ies
to
h
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co
m
p
lete
p
ictu
r
e
o
f
teac
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in
g
g
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am
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ar
in
E
ast I
n
d
o
n
eisa c
o
n
tex
t.
RE
F
E
R
E
NC
E
S
[1
]
Y.
G
.
Bu
tl
e
r,
“
Th
e
imp
lem
e
n
tatio
n
o
f
c
o
m
m
u
n
ica
ti
v
e
a
n
d
tas
k
-
b
a
se
d
lan
g
u
a
g
e
tea
c
h
in
g
in
t
h
e
As
ia
-
P
a
c
ifi
c
Re
g
io
n
,
”
An
n
u
.
Rev
.
Ap
p
l.
L
i
n
g
u
i
st.
,
v
o
l.
3
1
,
p
p
.
3
6
–
5
7
,
M
a
r.
2
0
1
1
.
[2
]
R.
Ka
fip
o
u
r,
E.
M
a
h
m
o
u
d
i,
a
n
d
L.
Kh
o
jas
teh
,
“
Th
e
e
ffe
c
t
o
f
tas
k
-
b
a
se
d
lan
g
u
a
g
e
tea
c
h
in
g
o
n
a
n
a
l
y
ti
c
writi
n
g
i
n
EF
L
c
las
sro
o
m
s,”
Co
g
e
n
t
Ed
u
c
.
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
1
–
1
6
,
2
0
1
8
.
[3
]
R.
S
h
a
d
iev
a
n
d
M
.
Ya
n
g
,
“
Re
v
ie
w
o
f
st
u
d
ies
o
n
tec
h
n
o
lo
g
y
-
e
n
h
a
n
c
e
d
lan
g
u
a
g
e
lea
rn
in
g
a
n
d
tea
c
h
i
n
g
,
”
S
u
sta
in
a
b
il
it
y
,
M
D
PI,
Op
e
n
Acc
e
ss
J
o
u
rn
a
l,
v
o
l.
1
2
,
n
o
.
2
,
p
p
.
1
-
22
,
2
0
2
0
.
[4
]
L.
Os
a
-
M
e
lero
,
“
T
h
e
imp
a
c
t
o
f
th
e
in
d
u
c
t
iv
e
a
p
p
ro
a
c
h
o
n
t
h
e
le
a
rn
in
g
o
f
S
p
a
n
ish
,
”
El
e
c
tro
n
.
J
.
Fo
re
ig
n
L
a
n
g
.
T
e
a
c
h
.
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
5
3
–
6
9
,
2
0
1
7
.
[5
]
J.
G
r
a
u
s
a
n
d
P
.
A.
Co
p
p
e
n
,
“
Th
e
In
terfa
c
e
b
e
twe
e
n
S
tu
d
e
n
t
Tea
c
h
e
r
G
r
a
m
m
a
r
Co
g
n
it
i
o
n
s
a
n
d
L
e
a
rn
e
r
-
Orie
n
ted
Co
g
n
it
io
n
s,”
M
o
d
.
L
a
n
g
.
J
.
,
v
o
l.
1
0
1
,
n
o
.
4
,
p
p
.
6
4
3
–
6
6
8
,
2
0
1
7
.
[6
]
R.
El
li
s,
“
Th
e
d
e
fin
i
ti
o
n
a
n
d
m
e
a
su
r
e
m
e
n
t
o
f
L
2
e
x
p
li
c
it
k
n
o
wle
d
g
e
,
”
L
a
n
g
.
L
e
a
rn
.
,
v
o
l
.
5
4
,
n
o
.
2
,
p
p
.
2
2
7
–
2
7
5
,
2
0
0
4
.
[7
]
R.
S
.
Al
-
Ja
rra
h
,
“
A su
g
g
e
ste
d
m
o
d
e
l
o
f
c
o
rre
c
ti
v
e
fe
e
d
b
a
c
k
p
ro
v
isi
o
n
,
”
Am
p
e
rs
a
n
d
,
v
o
l.
3
,
p
p
.
9
8
–
1
0
7
,
2
0
1
6
.
[8
]
H.
M
.
El
-
d
a
li
,
“
To
wa
rd
s
a
n
u
n
d
e
rsta
n
d
in
g
o
f
th
e
d
isti
n
c
ti
v
e
n
a
t
u
re
o
f
tran
sla
ti
o
n
stu
d
ies
,
”
J
.
Kin
g
S
a
u
d
Un
iv.
-
L
a
n
g
.
T
ra
n
sl
.
,
v
o
l.
2
3
,
n
o
.
1
,
p
p
.
2
9
–
4
5
,
2
0
1
1
.
[9
]
D.
Bik
o
ws
k
i,
“
Tec
h
n
o
l
o
g
y
f
o
r
T
e
a
c
h
in
g
G
ra
m
m
a
r,
”
TE
S
OL
En
c
y
c
l.
En
g
li
sh
L
a
n
g
.
T
e
a
c
h
,
1
st
e
d
.
Jo
h
n
Wi
ley
&
S
o
n
s,
In
c
.
,
2
0
1
8
.
[1
0
]
C.
Tay
jas
a
n
a
n
t
a
n
d
R
.
Ba
rn
a
rd
,
“
Lan
g
u
a
g
e
tea
c
h
e
rs’
b
e
li
e
fs
a
n
d
p
ra
c
ti
c
e
s
re
g
a
rd
in
g
t
h
e
a
p
p
r
o
p
riate
n
e
ss
o
f
c
o
m
m
u
n
ica
ti
v
e
m
e
th
o
d
o
lo
g
y
:
A
c
a
se
stu
d
y
fr
o
m
Th
a
il
a
n
d
,
”
J
.
Asia
T
EF
L
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
2
7
9
–
3
1
1
,
2
0
1
0
.
[1
1
]
A.
P
.
R.
Ho
wa
tt
a
n
d
R
.
S
m
it
h
,
“
T
h
e
h
isto
r
y
o
f
tea
c
h
i
n
g
E
n
g
li
s
h
a
s
a
fo
re
ig
n
lan
g
u
a
g
e
,
fro
m
a
Brit
ish
a
n
d
Eu
r
o
p
e
a
n
p
e
rsp
e
c
ti
v
e
,
”
L
a
n
g
.
Hist.
,
v
o
l.
5
7
,
n
o
.
1
,
p
p
.
7
5
–
9
5
,
2
0
1
4
.
[1
2
]
C.
Be
c
k
e
r
a
n
d
J.
Ro
o
s,
“
An
a
p
p
r
o
a
c
h
to
c
re
a
ti
v
e
sp
e
a
k
in
g
a
c
ti
v
it
i
e
s
in
th
e
y
o
u
n
g
lea
rn
e
rs’
c
las
sro
o
m
,
”
Ed
u
c
.
In
q
.
,
vol
.
7
,
n
o
.
1
,
p
p
.
9
-
2
6
,
2
0
1
6
.
[1
3
]
P
.
Jo
n
e
s
a
n
d
H.
C
h
e
n
,
“
Th
e
ro
l
e
o
f
d
ial
o
g
ic
p
e
d
a
g
o
g
y
i
n
tea
c
h
i
n
g
g
ra
m
m
a
r,
”
Res
.
Pa
p
.
Ed
u
c
.
,
v
o
l.
3
1
,
n
o
.
1
,
p
p
.
4
5
–
69
,
2
0
1
6
.
[1
4
]
K.
S
a
ffo
rd
,
“
Tea
c
h
in
g
G
ra
m
m
a
r
a
n
d
Tes
ti
n
g
G
ra
m
m
a
r
in
th
e
En
g
l
ish
P
rima
ry
S
c
h
o
o
l:
T
h
e
Im
p
a
c
t
o
n
Tea
c
h
e
rs
a
n
d
th
e
ir
Tea
c
h
in
g
o
f
t
h
e
G
ra
m
m
a
r
El
e
m
e
n
t
o
f
th
e
S
tatu
t
o
ry
Tes
t
i
n
S
p
e
ll
i
n
g
,
P
u
n
c
tu
a
ti
o
n
a
n
d
G
ra
m
m
a
r
(S
P
a
G
),
”
Ch
a
n
g
.
En
g
li
sh
S
t
u
d
.
Cu
lt
.
E
d
u
c
.
,
v
o
l
.
2
3
,
n
o
.
1
,
p
p
.
3
–
2
1
,
2
0
1
6
.
[1
5
]
B.
L.
S
y
k
e
s,
A.
Ve
rm
a
,
a
n
d
B.
H.
Ha
n
c
o
c
k
,
“
Alig
n
in
g
sa
m
p
li
n
g
a
n
d
c
a
se
se
lec
ti
o
n
in
q
u
a
n
ti
t
a
ti
v
e
-
q
u
a
li
tati
v
e
re
se
a
rc
h
d
e
sig
n
s:
Estab
li
sh
in
g
g
e
n
e
ra
li
z
a
b
il
it
y
li
m
it
s
i
n
m
ix
e
d
-
m
e
th
o
d
st
u
d
ies
,
”
Et
h
n
o
g
ra
p
h
y
,
v
o
l.
1
9
,
n
o
.
2
,
p
p
.
2
2
7
–
2
5
3
,
2
0
1
8
.
[1
6
]
J.
H.
Hitc
h
c
o
c
k
a
n
d
A.
J.
On
wu
e
g
b
u
z
ie,
“
De
v
e
lo
p
i
n
g
M
i
x
e
d
M
e
th
o
d
s
Cro
ss
o
v
e
r
A
n
a
ly
sis
A
p
p
r
o
a
c
h
e
s,”
J
.
M
ix
.
M
e
th
o
d
s R
e
s.
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
6
3
–
8
3
,
2
0
2
0
.
[1
7
]
S
.
Kin
n
a
n
d
J.
C
u
rz
io
,
“
In
teg
ra
ti
n
g
q
u
a
li
tati
v
e
a
n
d
q
u
a
n
t
it
a
ti
v
e
r
e
se
a
rc
h
m
e
th
o
d
s,”
J
.
Res
.
Nu
rs
.
,
v
o
l.
1
0
,
n
o
.
3
,
p
p
.
3
1
7
–
3
3
6
,
2
0
0
5
.
[1
8
]
J.
S
a
rg
e
a
n
t,
“
Qu
a
li
tati
v
e
Re
se
a
rc
h
P
a
rt
II:
P
a
rti
c
ip
a
n
ts,
A
n
a
ly
sis,
a
n
d
Qu
a
li
t
y
As
su
ra
n
c
e
,
”
J
.
Gr
a
d
.
M
e
d
.
E
d
u
c
.
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
1
–
3
,
2
0
1
2
.
[1
9
]
D.
Am
a
ra
tu
n
g
a
,
D.
Ba
l
d
ry
,
M
.
S
a
rsh
a
r,
a
n
d
R
.
Ne
wto
n
,
“
Qu
a
n
ti
tativ
e
a
n
d
q
u
a
li
tat
i
v
e
re
se
a
rc
h
in
t
h
e
b
u
il
t
e
n
v
iro
n
m
e
n
t:
a
p
p
li
c
a
ti
o
n
o
f
‘m
ix
e
d
’
re
se
a
rc
h
a
p
p
ro
a
c
h
,
”
W
o
rk
S
tu
d
y
,
v
o
l.
5
1
,
n
o
.
1
,
p
p
.
1
7
–
3
1
,
2
0
0
2
.
[2
0
]
J.
Ag
e
e
,
“
De
v
e
lo
p
in
g
q
u
a
li
tati
v
e
re
se
a
rc
h
q
u
e
stio
n
s:
A
re
flec
ti
v
e
p
ro
c
e
ss
,
”
In
t.
J
.
Qu
a
l.
S
t
u
d
.
Ed
u
c
.
,
v
o
l.
2
2
,
n
o
.
4
,
p
p
.
4
31
–
4
4
7
,
2
0
0
9
.
[2
1
]
J.
H.
M
.
v
a
n
Rij
t,
P
.
J.
F
.
d
e
S
wa
rt,
A.
Wi
jn
a
n
d
s,
a
n
d
P
.
A.
J.
M
.
Co
p
p
e
n
,
“
Wh
e
n
st
u
d
e
n
ts
tac
k
le
g
ra
m
m
a
ti
c
a
l
p
ro
b
lem
s:
Ex
p
lo
r
in
g
l
in
g
u
isti
c
re
a
so
n
in
g
wit
h
li
n
g
u
isti
c
m
e
tac
o
n
c
e
p
ts
in
L
1
g
ra
m
m
a
r
e
d
u
c
a
ti
o
n
,
”
L
in
g
u
ist.
E
d
u
c
.
,
v
o
l.
5
2
,
p
p
.
7
8
–
8
8
,
Au
g
.
2
0
1
9
.
[2
2
]
C.
Ba
ra
jas
,
A.
M
.
G
o
n
z
á
lez
-
Cu
e
n
c
a
,
a
n
d
F
.
Ca
rre
ro
,
“
Co
m
p
re
h
e
n
sio
n
o
f
tex
ts
b
y
d
e
a
f
e
lem
e
n
tary
sc
h
o
o
l
stu
d
e
n
ts:
Th
e
ro
le
o
f
g
ra
m
m
a
ti
c
a
l
u
n
d
e
rsta
n
d
i
n
g
,
”
Res
.
De
v
.
Disa
b
il
.
,
v
o
l
.
5
9
,
p
p
.
8
–
2
3
,
De
c
.
2
0
1
6
.
[2
3
]
H.
Ne
u
m
a
n
n
,
“
Tea
c
h
e
r
a
ss
e
ss
m
e
n
t
o
f
g
ra
m
m
a
ti
c
a
l
a
b
il
it
y
in
se
c
o
n
d
la
n
g
u
a
g
e
a
c
a
d
e
m
ic
writi
n
g
:
A
c
a
se
stu
d
y
,
”
J
.
S
e
c
o
n
d
L
a
n
g
.
W
rit.
,
v
o
l
.
2
4
,
n
o
.
1
,
p
p
.
8
3
–
1
0
7
,
2
0
1
4
.
[2
4
]
Z.
A.
Ra
h
m
a
n
,
“
T
h
e
u
se
o
f
c
o
h
e
si
v
e
d
e
v
ice
s in
d
e
sc
rip
ti
v
e
writi
n
g
b
y
Om
a
n
i
st
u
d
e
n
t
-
tea
c
h
e
rs,”
S
AGE
Op
e
n
,
v
o
l
.
3
,
n
o
.
4
,
p
p
.
1
-
1
0
,
2
0
1
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
s
tr
a
teg
ies o
n
tea
ch
in
g
g
r
a
mma
r
:
F
a
cts a
n
d
ex
p
ec
ta
tio
n
s
o
f sen
io
r
h
ig
h
…
(
Th
r
ee
s
je
R
o
z
a
S
o
u
is
a
)
1127
[2
5
]
I.
F
o
ste
r,
“
Th
e
fu
tu
re
o
f
lan
g
u
a
g
e
lea
rn
in
g
,
”
L
a
n
g
.
Cu
lt
.
C
u
rr
ic.
v
o
l.
3
2
,
n
o
.
3
,
p
p
.
2
6
1
–
2
6
9
,
2
0
1
9
.
[2
6
]
H.
P
.
Wi
d
o
d
o
,
“
Ap
p
ro
a
c
h
e
s
a
n
d
p
r
o
c
e
d
u
re
s
f
o
r
tea
c
h
in
g
g
ra
m
m
a
r,
”
En
g
li
sh
T
e
a
c
h
.
Pra
c
t.
Crit.
,
v
o
l.
5
,
n
o
.
1
,
pp.
1
2
2
–
1
4
1
,
2
0
0
6
.
[2
7
]
P
.
Lee
a
n
d
H.
Li
n
,
“
Th
e
e
ffe
c
t
o
f
th
e
in
d
u
c
ti
v
e
a
n
d
d
e
d
u
c
ti
v
e
d
a
ta
-
d
riv
e
n
lea
rn
in
g
(DD
L)
o
n
v
o
c
a
b
u
lary
a
c
q
u
isit
i
o
n
a
n
d
re
ten
ti
o
n
,
”
S
y
ste
m
,
v
o
l.
8
1
,
p
p
.
1
4
–
2
5
,
Ap
r
.
2
0
1
9
.
[2
8
]
M
.
Tam
m
e
n
g
a
-
He
lma
n
tel,
E.
Are
n
d
s,
a
n
d
E.
T
.
Ca
n
rin
u
s,
“
Th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
d
e
d
u
c
ti
v
e
,
in
d
u
c
ti
v
e
,
imp
li
c
it
a
n
d
in
c
id
e
n
tal
g
ra
m
m
a
ti
c
a
l
in
stru
c
ti
o
n
in
se
c
o
n
d
lan
g
u
a
g
e
c
las
sro
o
m
s,
”
S
y
ste
m
,
v
o
l
.
4
5
,
n
o
.
1
,
p
p
.
1
9
8
–
2
1
0
,
2
0
1
4
.
[2
9
]
J.
C.
Rich
a
rd
s,
“
Th
e
c
h
a
n
g
i
n
g
fa
c
e
o
f
lan
g
u
a
g
e
lea
rn
in
g
:
Lea
rn
i
n
g
b
e
y
o
n
d
t
h
e
c
las
sro
o
m
,
”
R
EL
C
J
.
,
v
o
l.
4
6
,
n
o
.
1
,
p
p
.
5
–
2
2
,
2
0
1
5
.
[3
0
]
R.
L.
Ug
la,
M
.
J.
Z.
Ab
i
d
i
n
,
a
n
d
M
.
N.
Ab
d
u
ll
a
h
,
“
T
h
e
in
flu
e
n
c
e
o
f
p
ro
ficie
n
c
y
lev
e
l
o
n
t
h
e
u
se
a
n
d
c
h
o
ice
o
f
L1
/l
2
c
o
m
m
u
n
ica
ti
o
n
stra
teg
ies
u
se
d
b
y
Ira
q
i
EF
L
stu
d
e
n
ts,”
I
n
t.
J
.
Eva
l.
Res
.
Ed
u
c
.
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
1
2
7
–
1
3
7
,
2
0
1
9
.
[3
1
]
K.
S
ik
,
“
Trad
i
ti
o
n
o
r
m
o
d
e
rn
ism
in
g
ra
m
m
a
r
tea
c
h
in
g
:
d
e
d
u
c
ti
v
e
v
s
in
d
u
c
ti
v
e
a
p
p
r
o
a
c
h
e
s
,”
Pro
c
e
d
i
a
-
S
o
c
.
Be
h
a
v
.
S
c
i
.
,
v
o
l
.
1
9
7
,
n
o
.
0
,
p
p
.
2
1
4
1
–
2
1
4
4
,
2
0
1
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.