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La
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Chinese
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su
lt
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ica
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sa
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sig
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n
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Un
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ate
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d
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a
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ch
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4845
f
ac
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lan
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T
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to
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Dir
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[
3
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.
N
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o
s
itiv
e
r
elatio
n
s
h
ip
s
b
etwe
en
s
tr
ateg
y
u
tili
za
tio
n
an
d
s
u
cc
ess
f
u
l
lan
g
u
ag
e
lear
n
in
g
.
Fo
r
ex
am
p
le,
Dr
ey
er
an
d
Ox
f
o
r
d
in
Gr
if
f
ith
s
an
d
C
an
s
iz
[
7
]
id
en
tifie
d
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
ap
p
licatio
n
o
f
s
t
r
ateg
ies
an
d
s
u
cc
ess
f
u
l
T
OE
FL
s
co
r
es.
Fo
llo
win
g
th
is
,
s
t
u
d
ies
b
y
Gr
if
f
ith
s
,
Ky
u
n
g
s
im
,
an
d
L
ea
v
ell
in
Gr
if
f
ith
s
an
d
C
an
s
iz
[
7
]
y
ield
ed
s
im
ilar
r
esu
lts
.
C
h
am
o
t
in
Ag
u
s
tin
et
a
l.
[
5
]
also
u
n
co
v
e
r
ed
th
e
cr
itical
r
o
le
o
f
lear
n
in
g
s
tr
ateg
ies
in
en
h
a
n
cin
g
s
p
ea
k
in
g
s
k
ills
,
p
ar
ticu
lar
ly
am
o
n
g
less
s
u
cc
ess
f
u
l
lear
n
er
s
.
R
ec
en
t
r
esear
ch
es
[
8
]
–
[
1
2
]
c
o
n
s
is
ten
tly
d
em
o
n
s
tr
ated
a
p
o
s
itiv
e
c
o
r
r
elatio
n
b
etwe
en
s
tr
ateg
y
u
s
ag
e
an
d
s
u
cc
ess
f
u
l
lan
g
u
ag
e
lear
n
in
g
,
u
n
d
er
s
co
r
in
g
th
e
cr
u
cial
r
o
le
o
f
lear
n
in
g
s
tr
ateg
ies
in
ac
h
iev
in
g
lan
g
u
ag
e
p
r
o
f
icien
c
y
.
I
n
th
e
1
9
9
0
s
,
a
p
io
n
ee
r
in
g
s
tu
d
y
b
y
Yan
g
in
W
an
g
[
1
3
]
id
en
tifie
d
a
cr
u
cial
co
r
r
elatio
n
b
etwe
en
L
L
Ss
an
d
C
h
in
ese
p
r
o
f
icien
cy
.
T
h
is
r
esear
ch
m
ar
k
ed
a
s
ig
n
if
ican
t
m
iles
to
n
e
in
th
e
r
esear
ch
o
n
C
h
in
ese
lan
g
u
ag
e
s
tr
ateg
ies.
C
o
r
r
elatio
n
s
tu
d
ies
av
ailab
le
in
th
e
C
h
in
a
Natio
n
al
Kn
o
wled
g
e
I
n
f
r
astru
ctu
r
e
(
C
NKI
)
d
atab
ase
[
1
3
]
–
[
1
5
]
.
T
h
ese
s
tu
d
ies
in
v
esti
g
ated
t
h
e
u
s
e
o
f
L
L
Ss
am
o
n
g
i
n
ter
n
atio
n
al
s
tu
d
en
ts
an
d
th
eir
r
elatio
n
s
h
ip
with
C
h
in
ese
p
r
o
f
icien
cy
.
Desp
ite
th
ese
ef
f
o
r
ts
,
th
e
lim
ited
n
u
m
b
er
o
f
s
tu
d
ies
h
ig
h
lig
h
ts
a
s
ig
n
if
ican
t
in
s
u
f
f
icien
cy
in
em
p
ir
ical
r
esear
ch
in
jo
u
r
n
a
ls
.
Ad
d
itio
n
ally
,
liter
atu
r
e
s
p
ec
if
ic
to
Qin
g
h
ai
Pro
v
in
ce
is
e
v
en
m
o
r
e
s
ca
r
ce
,
with
o
n
ly
f
o
u
r
r
ef
er
en
ce
s
av
a
ilab
le
.
Am
o
n
g
th
ese,
two
a
r
e
o
u
td
ated
,
wh
ile
th
e
o
th
er
two
wer
e
co
n
tr
ib
u
ted
by
Dan
g
[
1
6
]
a
n
d
L
i
[
1
7
]
.
T
h
ese
wo
r
k
s
m
ain
ly
f
o
cu
s
o
n
th
e
d
ev
elo
p
m
en
t
o
f
in
ter
n
atio
n
al
ed
u
ca
tio
n
r
ath
er
th
an
p
r
o
v
id
in
g
em
p
ir
ical
i
n
s
ig
h
ts
in
to
C
h
in
ese
lan
g
u
ag
e
tea
ch
in
g
an
d
lear
n
i
n
g
,
u
n
d
er
s
co
r
i
n
g
a
m
o
r
e
s
ig
n
i
f
ican
t
g
ap
in
ex
is
tin
g
r
esear
ch
.
T
h
is
s
tu
d
y
aim
s
t
o
f
ill
th
e
g
ap
b
y
in
v
esti
g
atin
g
L
L
Ss
,
p
r
o
v
id
in
g
in
s
ig
h
ts
in
to
th
e
u
s
e
o
f
lear
n
in
g
s
tr
ateg
ies
b
y
in
ter
n
atio
n
al
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
at
u
n
iv
er
s
ities
in
Qin
g
h
ai
Pro
v
in
ce
,
an
d
th
eir
r
elatio
n
s
h
ip
to
ad
v
a
n
ce
d
C
h
in
ese
v
o
ca
b
u
lar
y
a
n
d
wr
itin
g
p
r
o
f
icien
c
y
.
T
h
e
s
tu
d
y
ad
o
p
t
ed
Ox
f
o
r
d
’
s
lan
g
u
a
g
e
lear
n
i
n
g
s
tr
ateg
y
f
r
am
ew
o
r
k
to
a
d
d
r
ess
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
L
L
Ss
d
o
in
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
e
n
ts
em
p
lo
y
?
ii)
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tr
ateg
y
u
s
ag
e,
a
d
v
an
ce
d
C
h
in
ese
v
o
ca
b
u
lar
y
,
a
n
d
wr
itin
g
p
r
o
f
icien
cy
?
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
av
e
im
p
o
r
ta
n
t
im
p
licatio
n
s
f
o
r
th
e
teac
h
in
g
o
f
C
h
in
ese
a
s
a
s
ec
o
n
d
lan
g
u
ag
e.
T
h
ey
o
f
f
er
v
alu
a
b
le
in
s
ig
h
ts
f
o
r
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
y
in
s
tr
u
ctio
n
,
v
o
ca
b
u
lar
y
an
d
wr
itin
g
d
ev
elo
p
m
e
n
t
f
o
r
in
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
I
n
a
d
d
itio
n
to
t
h
ese
p
ed
a
g
o
g
ical
b
en
ef
its
,
th
e
r
esu
lts
p
r
o
v
id
e
ess
en
tial
em
p
ir
ical
ev
id
en
ce
f
o
r
r
esear
c
h
o
n
C
h
in
ese
L
L
Ss
,
lay
in
g
a
f
o
u
n
d
atio
n
f
o
r
f
u
tu
r
e
co
m
p
ar
ativ
e
s
tu
d
ies in
th
is
ar
e
a.
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
em
p
l
o
y
ed
a
q
u
an
tit
ativ
e
r
esear
ch
ap
p
r
o
ac
h
to
i
n
v
esti
g
ate
th
e
L
L
Ss
u
s
ed
b
y
in
t
er
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
an
d
th
eir
r
elatio
n
s
h
ip
s
with
ad
v
an
ce
d
C
h
in
ese
v
o
ca
b
u
lar
y
a
n
d
wr
itin
g
p
r
o
f
icien
c
y
[
1
8
]
.
I
t
f
o
llo
wed
a
s
er
ies
o
f
s
y
s
tem
atic
p
r
o
ce
d
u
r
es,
in
c
lu
d
in
g
d
e
f
in
in
g
t
h
e
p
o
p
u
lati
o
n
an
d
s
am
p
lin
g
,
d
ev
elo
p
in
g
an
d
v
alid
atin
g
i
n
s
tr
u
m
en
ts
,
co
llectin
g
d
ata,
an
aly
zin
g
t
h
e
d
ata,
p
r
esen
ti
n
g
th
e
r
esu
lts
,
an
d
d
is
cu
s
s
in
g
th
e
f
i
n
d
in
g
s
.
T
h
e
p
o
p
u
latio
n
co
n
s
is
ted
o
f
i
n
ter
n
atio
n
al
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
ts
in
u
n
iv
er
s
ities
ac
r
o
s
s
Qin
g
h
ai
Pro
v
in
ce
,
C
h
in
a.
T
h
e
p
r
o
v
in
ce
h
as
f
o
u
r
u
n
iv
er
s
ities
:
Qin
g
h
ai
Un
iv
er
s
ity
,
Qin
g
h
ai
No
r
m
al
Un
iv
er
s
ity
,
Qin
g
h
ai
Natio
n
alit
ies
Un
iv
er
s
ity
,
an
d
Qin
g
h
ai
I
n
s
titu
te
o
f
T
ec
h
n
o
lo
g
y
.
Of
t
h
ese
f
o
u
r
u
n
iv
er
s
ities
,
o
n
ly
Qin
g
h
ai
Natio
n
alities
Un
iv
er
s
ity
h
as
o
f
f
er
ed
an
u
n
d
er
g
r
ad
u
ate
p
r
o
g
r
am
i
n
C
h
in
ese
lan
g
u
ag
e
an
d
liter
atu
r
e
f
o
r
in
ter
n
atio
n
al
s
tu
d
en
ts
s
in
ce
2
0
1
6
.
T
h
er
ef
o
r
e,
t
h
e
p
ar
ticip
an
ts
wer
e
ex
clu
s
iv
e
ly
d
r
awn
f
r
o
m
th
is
u
n
iv
er
s
ity
,
en
s
u
r
i
n
g
h
o
m
o
g
e
n
eity
am
o
n
g
th
e
p
ar
ticip
an
ts
.
T
h
er
e
ar
e
4
8
in
ter
n
atio
n
al
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
in
th
e
C
o
lleg
e
o
f
I
n
ter
n
ati
o
n
al
E
d
u
ca
tio
n
at
Qin
g
h
ai
Nati
o
n
alities
Un
iv
er
s
ity
.
T
h
e
s
tu
d
en
ts
wer
e
s
elec
ted
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
,
g
u
id
ed
b
y
s
p
ec
if
ic
cr
iter
ia.
T
h
e
s
e
cr
iter
ia
in
clu
d
ed
:
i
)
t
h
e
s
tu
d
en
ts
f
in
is
h
ed
t
h
e
in
ter
m
ed
iate
lev
el
o
f
s
tu
d
y
a
n
d
ii
)
th
ey
co
m
p
leted
a
d
v
an
ce
d
C
h
in
ese
lan
g
u
ag
e
co
u
r
s
e
s
an
d
ass
es
s
m
en
ts
.
Of
th
e
4
8
in
ter
n
atio
n
al
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
,
4
5
m
et
t
h
e
s
e
cr
iter
ia,
with
th
e
r
em
ain
in
g
3
s
tu
d
y
in
g
at
an
in
ter
m
ed
iate
lev
el.
T
h
u
s
,
th
e
f
in
al
s
am
p
le
co
n
s
is
ted
o
f
4
5
ad
v
an
ce
d
-
lev
el
in
ter
n
ati
o
n
al
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
,
in
clu
d
in
g
4
f
r
o
m
th
e
c
lass
o
f
2
0
1
6
,
1
3
f
r
o
m
th
e
c
lass
o
f
2
0
1
7
,
4
f
r
o
m
th
e
c
lass
o
f
2
0
1
8
,
9
f
r
o
m
th
e
c
lass
o
f
2
0
1
9
,
1
2
f
r
o
m
t
h
e
c
lass
o
f
2
0
2
0
,
a
n
d
3
f
r
o
m
th
e
c
lass
o
f
2
0
2
1
.
T
h
e
d
etails
o
f
th
e
p
ar
ticip
a
n
ts
’
b
ac
k
g
r
o
u
n
d
s
ar
e
s
h
o
wn
in
T
ab
le
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
8
4
4
-
4
8
5
3
4846
T
ab
le
1
.
T
h
e
p
ar
ticip
a
n
ts
’
b
ac
k
g
r
o
u
n
d
i
n
f
o
r
m
atio
n
C
l
a
s
s
Q
u
a
n
t
i
t
y
G
e
n
d
e
r
S
t
a
t
u
s
C
l
a
s
s
o
f
2
0
1
6
4
2
M
a
l
e
2
F
e
m
a
l
e
G
r
a
d
u
a
t
e
d
C
l
a
s
s
o
f
2
0
1
7
13
1
1
M
a
l
e
2
F
e
m
a
l
e
G
r
a
d
u
a
t
e
d
C
l
a
s
s
o
f
2
0
1
8
4
4
M
a
l
e
G
r
a
d
u
a
t
e
d
C
l
a
s
s
o
f
2
0
1
9
9
7
M
a
l
e
2
F
e
m
a
l
e
G
r
a
d
u
a
t
e
d
C
l
a
s
s
o
f
2
0
2
0
12
12
F
e
m
a
l
e
N
o
t
g
r
a
d
u
a
t
e
d
C
l
a
s
s
o
f
2
0
2
1
3
3
F
e
m
a
l
e
N
o
t
g
r
a
d
u
a
t
e
d
T
h
e
in
s
tr
u
m
en
ts
u
s
ed
f
o
r
d
ata
co
llectio
n
in
clu
d
ed
Ox
f
o
r
d
’
s
SIL
L
,
an
ad
v
an
ce
d
C
h
in
ese
v
o
ca
b
u
lar
y
k
n
o
wled
g
e
test
,
an
d
w
r
itin
g
s
co
r
es
f
r
o
m
two
ad
v
a
n
ce
d
C
h
i
n
ese
wr
itin
g
test
s
ad
m
in
is
ter
ed
b
y
t
h
e
C
o
lleg
e
o
f
I
n
ter
n
atio
n
al
E
d
u
ca
tio
n
at
Q
in
g
h
ai
Natio
n
alities
Un
iv
er
s
ity
.
T
h
e
SIL
L
q
u
esti
o
n
n
air
e
c
o
n
tain
ed
5
0
item
s
d
iv
id
ed
i
n
to
s
ix
ca
te
g
o
r
ies:
m
em
o
r
y
s
tr
ateg
ies
(
item
s
1
-
1
0
)
,
co
g
n
itiv
e
s
tr
ateg
ies
(
item
s
1
1
-
2
3
)
,
co
m
p
en
s
atio
n
s
tr
ateg
ies
(
item
s
2
4
-
2
9
)
,
m
eta
co
g
n
itiv
e
s
tr
ateg
ies
(
item
s
3
0
-
3
8
)
,
a
f
f
ec
tiv
e
s
tr
ateg
ies
(
item
s
3
9
-
4
4
)
,
a
n
d
s
o
cial
s
tr
ateg
ies
(
item
s
4
5
-
5
0
)
.
A
p
ilo
t
test
was
co
n
d
u
cted
o
n
4
0
i
n
ter
n
atio
n
al
s
tu
d
e
n
ts
f
r
o
m
o
th
er
u
n
iv
er
s
ities
wh
o
r
esp
o
n
d
ed
to
ea
ch
item
o
n
th
e
SIL
L
u
s
in
g
a
5
-
p
o
in
t
L
i
k
er
t
s
ca
le.
T
h
e
r
eliab
ilit
y
o
f
th
e
SIL
L
was
ass
ess
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a,
wh
ich
y
ield
ed
a
co
ef
f
icien
t
o
f
.
9
4
4
,
in
d
icatin
g
h
i
g
h
r
elia
b
ilit
y
.
I
n
ad
d
itio
n
,
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
s
tr
ateg
y
item
s
with
in
th
eir
r
e
s
p
ec
tiv
e
ca
teg
o
r
ies
was
ex
am
in
ed
,
with
all
item
s
s
h
o
win
g
s
tatis
tically
s
ig
n
if
ican
t
r
esu
lts
(
P<.
0
5
)
.
Mo
r
e
o
v
er
,
ex
p
er
ts
r
e
v
iewe
d
th
e
SIL
L
’
s
co
n
ten
t
v
alid
ity
.
A
p
r
o
f
ess
o
r
f
r
o
m
th
e
Facu
lty
o
f
Fo
r
eig
n
L
an
g
u
ag
e
Stu
d
i
es
at
Qin
g
h
ai
No
r
m
al
Un
iv
er
s
ity
ev
alu
ated
th
e
E
n
g
lis
h
-
to
-
C
h
in
ese
tr
an
s
latio
n
an
d
co
n
f
ir
m
ed
t
h
at
it
lar
g
el
y
p
r
eser
v
e
d
th
e
q
u
esti
o
n
n
ai
r
e
’
s
o
r
ig
in
al
s
tr
u
ctu
r
e
an
d
in
ten
t.
I
n
ad
d
itio
n
,
lect
u
r
er
s
f
r
o
m
th
e
C
o
lleg
e
o
f
I
n
ter
n
atio
n
al
E
d
u
ca
tio
n
at
Qi
n
g
h
ai
Natio
n
alities
Un
iv
er
s
ity
ass
ess
ed
th
e
q
u
e
s
tio
n
n
air
e’
s
p
r
esen
tatio
n
.
T
h
ey
v
er
if
ie
d
th
at
it
was
well
alig
n
ed
with
th
e
th
eo
r
etica
l c
o
n
ce
p
ts
o
f
L
L
Ss
.
T
h
e
ad
v
an
ce
d
C
h
in
ese
v
o
ca
b
u
lar
y
k
n
o
wled
g
e
t
est
was
d
ev
elo
p
e
d
b
ased
o
n
th
e
r
ea
d
’
s
wo
r
d
ass
o
ciate
s
test
(
W
AT
)
f
r
am
ewo
r
k
[
1
9
]
a
n
d
g
u
id
e
d
b
y
a
ta
b
le
o
f
s
p
ec
if
icatio
n
s
(
T
OS)
.
T
h
e
v
o
ca
b
u
lar
y
c
o
r
p
u
s
was
d
r
awn
f
r
o
m
th
e
“
g
r
ad
e
s
tan
d
ar
d
s
”
,
th
e
latest
r
esea
r
ch
o
u
tco
m
e
f
o
r
ass
ess
in
g
C
h
in
ese
lan
g
u
ag
e
p
r
o
f
icien
c
y
f
o
r
in
ter
n
atio
n
al
C
h
in
ese
ed
u
ca
tio
n
[
2
0
]
.
T
h
e
3
0
w
o
r
d
s
wer
e
r
an
d
o
m
l
y
s
elec
ted
f
r
o
m
th
e
f
if
th
-
lev
el
wo
r
d
lis
t
to
ev
alu
at
e
s
tu
d
en
ts
’
ad
v
an
ce
d
v
o
ca
b
u
la
r
y
k
n
o
wled
g
e.
Acc
o
r
d
in
g
to
t
h
e
T
OS
,
ea
ch
wo
r
d
h
ad
o
n
e
c
o
r
r
ec
t
ass
o
ciate
to
ass
es
s
p
ar
ad
ig
m
atic
r
elatio
n
s
h
ip
s
an
d
two
co
llo
ca
tes
t
o
e
v
alu
ate
s
y
n
tag
m
atic
r
elatio
n
s
h
ip
s
.
T
h
is
d
esig
n
allo
wed
f
o
r
th
r
ee
c
o
r
r
ec
t
an
s
wer
s
p
er
wo
r
d
,
cu
lm
in
atin
g
in
a
to
tal
s
co
r
e
o
f
9
0
p
o
in
ts
.
A
p
r
etest
o
f
th
e
ad
v
a
n
ce
d
C
h
in
ese
v
o
ca
b
u
lar
y
k
n
o
wled
g
e
test
was
co
n
d
u
cted
a
m
o
n
g
in
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
t
h
e
c
lass
es
o
f
2
0
1
7
,
2
0
1
9
,
2
0
2
0
,
an
d
2
0
2
1
,
r
esu
ltin
g
i
n
3
0
c
o
m
p
leted
r
esp
o
n
s
es
f
o
r
r
eliab
ilit
y
an
aly
s
is
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t,
r
ath
er
th
an
th
e
Ku
d
er
-
R
ich
a
r
d
s
o
n
f
o
r
m
u
la,
was
em
p
lo
y
ed
b
ec
au
s
e
it
is
m
o
r
e
ap
p
r
o
p
r
iate
f
o
r
th
e
ty
p
e
o
f
v
o
ca
b
u
lar
y
test
u
s
ed
in
th
is
s
tu
d
y
.
T
h
e
r
esu
ltin
g
co
ef
f
icien
t
was
.
9
5
4
,
in
d
icati
n
g
s
tr
o
n
g
r
elia
b
ilit
y
.
Ad
d
itio
n
ally
,
th
e
in
ter
n
al
co
n
s
is
ten
cy
b
etwe
en
th
e
tar
g
et
wo
r
d
s
an
d
t
h
eir
r
esp
ec
tiv
e
p
a
r
ts
o
f
s
p
ee
ch
was
ex
am
i
n
ed
.
T
h
e
an
aly
s
is
s
h
o
wed
th
at
all
wo
r
d
s
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
co
n
s
is
ten
cy
,
with
P
-
v
alu
es
b
elo
w
.
0
5
.
Fu
r
th
er
m
o
r
e,
lectu
r
e
r
s
f
r
o
m
th
e
C
o
lleg
e
o
f
I
n
ter
n
atio
n
al
E
d
u
ca
tio
n
at
Qin
g
h
ai
Nati
o
n
alities
Un
iv
er
s
ity
r
e
v
iewe
d
th
e
test
an
d
af
f
ir
m
ed
it
s
co
n
ten
t
v
alid
ity
.
T
h
ey
ac
k
n
o
wled
g
e
d
th
at
w
h
ile
ass
ess
in
g
s
y
n
tag
m
atic
r
elatio
n
s
h
ip
s
is
ch
allen
g
in
g
f
o
r
in
te
r
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
,
it
o
f
f
er
s
a
m
ea
n
in
g
f
u
l
a
p
p
r
o
ac
h
t
o
ev
alu
atin
g
th
eir
v
o
ca
b
u
lar
y
u
s
ag
e.
T
h
e
r
e
v
iewe
r
s
co
n
f
ir
m
e
d
th
at
th
e
test
co
n
te
n
t is ap
p
r
o
p
r
iate
an
d
v
alid
.
T
h
e
SIL
L
q
u
esti
o
n
n
ai
r
e
an
d
v
o
ca
b
u
lar
y
test
wer
e
ad
m
in
is
ter
ed
to
4
5
i
n
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
o
n
lin
e
an
d
in
class
.
Data
wer
e
co
llected
u
s
in
g
Go
o
g
le
Fo
r
m
s
,
T
en
ce
n
t Su
r
v
ey
,
an
d
p
ap
er
-
b
ased
test
s
.
T
h
e
q
u
a
n
titativ
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
SP
SS
.
I
n
itially
,
d
escr
ip
tiv
e
s
tatis
tics
,
s
u
ch
as
m
ea
n
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
,
wer
e
em
p
lo
y
ed
to
ex
p
lo
r
e
th
e
L
L
Ss
u
s
ed
b
y
th
e
s
tu
d
en
ts
.
Su
b
s
eq
u
en
tly
,
Pear
s
o
n
co
r
r
elatio
n
test
s
wer
e
co
n
d
u
cted
to
in
v
esti
g
at
e
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
L
L
Ss
,
ad
v
an
ce
d
C
h
in
ese
v
o
ca
b
u
lar
y
,
an
d
wr
itin
g
p
r
o
f
icien
c
y
.
I
n
ca
s
es
wh
e
r
e
s
ig
n
if
ican
t
c
o
r
r
elatio
n
s
wer
e
f
o
u
n
d
,
o
n
e
-
way
a
n
aly
s
is
o
f
v
ar
ia
n
ce
(
ANOV
A)
test
s
wer
e
ca
r
r
ied
o
u
t
to
ex
am
in
e
g
r
o
u
p
d
if
f
er
e
n
ce
s
.
T
h
ese
s
tati
s
tical
m
eth
o
d
s
ef
f
ec
tiv
ely
an
d
co
m
p
r
eh
e
n
s
iv
ely
ad
d
r
ess
ed
th
e
r
esear
ch
q
u
esti
o
n
s
r
elev
an
t a
n
d
s
ig
n
if
ican
t to
t
ea
ch
in
g
C
h
in
ese
as a
s
ec
o
n
d
l
an
g
u
ag
e
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
I
nte
rna
t
io
na
l und
er
g
ra
du
a
t
e
s
t
ud
ent
s
’
u
s
e
o
f
la
ng
ua
g
e
l
ea
rning
s
t
ra
t
eg
ies
T
h
e
u
s
e
o
f
L
L
Ss
b
y
i
n
ter
n
at
io
n
al
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
ts
at
Qin
g
h
ai
Natio
n
alities
Un
iv
er
s
ity
is
illu
s
tr
ated
in
T
ab
le
2
.
I
n
th
is
t
ab
le,
ME
M
r
e
p
r
esen
ts
m
em
o
r
y
s
tr
ateg
ies,
C
OG
r
ep
r
esen
ts
c
o
g
n
itiv
e
s
tr
ateg
ies,
C
OM
r
ep
r
esen
ts
co
m
p
en
s
atio
n
s
tr
ateg
ies,
ME
T
r
ep
r
esen
ts
m
etac
o
g
n
itiv
e
s
tr
ateg
ies,
AFF
r
ep
r
esen
ts
af
f
ec
tiv
e
s
tr
ateg
ies,
an
d
SOC
r
ep
r
esen
ts
s
o
cial
s
tr
ateg
ie
s
.
T
h
e
ass
e
s
s
m
en
t
o
f
lan
g
u
ag
e
lea
r
n
in
g
s
tr
ateg
y
u
tili
za
tio
n
f
o
llo
wed
Ox
f
o
r
d
’
s
in
ter
p
r
etatio
n
o
f
th
e
s
co
r
e
r
an
g
e
,
wh
er
e
in
:
i
)
a
s
co
r
e
r
an
g
e
o
f
3
.
5
0
-
5
.
0
0
in
d
icate
d
h
ig
h
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
La
n
g
u
a
g
e
lea
r
n
in
g
s
tr
a
teg
ies in
r
ela
tio
n
to
a
d
va
n
ce
d
C
h
in
e
s
e
vo
ca
b
u
la
r
y
a
n
d
w
r
itin
g
…
(
X
in
q
in
Liu
)
4847
s
tr
ateg
y
u
s
e
;
ii
)
a
s
co
r
e
r
a
n
g
e
o
f
2
.
5
0
-
3
.
4
9
c
o
r
r
esp
o
n
d
ed
to
m
ed
iu
m
s
tr
ateg
y
u
s
e
;
an
d
iii
)
a
s
co
r
e
r
an
g
e
o
f
0
.
0
0
-
2
.
4
9
s
ig
n
if
ied
lo
w
s
tr
ateg
y
u
s
e
[
1
1
]
.
T
h
e
d
escr
i
p
tiv
e
an
aly
s
is
r
esu
lts
s
h
o
w
th
at
in
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
em
p
lo
y
ed
a
m
ed
iu
m
lev
el
o
f
o
v
e
r
all
L
L
Ss
(
M=
3
.
2
8
,
SD=.
5
4
)
.
Am
o
n
g
th
e
s
ix
s
tr
ateg
y
ca
teg
o
r
ies,
m
etac
o
g
n
itiv
e
s
tr
a
teg
ies
wer
e
th
e
h
ig
h
ly
em
p
lo
y
ed
s
tr
ateg
ies
(
M=
3
.
6
3
,
SD=.
7
2
)
,
f
o
llo
wed
b
y
s
o
cial
s
tr
ateg
ies
(
M=
3
.
4
6
,
S
D=
.
6
9
)
,
c
o
g
n
itiv
e
s
tr
ateg
ies
(
M=
3
.
2
5
,
SD=.
6
3
)
,
m
em
o
r
y
s
tr
ateg
ies
(
M=
3
.
1
7
,
SD=.
6
1
)
,
co
m
p
en
s
atio
n
s
tr
at
eg
ies
(
M=
3
.
0
6
,
SD=.
6
1
)
,
a
n
d
af
f
ec
tiv
e
s
tr
ateg
ies
(
M=
3
.
0
1
,
SD=.
7
5
)
.
T
h
ese
r
esu
lts
s
h
o
w
th
at
ex
ce
p
t
m
et
ac
o
g
n
itiv
e
s
tr
ateg
ies,
th
e
s
tu
d
en
ts
’
u
s
e
o
f
m
em
o
r
y
,
co
g
n
itiv
e,
co
m
p
en
s
atio
n
,
af
f
ec
tiv
e,
an
d
s
o
cial
s
tr
ateg
i
es
r
em
ain
s
at
a
m
ed
iu
m
lev
el.
Acc
o
r
d
in
g
to
O
x
f
o
r
d
’
s
tax
o
n
o
m
y
,
m
em
o
r
y
,
co
g
n
itiv
e,
a
n
d
co
m
p
e
n
s
atio
n
s
tr
ateg
ies
in
v
o
lv
e
d
ir
ec
t
en
g
ag
e
m
en
t
with
th
e
tar
g
et
lan
g
u
ag
e
,
wh
ile
m
etac
o
g
n
itiv
e,
a
f
f
ec
tiv
e,
a
n
d
s
o
cial
s
tr
ateg
ies
h
elp
co
o
r
d
in
a
te
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
f
i
n
d
in
g
s
in
d
icate
th
at
in
ter
n
atio
n
al
u
n
d
e
r
g
r
a
d
u
ate
s
t
u
d
en
ts
em
p
lo
y
m
em
o
r
y
,
co
g
n
itiv
e,
an
d
co
m
p
en
s
atio
n
s
tr
ateg
ies
to
a
m
o
d
er
ate
ex
ten
t
in
d
ev
elo
p
in
g
th
eir
C
h
in
ese
s
k
ills
.
Similar
ly
,
th
eir
u
s
e
o
f
af
f
ec
tiv
e
an
d
s
o
cial
s
tr
ateg
ies
is
al
s
o
m
o
d
er
ate,
e
x
ce
p
t f
o
r
m
etac
o
g
n
itiv
e
s
tr
ateg
ies,
wh
ich
ar
e
h
ig
h
ly
u
s
ed
.
T
ab
le
2
.
Descr
ip
tiv
e
an
al
y
s
is
r
esu
lts
o
f
lan
g
u
ag
e
lea
r
n
in
g
s
tr
ateg
y
u
s
ag
e
V
a
r
i
a
b
l
e
s
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
S
t
r
a
t
e
g
y
u
se
R
a
n
k
M
E
M
3
.
1
7
.
6
1
M
e
d
i
u
m
4
C
O
G
3
.
2
5
.
6
3
M
e
d
i
u
m
3
C
O
M
3
.
0
6
.
6
1
M
e
d
i
u
m
5
M
ET
3
.
6
3
.
7
2
H
i
g
h
1
A
F
F
3
.
0
1
.
7
5
M
e
d
i
u
m
6
S
O
C
3
.
4
6
.
6
9
M
e
d
i
u
m
2
LLSs
3
.
2
8
.
5
4
M
e
d
i
u
m
T
h
e
an
aly
s
is
f
u
r
th
er
id
e
n
tifie
d
1
7
in
d
iv
id
u
al
s
tr
ateg
y
item
s
h
ig
h
ly
u
s
ed
b
y
i
n
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
,
in
clu
d
in
g
2
m
em
o
r
y
s
tr
ateg
ies,
3
co
g
n
itiv
e
s
tr
ateg
ies,
2
c
o
m
p
en
s
atio
n
s
tr
ateg
ies,
7
m
etac
o
g
n
itiv
e
s
tr
ateg
ies,
a
n
d
3
s
o
cial
s
tr
ateg
ies.
No
h
ig
h
ly
u
s
ed
s
tr
ateg
y
was
id
e
n
tifie
d
in
af
f
ec
tiv
e
s
tr
ateg
ies.
T
h
e
s
tu
d
en
ts
’
u
s
e
o
f
m
em
o
r
y
s
tr
ateg
ies
s
h
o
ws
th
a
t
wh
en
lear
n
i
n
g
v
o
ca
b
u
lar
y
,
th
ey
u
s
e
th
e
s
tr
ateg
y
o
f
r
ep
ea
te
d
wr
itin
g
o
r
v
o
ca
lizin
g
wo
r
d
s
(
M=
3
.
9
1
,
SD=.
7
9
)
h
ig
h
er
th
a
n
th
e
s
tr
ateg
y
o
f
m
ak
in
g
s
en
ten
ce
s
(
M=
3
.
7
3
,
SD=.
7
8
)
.
T
h
is
r
esu
lt
in
d
icate
s
th
at
th
ey
p
r
ef
er
m
ec
h
an
ical
m
em
o
r
izatio
n
f
o
r
v
o
ca
b
u
lar
y
lear
n
in
g
.
I
n
co
g
n
itiv
e
s
tr
ateg
ies,
th
e
s
tu
d
en
ts
h
ig
h
ly
u
s
e
th
e
s
tr
ate
g
ies
o
f
talk
in
g
in
C
h
in
ese
(
M
=
3
.
7
8
,
SD=.
9
3
)
,
watc
h
in
g
C
h
in
ese
p
r
o
g
r
am
s
o
r
m
o
v
ies
(
M=
3
.
6
9
,
SD=1
.
0
2
)
,
an
d
s
p
ea
k
in
g
lik
e
C
h
in
ese
(
M=
3
.
5
6
,
SD=1
.
0
1
)
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
th
ey
p
r
io
r
itize
lis
ten
in
g
an
d
s
p
ea
k
in
g
s
k
ills
,
p
a
r
ticu
lar
ly
t
h
e
s
p
ea
k
in
g
s
k
ills
.
Fu
r
th
er
m
o
r
e
,
th
e
s
tu
d
e
n
ts
u
s
e
g
u
ess
in
g
(
M=
3
.
6
9
,
SD=1
.
1
3
)
m
o
r
e
t
h
an
u
s
in
g
s
y
n
o
n
y
m
s
(
M=
3
.
5
6
,
SD=.
9
4
)
to
co
m
p
en
s
ate
f
o
r
th
eir
in
ad
e
q
u
ate
v
o
ca
b
u
lar
y
lear
n
i
n
g
.
B
ased
o
n
th
e
f
i
n
d
in
g
s
,
it c
an
b
e
s
e
en
th
at
th
e
s
tu
d
en
ts
at
Qin
g
h
ai
Natio
n
alities
Un
iv
er
s
ity
p
r
io
r
itize
s
p
ea
k
in
g
an
d
lis
ten
in
g
d
ev
elo
p
m
en
t,
p
r
ef
e
r
r
in
g
to
m
em
o
r
ize
v
o
ca
b
u
lar
y
th
r
o
u
g
h
r
ep
ea
te
d
wr
itin
g
,
v
o
ca
lizin
g
,
an
d
g
u
ess
in
g
.
T
h
e
o
th
er
10
in
d
iv
id
u
al
s
tr
at
eg
ies
h
ig
h
ly
em
p
lo
y
ed
b
y
i
n
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
ar
e
s
tr
ateg
ies
f
r
o
m
th
e
m
etac
o
g
n
it
iv
e
an
d
s
o
cial
s
tr
ateg
y
ca
teg
o
r
ies.
T
h
e
h
ig
h
est
u
s
e
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
y
is
ch
attin
g
with
p
eo
p
le
wh
o
ca
n
s
p
ea
k
C
h
in
ese
(
M=
3
.
8
4
,
SD=1
.
1
3
)
,
f
o
llo
wed
b
y
th
e
s
tr
ateg
ies
o
f
lo
o
k
in
g
f
o
r
b
etter
lear
n
i
n
g
m
eth
o
d
s
(
M=
3
.
8
0
,
SD=.
8
7
)
,
s
ettin
g
g
o
als
(
M
=
3
.
8
0
,
SD=.
8
9
)
,
p
ay
in
g
atten
tio
n
t
o
C
h
in
ese
-
s
p
ea
k
in
g
f
o
r
eig
n
e
r
s
(
M=
3
.
6
9
,
SD=.
9
5
)
,
m
o
n
ito
r
i
n
g
p
r
o
g
r
ess
(
M=
3
.
6
7
,
SD=.
9
8
)
,
lear
n
in
g
f
r
o
m
m
is
tak
es
(
M=
3
.
6
2
,
SD=.
9
4
)
,
an
d
lo
o
k
i
n
g
f
o
r
way
s
to
u
s
e
C
h
in
ese
(
M=
3
.
5
1
,
SD=1
.
0
4
)
.
T
h
is
h
ig
h
n
u
m
b
er
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
in
d
icate
s
th
e
s
tu
d
en
ts
’
p
o
s
itiv
e
attitu
d
es
to
war
d
C
h
in
ese
l
ea
r
n
in
g
.
I
n
s
o
cial
s
tr
ateg
ies,
lear
n
in
g
C
h
in
ese
cu
ltu
r
e
h
as
ac
h
iev
e
d
th
e
h
i
g
h
est
m
ea
n
v
alu
e
o
f
all
s
tr
ateg
y
item
s
(
M=
4
.
1
6
,
SD=.
9
8
)
,
i
n
d
icatin
g
th
eir
s
tr
o
n
g
willin
g
n
ess
to
lear
n
C
h
in
ese
cu
ltu
r
e
.
I
n
s
u
m
m
ar
y
,
in
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
at
Qin
g
h
ai
Natio
n
alities
Un
iv
er
s
ity
ex
h
ib
it
p
o
s
itiv
e
attitu
d
es
an
d
a
s
tr
o
n
g
willin
g
n
ess
to
lear
n
C
h
in
ese
an
d
its
cu
ltu
r
e.
Ho
wev
er
,
in
th
e
p
r
o
ce
s
s
o
f
d
ev
elo
p
in
g
t
h
eir
lan
g
u
ag
e
s
k
ills
,
th
ey
p
r
io
r
itize
s
p
ea
k
in
g
a
n
d
lis
ten
in
g
,
r
el
y
in
g
o
n
m
ec
h
an
ical
m
e
m
o
r
izatio
n
to
lear
n
v
o
ca
b
u
lar
y
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
th
ey
ar
e
s
elec
tiv
e
in
th
eir
s
tr
ateg
y
u
s
ag
e
an
d
p
lace
less
em
p
h
asis
o
n
ac
ad
em
ic
d
ev
elo
p
m
en
t.
T
h
e
17
in
d
iv
id
u
al
s
tr
ateg
y
item
s
h
ig
h
l
y
u
s
ed
b
y
in
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
ar
e
p
r
esen
ted
in
T
ab
le
3
.
3
.
2
.
Rela
t
io
ns
hip
bet
wee
n
la
ng
u
a
g
e
lea
rning
s
t
ra
t
eg
ies,
a
dv
a
nced
Chin
ese
v
o
ca
bu
la
ry
,
a
nd
a
dv
a
nced
Chin
ese
wr
it
ing
pro
f
iciency
T
h
e
c
o
r
r
ela
ti
o
n
r
esu
lts
i
n
T
a
b
l
e
4
s
h
o
w
t
h
at
t
h
e
L
L
Ss
a
r
e
n
o
t
s
ig
n
i
f
i
ca
n
tl
y
co
r
r
el
at
ed
wit
h
ad
v
a
n
ce
d
C
h
i
n
ese
v
o
c
ab
u
l
ar
y
p
r
o
f
ic
ie
n
c
y
(
r
=
-
.
0
1
,
P
>.
0
5
)
.
Si
m
il
ar
ly
,
m
e
m
o
r
y
(
r
=
-
.
1
3
,
P
>.
0
5
)
,
c
o
g
n
iti
v
e
(
r
=
.
0
9
,
P>
.
0
5
)
,
co
m
p
e
n
s
at
io
n
(
r
=
-
.
2
3
,
P>
.
0
5
)
,
m
e
tac
o
g
n
it
iv
e
(
r
=.
1
8
,
P>
.
0
5
)
,
a
f
f
e
cti
v
e
(
r
=
-
.
0
4
,
P>
.
0
5
)
,
an
d
s
o
c
ial
s
tr
at
eg
ies
(
r
=
-
.
0
6
,
P>
.
0
5
)
als
o
s
h
o
w
n
o
c
o
r
r
elat
io
n
wit
h
a
d
v
a
n
c
ed
C
h
in
ese
v
o
c
ab
u
l
ar
y
p
r
o
f
ici
e
n
c
y
.
I
n
th
e
a
n
al
y
s
is
o
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4849
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h
lig
h
t
th
e
s
ig
n
if
ican
t
im
p
ac
t
o
f
h
ig
h
v
o
ca
b
u
lar
y
lev
els
o
n
wr
itin
g
s
k
ills
.
No
tab
ly
,
n
o
s
tatis
t
ically
s
ig
n
if
ican
t
d
if
f
er
en
ce
was
d
etec
ted
b
etwe
en
s
tu
d
en
ts
with
m
ed
iu
m
an
d
h
ig
h
v
o
ca
b
u
lar
y
lev
els
in
ad
v
an
ce
d
C
h
in
ese
wr
itin
g
a
b
ilit
ies.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
f
ac
to
r
s
,
in
a
d
d
itio
n
t
o
v
o
ca
b
u
lar
y
,
im
p
ac
t
ad
v
an
ce
d
C
h
in
ese
wr
itin
g
,
w
h
ich
ca
n
b
e
in
v
esti
g
ated
in
f
u
tu
r
e
s
tu
d
ies.
T
h
e
r
esu
lts
o
f
th
e
T
am
h
an
e
p
o
s
t
h
o
c
test
ar
e
s
h
o
wn
in
T
ab
le
6
.
T
ab
le
6
.
T
am
h
an
e
p
o
s
t h
o
c
tes
t r
esu
lts
f
o
r
co
m
p
a
r
is
o
n
s
b
etwe
en
th
r
ee
v
o
ca
b
u
la
r
y
lev
els
V
o
c
a
b
u
l
a
r
y
D
i
f
f
e
r
e
n
c
e
S
t
d
.
e
r
r
o
r
S
i
g
.
L
-
l
e
v
e
l
M
-
l
e
v
e
l
-
2
6
.
5
7
*
8
.
0
1
.
0
2
4
H
-
l
e
v
e
l
-
2
8
.
9
4
*
8
.
1
9
.
0
1
5
M
-
l
e
v
e
l
L
-
l
e
v
e
l
2
6
.
5
7
*
8
.
0
1
.
0
2
4
H
-
l
e
v
e
l
-
2
.
3
7
2
.
8
5
.
7
9
6
H
-
l
e
v
e
l
L
-
l
e
v
e
l
2
8
.
9
4
*
8
.
1
9
.
0
1
5
M
-
l
e
v
e
l
2
.
3
7
2
.
8
5
.
7
9
6
N
o
t
e
:
*
p
<
.
0
5
3
.
4
.
Dis
cu
s
s
io
n o
f
t
he
re
s
ults
I
n
ter
n
atio
n
al
u
n
d
er
g
r
a
d
u
ate
s
t
u
d
en
ts
at
Qin
g
h
ai
Natio
n
alities
Un
iv
er
s
ity
em
p
lo
y
e
d
m
o
d
er
ate
L
L
Ss
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
wit
h
L
ü
an
d
L
in
in
W
an
g
[
1
3
]
,
wh
o
f
o
u
n
d
th
at
Vietn
am
ese
i
n
ter
n
atio
n
al
s
tu
d
en
ts
em
p
lo
y
lear
n
in
g
s
tr
ateg
ies
less
f
r
eq
u
en
tly
.
Similar
m
o
d
er
ate
s
tr
ateg
y
u
s
e
was
o
b
s
er
v
ed
am
o
n
g
L
a
o
tian
s
tu
d
en
ts
at
C
h
an
g
zh
o
u
Me
ch
a
n
ical
an
d
E
lectr
ical
Vo
ca
tio
n
a
l a
n
d
T
ec
h
n
ical
C
o
lleg
e
[
2
1
]
.
Stu
d
y
b
y
L
ian
g
an
d
Z
h
an
g
[
1
5
]
also
f
o
u
n
d
th
at
i
n
ter
n
atio
n
al
s
tu
d
en
ts
f
r
o
m
B
elt
an
d
R
o
ad
c
o
u
n
tr
ies
a
n
d
Af
r
ica
u
s
ed
lear
n
in
g
s
tr
ateg
ies
at
a
lo
w
lev
el.
I
n
c
o
n
tr
ast,
s
tu
d
ies
b
y
C
ai
in
Z
h
o
u
[
2
2
]
,
a
n
d
L
iao
[
2
3
]
r
ep
o
r
ted
h
ig
h
er
u
s
ag
e
o
f
L
L
Ss
am
o
n
g
in
ter
n
atio
n
al
s
tu
d
en
ts
.
T
h
ese
d
if
f
er
en
t
lev
els
o
f
s
tr
ateg
y
u
s
e
s
h
o
w
th
at
in
t
er
n
atio
n
al
s
tu
d
en
ts
em
p
lo
y
d
if
f
er
en
t
ex
ten
ts
o
f
s
tr
ateg
ies
wh
en
lear
n
in
g
C
h
in
ese.
L
ea
r
n
er
s
im
m
er
s
ed
in
tar
g
et
-
lan
g
u
ag
e
en
v
ir
o
n
m
en
ts
g
en
e
r
ally
em
p
l
o
y
a
wid
er
r
an
g
e
o
f
s
tr
ateg
i
es
b
ec
au
s
e
th
ey
r
el
y
o
n
th
e
lan
g
u
ag
e
f
o
r
d
aily
in
ter
ac
tio
n
s
[
2
4
]
.
Peter
an
d
Hash
im
[
2
4
]
r
ev
iew
s
u
p
p
o
r
ts
th
ese
p
er
s
p
ec
tiv
es,
h
ig
h
lig
h
tin
g
th
at
s
u
cc
ess
f
u
l
lan
g
u
ag
e
lear
n
er
s
in
im
m
er
s
i
o
n
s
ettin
g
s
co
n
s
is
ten
tly
ap
p
l
y
ap
p
r
o
p
r
iate
s
tr
ateg
ies
to
a
ch
iev
e
p
r
o
f
icien
cy
.
Su
p
p
o
r
tin
g
th
ese
f
in
d
in
g
s
,
L
iao
[
2
3
]
f
o
u
n
d
th
at
in
ter
n
atio
n
al
s
tu
d
en
ts
lear
n
i
n
g
C
h
in
ese
in
C
h
in
a
u
s
e
s
tr
ateg
ies
m
o
r
e
f
r
eq
u
en
tly
th
an
th
o
s
e
s
tu
d
y
in
g
in
th
eir
h
o
m
e
co
u
n
tr
ies.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
h
o
wev
er
,
in
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
d
em
o
n
s
tr
ated
o
n
ly
m
o
d
er
ate
u
s
e
o
f
s
u
ch
s
tr
ateg
ie
s
,
co
n
tr
asti
n
g
with
h
ig
h
s
tr
ateg
y
u
s
e
r
ep
o
r
te
d
a
m
o
n
g
o
th
er
in
ter
n
atio
n
al
s
tu
d
en
ts
.
T
h
is
co
m
p
ar
is
o
n
s
u
g
g
ests
th
at,
alth
o
u
g
h
in
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
at
Qin
g
h
ai
Natio
n
alities
Un
iv
er
s
ity
ar
e
im
m
er
s
ed
i
n
th
e
tar
g
et
lan
g
u
ag
e
en
v
ir
o
n
m
en
t,
th
e
y
em
p
l
o
y
a
l
im
ited
r
an
g
e
o
f
lear
n
in
g
s
tr
at
eg
ies.
T
h
is
lim
ited
u
s
e
o
f
s
tr
a
teg
ies
is
ev
id
en
t
in
th
eir
em
p
h
asis
o
n
s
tr
ateg
y
item
s
r
elate
d
to
s
p
ea
k
in
g
an
d
lis
ten
in
g
,
in
d
icatin
g
th
at
th
ey
p
r
io
r
itize
o
r
a
l
co
m
m
u
n
icatio
n
o
v
e
r
ac
ad
em
ic
d
ev
elo
p
m
e
n
t.
T
h
e
s
tr
ateg
i
es
em
p
lo
y
ed
b
y
th
e
s
tu
d
e
n
ts
to
im
p
r
o
v
e
th
ei
r
r
ea
d
in
g
a
n
d
wr
itin
g
ar
e
in
ad
e
q
u
ate.
T
h
e
co
r
r
elatio
n
an
aly
s
is
r
e
v
ea
led
n
o
s
tatis
tically
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
L
L
Ss
an
d
ad
v
an
ce
d
C
h
in
ese
v
o
ca
b
u
lar
y
p
r
o
f
icien
cy
.
T
h
is
f
in
d
in
g
co
n
tr
ad
icts
th
e
s
tu
d
y
by
Qu
[
2
5
]
,
wh
ich
id
en
tifie
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
b
etwe
en
m
em
o
r
y
,
co
g
n
itiv
e,
an
d
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
an
d
C
h
in
ese
v
o
ca
b
u
lar
y
p
r
o
f
icien
c
y
.
Similar
ly
,
n
o
s
tatis
tically
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
ex
is
ted
b
etwe
en
L
L
Ss
an
d
ad
v
an
ce
d
C
h
in
ese
wr
itin
g
p
r
o
f
icien
cy
.
W
h
ile
t
h
is
r
esu
lt
alig
n
s
with
L
ü
an
d
L
in
in
W
an
g
[
1
3
]
,
it
co
n
tr
ad
icts
th
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
r
ep
o
r
ted
b
y
o
th
e
r
p
r
ev
io
u
s
s
tu
d
ies
[
1
3
]
,
[
2
1
]
,
[
2
2
]
,
[
2
6
]
.
Sp
ec
if
ically
,
s
tu
d
y
b
y
C
a
i
in
W
an
g
[
1
3
]
a
n
d
Z
h
e
n
g
[
2
1
]
r
ep
o
r
te
d
s
ig
n
i
f
ican
t
co
r
r
elatio
n
s
b
etwe
en
th
e
L
L
Ss
u
s
ed
b
y
i
n
ter
n
atio
n
al
s
tu
d
en
ts
an
d
th
eir
C
h
in
ese
p
r
o
f
icien
cy
.
Z
h
o
u
[
2
2
]
an
d
W
a
n
g
[
2
6
]
f
o
u
n
d
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
n
o
t
o
n
ly
b
et
wee
n
th
e
L
L
Ss
an
d
th
e
C
h
in
ese
p
r
o
f
icien
cy
test
(
HSK)
b
u
t
also
b
etwe
en
c
o
g
n
i
tiv
e
s
tr
ateg
ies
an
d
HSK
wr
itin
g
p
r
o
f
icien
c
y
.
T
h
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
u
n
d
er
s
c
o
r
e
th
e
im
p
o
r
tan
ce
o
f
em
p
lo
y
in
g
L
L
Ss
,
p
ar
ticu
lar
ly
co
g
n
itiv
e
s
tr
ateg
ies,
in
C
h
in
ese
as
a
s
ec
o
n
d
lan
g
u
ag
e
lear
n
in
g
.
Am
o
n
g
th
e
s
tu
d
ies
r
ep
o
r
tin
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
,
Z
h
o
u
[
2
2
]
an
d
L
iao
[
2
3
]
f
o
u
n
d
h
ig
h
le
v
els
o
f
s
tr
ateg
y
u
s
e
am
o
n
g
i
n
ter
n
atio
n
al
s
tu
d
en
ts
.
C
ai
in
Z
h
o
u
[
2
2
]
o
b
s
er
v
e
d
th
at
h
ig
h
er
C
h
in
ese
p
r
o
f
icien
cy
c
o
r
r
elate
s
with
in
cr
ea
s
ed
u
s
e
o
f
lear
n
in
g
s
tr
ateg
ies
am
o
n
g
in
te
r
n
atio
n
al
g
r
a
d
u
ate
s
tu
d
en
ts
.
Z
h
o
u
[
2
2
]
f
o
u
n
d
s
ig
n
if
ican
t
v
ar
iatio
n
s
in
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
y
u
s
ag
e
b
et
wee
n
h
ig
h
an
d
lo
w
p
r
o
f
icien
c
y
lev
els.
L
iao
[
2
3
]
also
d
is
co
v
er
ed
s
ig
n
if
ican
t
d
i
f
f
er
en
ce
s
in
u
s
in
g
s
ix
s
tr
ateg
y
ca
teg
o
r
ies
am
o
n
g
in
ter
n
atio
n
al
s
tu
d
en
ts
in
th
e
t
ar
g
et
lan
g
u
a
g
e
en
v
ir
o
n
m
e
n
t.
T
h
ese
f
in
d
in
g
s
d
e
m
o
n
s
tr
ate
t
h
e
ef
f
ec
tiv
en
ess
o
f
em
p
lo
y
in
g
L
L
Ss
in
C
h
in
ese
lan
g
u
ag
e
lear
n
in
g
.
T
h
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
et
wee
n
L
L
Ss
an
d
s
u
cc
ess
f
u
l
E
n
g
lis
h
as
a
s
ec
o
n
d
la
n
g
u
a
g
e
(
E
SL
)
o
r
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL
)
lear
n
in
g
o
f
f
er
s
v
alu
ab
l
e
in
s
ig
h
ts
f
o
r
r
esear
ch
o
n
C
h
i
n
ese
L
L
Ss
.
R
ec
en
t
s
tu
d
ies
[
2
7
]
,
[
2
8
]
h
a
v
e
em
p
h
asized
th
e
ef
f
ec
tiv
en
ess
o
f
s
t
r
ateg
y
u
s
e
in
en
h
an
cin
g
E
SL/E
FL
lear
n
in
g
an
d
teac
h
in
g
o
u
tco
m
es.
Similar
ly
,
s
ev
er
al
r
esear
ch
es
[
1
1
]
,
[
2
9
]
–
[
3
1
]
f
o
u
n
d
th
at
s
u
cc
ess
f
u
l
lear
n
er
s
em
p
lo
y
ed
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
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2
2
5
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8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
8
4
4
-
4
8
5
3
4850
L
L
Ss
m
o
r
e
f
r
eq
u
e
n
tly
a
n
d
ef
f
ec
tiv
ely
th
an
th
eir
less
s
u
cc
ess
f
u
l
co
u
n
te
r
p
ar
ts
.
T
h
ese
f
in
d
in
g
s
ag
ain
d
em
o
n
s
tr
ate
th
e
im
p
ac
t
o
f
s
tr
ateg
y
u
s
ag
e
o
n
ac
h
ie
v
in
g
h
ig
h
er
lan
g
u
ag
e
p
r
o
f
icien
c
y
.
Ho
wev
er
,
th
e
p
r
esen
t
s
tu
d
y
r
ev
ea
led
n
o
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
L
L
Ss
a
n
d
s
tu
d
en
ts
’
a
d
v
an
ce
d
C
h
in
e
s
e
v
o
ca
b
u
lar
y
o
r
wr
itin
g
p
r
o
f
icien
cy
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
s
tu
d
e
n
ts
’
s
tr
ateg
y
u
s
e
h
as
litt
le
im
p
ac
t
o
n
th
eir
p
r
o
f
icien
cy
d
ev
elo
p
m
e
n
t.
L
ea
r
n
er
s
with
wea
k
er
lan
g
u
ag
e
s
k
ills
o
f
ten
d
o
n
o
t
f
u
lly
em
p
lo
y
r
ea
d
in
g
a
n
d
wr
itin
g
s
tr
ateg
ies.
T
h
e
ap
p
licatio
n
o
f
th
ese
s
tr
ateg
ies
ca
n
b
e
im
p
r
o
v
ed
as
th
e
ir
lan
g
u
ag
e
a
b
ilit
ies
ar
e
en
h
an
ce
d
.
T
h
is
f
in
d
i
n
g
alig
n
s
with
th
e
s
tu
d
y
,
wh
ich
s
h
o
ws th
at
in
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
o
cu
s
less
o
n
d
ev
elo
p
in
g
r
ea
d
in
g
an
d
wr
itin
g
s
k
ills
.
R
ao
o
f
i
et
a
l.
[
3
2
]
f
o
u
n
d
th
at
lear
n
er
s
with
h
ig
h
e
r
wr
itin
g
p
r
o
f
icien
c
y
e
m
p
lo
y
m
o
r
e
wr
itin
g
s
tr
ateg
ies
th
an
th
o
s
e
with
lo
wer
p
r
o
f
icien
c
y
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
h
ig
h
lan
g
u
ag
e
ab
ilit
y
in
f
lu
en
ce
s
th
e
u
s
e
o
f
L
L
Ss
wh
ile
r
ea
d
in
g
a
n
d
wr
itin
g
s
tr
ateg
ies
s
ig
n
if
ica
n
tly
co
n
tr
ib
u
te
to
th
e
d
e
v
elo
p
m
en
t
o
f
ac
a
d
em
ic
s
k
ills
.
T
h
e
m
o
d
er
ate
u
s
e
o
f
s
tr
ateg
ies,
les
s
em
p
h
asis
o
n
ac
ad
em
ic
s
k
ills
,
an
d
th
e
lac
k
o
f
a
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
s
tr
ateg
y
u
s
e
an
d
la
n
g
u
a
g
e
p
r
o
f
icien
c
y
s
u
g
g
est
th
at
th
e
s
tu
d
e
n
ts
at
Qi
n
g
h
ai
Natio
n
alities
Un
iv
er
s
ity
p
o
s
s
ess
in
ad
eq
u
ate
C
h
in
ese
lan
g
u
ag
e
c
o
m
p
eten
c
e
an
d
u
s
e
lim
ited
L
L
Ss
.
B
ased
o
n
th
e
f
in
d
in
g
s
,
th
e
s
tu
d
y
o
f
f
er
s
two
p
r
ac
tical
im
p
lic
atio
n
s
.
First,
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
y
in
s
tr
u
ctio
n
s
h
o
u
l
d
b
e
i
n
co
r
p
o
r
ated
in
to
C
h
in
ese
lan
g
u
a
g
e
co
u
r
s
es,
p
ar
ticu
lar
l
y
th
e
tr
ain
in
g
o
f
co
g
n
itiv
e
s
tr
ateg
ies.
T
h
is
im
p
licatio
n
alig
n
s
with
B
eć
ir
o
v
ić
et
a
l.
[
1
2
]
,
wh
o
f
o
u
n
d
th
at
co
g
n
itiv
e
s
tr
ateg
ies
ar
e
s
ig
n
if
ican
t
p
o
s
itiv
e
p
r
ed
icto
r
s
o
f
s
u
cc
ess
f
u
l
lan
g
u
ag
e
lear
n
in
g
.
Z
h
an
g
et
a
l.
[
3
3
]
ex
p
e
r
im
en
tal
s
tu
d
y
also
p
r
o
v
id
es
ev
id
e
n
ce
f
o
r
th
is
im
p
licatio
n
.
T
h
ey
f
o
u
n
d
th
at
th
e
in
ter
v
en
tio
n
o
f
r
ea
d
i
n
g
an
d
wr
itin
g
s
tr
ateg
ies
in
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
s
ig
n
i
f
ican
tly
im
p
r
o
v
e
d
r
ea
d
in
g
an
d
wr
itin
g
s
k
ills
[
3
3
]
.
Similar
ly
,
W
an
g
[
1
3
]
also
ad
d
r
ess
ed
th
e
s
ig
n
if
ican
ce
o
f
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
y
in
s
tr
u
ctio
n
in
in
ter
n
atio
n
al
C
h
in
ese
ed
u
ca
tio
n
.
Seco
n
d
,
th
e
s
tr
o
n
g
co
r
r
elatio
n
an
d
s
ig
n
if
ica
n
t
d
if
f
e
r
en
ce
s
o
b
s
er
v
ed
b
etwe
en
ad
v
a
n
ce
d
C
h
in
ese
v
o
ca
b
u
lar
y
an
d
wr
itin
g
p
r
o
f
icien
c
y
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
v
o
ca
b
u
lar
y
s
k
ills
in
d
ev
elo
p
in
g
wr
iti
n
g
p
r
o
f
icien
cy
.
Fu
r
th
er
m
o
r
e
,
th
e
s
tu
d
y
r
ec
o
m
m
en
d
s
p
r
io
r
itizin
g
in
s
tr
u
ctio
n
in
C
h
in
ese
v
o
ca
b
u
lar
y
.
At
th
e
b
eg
in
n
e
r
lev
el,
teac
h
in
g
s
h
o
u
ld
f
o
c
u
s
o
n
wo
r
d
f
o
r
m
s
an
d
m
ea
n
in
g
s
.
As
s
tu
d
en
ts
ad
v
an
ce
to
th
e
in
ter
m
ed
iate
lev
el,
ap
p
r
o
p
r
iate
wo
r
d
u
s
ag
e
is
n
e
ed
ed
.
At
th
e
ad
v
a
n
ce
d
lev
el,
teac
h
in
g
s
h
o
u
ld
em
p
h
asize
th
e
co
n
tex
t
u
al
u
s
e
o
f
wo
r
d
s
an
d
th
eir
co
h
e
r
en
ce
.
Ad
d
itio
n
ally
,
teac
h
er
s
ca
n
en
h
an
ce
wr
itin
g
co
u
r
s
es
b
y
in
te
g
r
atin
g
v
o
ca
b
u
lar
y
-
b
u
ild
in
g
ac
tiv
ities
,
s
u
ch
as
i
m
p
lem
en
tin
g
v
o
ca
b
u
lar
y
q
u
iz
ze
s
an
d
ex
er
cises
.
Mo
r
eo
v
er
,
wr
itin
g
ass
ess
m
en
t
s
s
h
o
u
ld
co
n
s
id
er
v
o
ca
b
u
lar
y
e
v
alu
atio
n
,
f
o
c
u
s
in
g
o
n
asp
ec
ts
s
u
ch
as wo
r
d
lev
el,
ap
p
r
o
p
r
iate
n
ess
,
an
d
ac
cu
r
ac
y
with
in
s
tu
d
en
ts
’
wr
itin
g
.
T
h
ese
im
p
licatio
n
s
will
s
ig
n
if
ican
tly
en
h
an
ce
th
e
teac
h
in
g
,
ass
ess
m
en
t,
an
d
lear
n
in
g
o
f
ad
v
an
ce
d
C
h
in
ese
v
o
ca
b
u
lar
y
an
d
wr
itin
g
,
as
well
as
th
e
ap
p
licatio
n
o
f
L
L
Ss
am
o
n
g
in
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
I
t
is
im
p
o
r
tan
t
t
o
ac
k
n
o
wle
d
g
e
th
e
lim
itatio
n
s
in
h
er
en
t
in
t
h
is
s
tu
d
y
.
Firstl
y
,
th
e
s
tu
d
y
h
as
a
r
estricte
d
p
o
p
u
latio
n
a
n
d
a
s
m
all
s
am
p
le
s
ize.
T
h
is
lim
it
atio
n
is
d
u
e
to
p
an
d
em
ic
-
r
ela
ted
co
n
s
tr
ain
ts
an
d
in
cr
ea
s
in
g
ly
s
elec
tiv
e
ad
m
is
s
i
o
n
cr
iter
ia
f
o
r
i
n
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
W
h
ile
th
is
lim
itatio
n
m
ay
af
f
ec
t
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
,
it
was,
to
s
o
m
e
ex
ten
t,
u
n
av
o
id
a
b
le.
Alth
o
u
g
h
in
clu
d
in
g
in
ter
n
atio
n
al
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
o
th
er
p
r
o
v
in
ce
s
was
co
n
s
id
er
ed
,
d
if
f
e
r
en
ce
s
in
cu
r
r
icu
la
a
n
d
teac
h
in
g
p
r
ac
tices
ac
r
o
s
s
in
s
titu
tio
n
s
wo
u
ld
h
a
v
e
co
m
p
r
o
m
is
ed
th
e
h
o
m
o
g
en
eity
a
n
d
co
m
p
ar
ab
ilit
y
o
f
th
e
p
ar
ticip
an
ts
.
I
n
th
is
r
eg
ar
d
,
ev
en
a
m
o
d
est
s
am
p
le
p
r
o
v
id
es
m
ea
n
in
g
f
u
l
in
s
ig
h
ts
th
at
ca
n
i
n
f
o
r
m
an
d
s
u
p
p
o
r
t
r
esear
ch
o
n
C
h
in
ese
L
L
Ss
.
T
h
e
s
ec
o
n
d
lim
itatio
n
is
a
n
ar
r
o
w
f
o
c
u
s
o
n
L
L
Ss
an
d
C
h
in
ese
p
r
o
f
icien
c
y
.
As
n
o
ted
b
y
Ke
n
o
l
a
n
d
Has
h
im
[
3
4
]
,
r
ec
en
t
lan
g
u
ag
e
le
ar
n
in
g
s
tr
ateg
y
s
tu
d
ies
f
r
o
m
2
0
1
3
to
2
0
2
2
h
av
e
in
cr
ea
s
in
g
ly
co
n
s
id
er
e
d
p
er
s
o
n
al
f
ac
to
r
s
,
as
well
as
s
o
ci
o
ec
o
n
o
m
ic,
p
o
liti
ca
l,
ed
u
ca
ti
o
n
al,
r
elig
io
u
s
,
a
n
d
cu
ltu
r
al
v
ar
iab
les,
th
at
in
f
lu
e
n
ce
s
ec
o
n
d
lan
g
u
ag
e
lear
n
e
r
s
with
in
a
b
r
o
ad
er
c
o
n
tex
t.
A
lth
o
u
g
h
th
is
s
tu
d
y
f
o
cu
s
ed
ex
clu
s
iv
ely
o
n
in
d
i
v
id
u
al
lear
n
e
r
v
ar
ia
b
les,
it
o
f
f
e
r
s
v
alu
ab
le
em
p
i
r
ical
ev
id
en
ce
f
o
r
f
u
tu
r
e
r
esear
ch
.
Fo
r
ex
am
p
le,
f
u
tu
r
e
s
tu
d
ies
co
u
ld
r
ee
x
am
i
n
e
v
ar
iab
les
s
u
ch
as
L
L
Ss
an
d
C
h
in
ese
p
r
o
f
icien
cy
th
r
o
u
g
h
lo
n
g
itu
d
in
al
o
r
co
m
p
ar
ativ
e
ap
p
r
o
ac
h
es.
Oth
er
in
d
iv
i
d
u
al
lear
n
er
f
ac
to
r
s
(
e.
g
.
,
lear
n
in
g
s
ty
les,
co
g
n
itiv
e
ab
ilit
ies,
m
o
tiv
atio
n
,
a
n
d
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t)
,
alo
n
g
with
lan
g
u
ag
e
-
r
elate
d
co
m
p
o
n
en
ts
(
s
u
ch
as
p
r
ag
m
atics,
s
y
n
tax
,
g
r
am
m
a
r
,
lo
g
ical
o
r
g
an
izatio
n
,
an
d
cu
l
tu
r
al
co
m
p
eten
ce
)
an
d
teac
h
in
g
-
r
elate
d
v
a
r
iab
les
(
in
clu
d
in
g
teac
h
in
g
m
et
h
o
d
s
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t)
,
ca
n
b
e
f
u
r
t
h
er
e
x
p
lo
r
ed
i
n
C
h
in
ese
lan
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I
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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Vo
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14
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No
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6
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Dec
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[
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