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nd
Resea
rc
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du
ca
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I
J
E
RE
)
Vo
l.
14
,
No
.
6
,
Dec
em
b
er
2
0
2
5
,
p
p
.
4
2
3
1
~
4
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3
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Inv
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a
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lea
rn
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rs’ comm
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a
pprehensio
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ora
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Dec
23
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is
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a
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c
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m
m
u
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h
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ll
e
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s
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sp
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c
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ti
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l
re
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rm
s
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z
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o
m
m
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e
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m
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ten
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e
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p
a
n
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se
lea
rn
e
rs
f
a
c
e
p
e
rsist
e
n
t
d
iffi
c
u
lt
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,
p
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i
n
fo
rm
a
l
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li
k
e
p
u
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li
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sp
e
a
k
in
g
.
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d
e
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sig
n
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m
p
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n
d
a
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a
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a
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th
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m
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P
RCA)
.
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a
n
ti
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a
ly
sis
v
ia
S
P
S
S
2
9
a
ss
e
ss
e
d
lea
rn
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rs’
a
p
p
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n
sio
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lev
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a
n
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l
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re
m
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e
twe
e
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d
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A
h
ig
h
li
g
h
t
th
e
p
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te
n
ti
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ted
stra
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s
to
m
it
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a
te
a
p
p
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n
sio
n
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ra
c
ti
c
a
l
imp
li
c
a
ti
o
n
s
in
c
l
u
d
e
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e
n
e
e
d
to
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g
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te
Ja
p
a
n
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se
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u
lt
u
ra
l
v
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lu
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s
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to
p
e
d
a
g
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y
t
o
m
a
n
a
g
e
CA
t
h
ro
u
g
h
c
o
l
lab
o
ra
ti
v
e
lea
rn
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g
,
p
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e
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a
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istan
c
e
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a
n
d
stru
c
t
u
re
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a
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ti
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wh
i
l
e
a
lso
b
a
lan
c
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g
a
c
c
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ra
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y
with
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d
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ti
li
z
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tec
h
n
o
l
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ica
l
to
o
ls t
o
su
p
p
o
rt
lan
g
u
a
g
e
d
e
v
e
l
o
p
m
e
n
t.
K
ey
w
o
r
d
s
:
Ap
p
r
eh
en
s
io
n
C
o
m
m
u
n
icatio
n
E
n
g
lis
h
as a
f
o
r
eig
n
lan
g
u
ag
e
Or
al
p
r
esen
tatio
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Stra
teg
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T
h
is i
s
a
n
o
p
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a
c
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a
rticle
u
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d
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CC B
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SA
li
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C
o
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s
p
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A
uth
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r
:
R
o
s
lin
a
Ab
d
u
l A
ziz
Aca
d
em
y
o
f
L
an
g
u
ag
e
Stu
d
ie
s
,
Un
iv
er
s
iti T
ek
n
o
lo
g
i M
AR
A
(
UiT
M)
Pah
an
g
B
r
an
ch
J
en
g
k
a
C
am
p
u
s
,
2
6
4
0
0
B
an
d
a
r
J
en
g
k
a,
Pah
a
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,
Ma
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s
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E
m
ail: le
en
az
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u
itm
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
h
is
to
r
y
o
f
E
n
g
lis
h
lan
g
u
a
g
e
ed
u
ca
tio
n
in
J
ap
an
is
d
iv
id
ed
in
to
f
o
u
r
m
ajo
r
p
er
io
d
s
ac
co
r
d
in
g
to
th
e
p
u
r
p
o
s
es
o
f
E
n
g
lis
h
lan
g
u
ag
e
ed
u
ca
tio
n
s
et
b
y
th
e
g
o
v
e
r
n
m
en
t
in
th
e
d
if
f
er
e
n
t
p
er
io
d
s
:
i
)
1
8
0
8
to
1
9
4
5
,
wh
en
E
n
g
lis
h
was
f
ir
s
t
in
tr
o
d
u
ce
d
an
d
tau
g
h
t
in
s
ch
o
o
ls
m
ain
ly
f
o
r
elite
class
es;
ii
)
1
9
4
5
to
1
9
7
0
,
wh
e
n
E
n
g
lis
h
b
ec
am
e
p
ar
t
o
f
th
e
co
m
p
u
ls
o
r
y
ed
u
ca
tio
n
f
o
r
th
e
f
ir
s
t
tim
e;
iii
)
1
9
7
0
to
1
9
9
0
,
wh
e
n
E
n
g
lis
h
b
eg
a
n
to
b
e
r
eg
a
r
d
ed
as
th
e
m
o
s
t
ef
f
ec
t
iv
e
m
ea
n
s
to
co
m
m
u
n
icate
wi
th
f
o
r
ei
g
n
p
eo
p
le
i
n
th
e
r
ap
id
l
y
s
h
r
in
k
i
n
g
wo
r
ld
;
an
d
iv
)
1
9
9
0
to
th
e
p
r
esen
t,
wh
en
s
ev
er
al
in
n
o
v
ativ
e
p
o
licies
h
av
e
b
ee
n
in
tr
o
d
u
c
ed
in
to
class
r
o
o
m
m
ea
s
u
r
em
en
t sy
s
tem
s
[
1
]
–
[
5
]
.
Du
r
in
g
t
h
e
1
8
0
8
-
1
9
4
5
p
er
io
d
,
th
e
f
o
u
n
d
atio
n
s
o
f
th
e
tr
a
d
itio
n
al
m
eth
o
d
o
f
‘
g
r
am
m
ar
tr
an
s
latio
n
an
d
r
ea
d
in
g
’
,
wh
ich
was
th
e
f
o
r
m
er
tr
en
d
in
E
n
g
lis
h
lan
g
u
ag
e
t
ea
ch
in
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(ELT)
i
n
J
ap
an
,
wer
e
laid
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I
n
ter
v
en
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in
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u
ca
ti
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b
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J
ap
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g
o
v
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n
m
en
t
d
ates
to
th
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Ph
ae
to
n
I
n
cid
en
t
o
f
1
8
0
8
.
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I
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I
n
t
J
E
v
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&
R
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d
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c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
2
3
1
-
4
2
4
3
4232
T
h
e
T
o
k
u
g
awa
Sh
o
g
u
n
ate,
w
h
ich
was
u
n
d
er
th
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p
o
licy
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f
n
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al
s
ec
lu
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,
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ea
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ilit
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o
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th
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B
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D
u
tch
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ter
p
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in
Nag
asak
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E
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4
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s
later
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th
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ter
p
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ec
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E
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tio
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th
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Am
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e
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g
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am
m
ar
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an
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s
latio
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-
b
ase
d
ap
p
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h
.
T
h
e
p
u
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p
o
s
e
o
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th
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tu
d
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o
f
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f
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eig
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g
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p
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er
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tan
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le
ar
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o
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o
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eig
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ltu
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e
an
d
civ
ilizatio
n
,
alo
n
g
with
s
cien
ce
an
d
tech
n
o
lo
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y
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I
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o
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d
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o
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jectiv
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m
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tr
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ly
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a
d
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itio
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to
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n
h
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s
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iv
e
asp
ec
ts
,
e
s
p
ec
ially
r
ea
d
in
g
,
r
ath
er
th
a
n
th
e
ac
tiv
e
s
k
ills
o
f
s
p
ea
k
in
g
a
f
o
r
eig
n
lan
g
u
ag
e
.
E
n
g
lis
h
s
tu
d
ies
in
J
ap
an
m
ad
e
r
em
ar
k
ab
le
p
r
o
g
r
ess
in
th
e
y
ea
r
s
f
o
llo
win
g
th
e
o
p
e
n
in
g
o
f
th
e
p
o
r
ts
at
Sh
im
o
d
a,
Ha
k
o
d
ate,
an
d
Yo
k
o
h
am
a.
Du
tch
s
ch
o
lar
s
in
clu
d
i
n
g
Fu
k
u
za
wa
Yu
k
ich
i
(
1
8
3
5
–
1
9
0
1
:
en
lig
h
ten
m
en
t
th
i
n
k
er
a
n
d
ed
u
ca
to
r
;
f
o
u
n
d
er
o
f
Keio
Un
i
v
er
s
ity
)
s
h
if
ted
th
eir
f
o
c
u
s
to
E
n
g
lis
h
s
tu
d
y
,
an
d
m
an
y
la
n
g
u
a
g
e
teac
h
er
s
a
n
d
o
f
f
icial
in
ter
p
r
eter
s
b
eg
a
n
p
u
b
l
is
h
in
g
E
n
g
lis
h
d
ictio
n
ar
ies,
g
r
am
m
ar
b
o
o
k
s
,
an
d
tex
tb
o
o
k
s
.
T
h
e
f
ir
s
t d
ec
ad
e
o
f
th
e
Me
iji er
a
witn
ess
ed
th
e
s
u
d
d
en
em
e
r
g
en
ce
o
f
E
n
g
lis
h
s
tu
d
ies as a
d
is
cip
lin
e
p
r
im
ar
ily
f
o
r
o
b
tain
i
n
g
W
ester
n
k
n
o
wled
g
e
an
d
tech
n
o
l
o
g
y
.
Ho
wev
er
,
wh
en
th
e
Me
i
ji
g
o
v
er
n
m
e
n
t
was
co
n
f
r
o
n
ted
with
s
er
io
u
s
f
in
an
c
ial
d
if
f
icu
lties
ca
u
s
ed
b
y
th
e
S
ein
an
W
ar
(
1
8
7
7
)
,
th
ey
h
ad
to
d
r
asti
ca
lly
r
ed
u
ce
th
e
n
u
m
b
e
r
o
f
th
o
s
e
h
ig
h
-
s
alar
ied
f
o
r
eig
n
teac
h
er
s
in
th
eir
em
p
lo
y
m
e
n
t.
I
n
1
8
8
5
,
t
h
e
g
o
v
er
n
m
en
t
at
last
p
u
t
f
o
r
th
th
e
p
o
licy
f
o
r
J
ap
an
izi
n
g
th
e
m
ed
iu
m
o
f
in
s
tr
u
ctio
n
at
all
lev
els
o
f
ed
u
ca
tio
n
.
T
h
u
s
,
E
n
g
lis
h
was
d
eth
r
o
n
e
d
f
r
o
m
its
f
o
r
m
er
d
o
m
in
an
t
p
o
s
itio
n
in
lear
n
i
n
g
an
d
ed
u
ca
tio
n
in
J
ap
a
n
.
I
n
t
h
e
latter
h
alf
o
f
th
e
Me
iji
p
er
io
d
(
1
8
9
0
–
1
9
1
2
)
,
E
n
g
lis
h
s
tu
d
ies
wer
e
d
ep
r
iv
ed
o
f
its
p
r
ac
tical
f
u
n
ctio
n
an
d
g
r
a
d
u
all
y
d
iv
id
ed
i
n
to
two
f
ield
s
:
th
e
s
u
b
ject
o
f
h
ig
h
ly
s
p
ec
ialized
ac
ad
em
ic
r
esear
c
h
,
s
u
ch
as
lin
g
u
is
tics
an
d
liter
a
r
y
s
tu
d
ies,
an
d
o
n
e
s
u
b
ject
in
s
ch
o
o
l e
d
u
ca
tio
n
.
Du
r
in
g
th
e
1
9
4
5
-
1
9
7
0
p
e
r
io
d
,
E
n
g
lis
h
s
tu
d
ies
d
ev
elo
p
ed
i
n
t
wo
s
ep
ar
ate
f
ield
s
:
r
esear
ch
E
n
g
lis
h
an
d
ed
u
ca
tio
n
al
E
n
g
lis
h
,
r
esp
ec
tiv
ely
.
Af
ter
th
e
p
er
io
d
o
f
m
ilit
ar
is
m
lead
in
g
u
p
to
th
e
Pacif
ic
W
ar
(
1
9
4
1
–
19
4
5
)
,
wh
en
E
n
g
lis
h
was
d
esig
n
ated
as
th
e
lan
g
u
ag
e
o
f
th
e
en
em
y
,
E
n
g
lis
h
s
tu
d
ies
in
J
ap
an
r
esu
m
ed
th
eir
p
r
ac
tices
o
f
r
esear
ch
an
d
ed
u
ca
tio
n
ce
n
ter
ed
ar
o
u
n
d
u
n
iv
er
s
ities
.
E
n
g
lis
h
s
tu
d
ies
wer
e
s
tr
u
ctu
r
ally
d
iv
id
ed
in
to
t
h
e
th
eo
r
y
-
b
ased
E
n
g
lis
h
-
r
elate
d
ac
ad
em
ia
an
d
th
e
p
r
ac
tice
-
b
a
s
ed
E
L
T
ar
en
a,
s
p
ec
ialized
h
ig
h
-
class
E
n
g
lis
h
s
tu
d
ies
an
d
lo
w
-
class
E
n
g
lis
h
ed
u
ca
tio
n
,
wh
ic
h
lead
a
d
is
s
o
ciatio
n
o
f
id
e
n
tity
,
esp
ec
iall
y
am
o
n
g
s
ch
o
lar
s
o
f
E
n
g
lis
h
liter
atu
r
e
a
n
d
lin
g
u
is
tics
,
m
o
s
t
o
f
wh
o
m
wer
e
at
th
e
s
am
e
tim
e
teac
h
er
s
o
f
E
n
g
lis
h
an
d
teac
h
er
-
tr
ain
er
s
b
y
p
r
o
f
ess
io
n
at
u
n
iv
e
r
s
ities
.
Ar
o
u
n
d
th
e
s
am
e
tim
e,
b
u
d
d
in
g
th
eo
r
ies
o
f
W
ester
n
ap
p
lied
lin
g
u
is
tics
;
o
n
e
o
f
wh
ich
was
au
d
io
-
lin
g
u
alis
m
,
wer
e
b
r
o
u
g
h
t
in
to
J
ap
a
n
to
h
elp
E
L
T
em
er
g
e
as
a
s
cien
tific
d
is
cip
lin
e
to
b
e
p
u
r
s
u
e
d
ac
ad
e
m
ically
.
Gr
ad
u
ally
,
h
o
wev
er
,
esp
ec
ially
af
ter
W
o
r
ld
W
ar
I
I
,
as
th
e
n
ee
d
f
o
r
e
x
ter
n
al
co
m
m
u
n
icatio
n
in
cr
ea
s
ed
,
d
if
f
er
en
t
m
eth
o
d
s
an
d
ap
p
r
o
ac
h
es
wer
e
in
tr
o
d
u
ce
d
to
d
ev
el
o
p
o
r
al
s
k
ills
,
n
o
t
o
n
ly
r
ea
d
in
g
an
d
wr
itin
g
,
b
u
t
also
lis
ten
in
g
an
d
s
p
ea
k
in
g
.
Sp
ec
ialized
s
p
ea
k
in
g
class
es
s
tar
te
d
,
m
ain
ly
in
p
r
iv
ate
lan
g
u
ag
e
s
ch
o
o
ls
.
Ho
wev
er
,
m
u
ch
o
f
wh
at
was
tau
g
h
t
in
s
ch
o
o
ls
d
id
n
o
t
ch
an
g
e
d
r
a
m
atica
lly
,
an
d
p
u
p
ils
m
o
s
tly
r
ea
d
tex
ts
an
d
tr
an
s
lat
ed
th
em
th
r
o
u
g
h
g
r
am
m
atica
l
an
aly
s
is
.
Als
o
,
at
u
n
iv
er
s
ity
,
th
e
av
er
ag
e
E
n
g
lis
h
class
co
n
s
is
ted
m
o
s
tly
o
f
tr
an
s
latio
n
s
o
f
liter
ar
y
wo
r
k
s
,
as
it
was
u
s
u
ally
liter
atu
r
e
p
r
o
f
ess
o
r
s
,
n
o
t
lan
g
u
ag
e
teac
h
er
s
,
wh
o
tau
g
h
t E
n
g
lis
h
.
I
n
th
e
1
9
7
0
s
,
a
d
e
b
ate
ar
o
s
e
b
etwe
en
th
e
n
ee
d
f
o
r
p
r
ac
tical
ELT
an
d
th
e
n
ee
d
f
o
r
f
o
r
eig
n
lan
g
u
a
g
e
teac
h
in
g
as
an
i
n
tellectu
al
en
d
ea
v
o
r
.
As
co
m
m
u
n
icativ
e
f
o
r
e
ig
n
lan
g
u
ag
e
s
k
ills
b
ec
am
e
r
e
co
g
n
ized
as
o
n
e
o
f
th
e
k
ey
co
m
p
eten
cies
f
o
r
s
u
r
v
iv
al
in
a
g
l
o
b
alize
d
wo
r
ld
,
th
e
s
o
cieta
l
d
em
a
n
d
f
o
r
th
ese
s
k
i
lls
also
in
cr
ea
s
ed
.
W
h
en
co
m
m
u
n
icativ
e
lan
g
u
a
g
e
teac
h
in
g
ca
m
e
to
b
e
r
e
g
a
r
d
ed
as
th
e
m
o
s
t
ef
f
icien
t
m
eth
o
d
o
f
teac
h
in
g
E
n
g
lis
h
,
E
L
T
p
r
o
f
ess
io
n
als
s
o
u
g
h
t
to
m
ee
t
th
ese
s
o
cial
a
n
d
ed
u
ca
tio
n
al
d
em
an
d
s
.
At
t
h
e
s
am
e
tim
e,
t
h
ey
ex
clu
d
ed
th
e
o
ld
liter
atu
r
e
-
o
r
ien
ted
d
is
cip
lin
es
a
n
d
wid
e
n
ed
th
e
p
r
o
f
ess
io
n
al
g
ap
b
etwe
en
th
em
an
d
ed
u
ca
to
r
s
wh
o
f
o
llo
wed
tr
ad
itio
n
al
E
n
g
l
is
h
s
tu
d
ies.
As
s
o
ci
al
d
e
m
a
n
d
s
f
o
r
E
n
g
lis
h
f
o
r
c
o
m
m
u
n
ica
ti
v
e
p
u
r
p
o
s
es
i
n
c
r
e
ase
d
,
a
r
a
d
ic
al
r
ef
o
r
m
o
f
e
d
u
c
ati
o
n
b
e
g
a
n
in
t
h
e
ea
r
l
y
1
9
9
0
s
.
Du
r
i
n
g
t
h
is
p
er
io
d
th
e
M
in
is
t
r
y
o
f
E
d
u
c
ati
o
n
an
n
o
u
n
ce
d
a
n
e
p
o
c
h
-
m
a
k
i
n
g
co
u
r
s
e
o
f
s
tu
d
y
f
o
r
f
o
r
ei
g
n
la
n
g
u
ag
e
tea
ch
i
n
g
.
T
h
e
n
a
ti
o
n
wi
d
e
s
tr
u
ct
u
r
al
r
e
f
o
r
m
o
f
h
i
g
h
e
r
e
d
u
ca
t
io
n
s
tar
te
d
,
a
n
d
f
a
c
u
lti
es
an
d
d
e
p
a
r
t
m
e
n
ts
o
f
s
u
c
h
“i
m
p
r
ac
ti
ca
l
”
d
is
ci
p
l
in
es
as
li
b
er
al
a
r
ts
a
n
d
lit
er
ar
y
s
t
u
d
ies
(
i
n
cl
u
d
i
n
g
E
n
g
lis
h
s
tu
d
i
es)
b
e
g
a
n
t
o
cl
o
s
e
u
n
d
e
r
th
e
g
o
v
er
n
m
e
n
t
’
s
u
ti
lit
ar
i
a
n
an
d
r
ati
o
n
al
p
o
lic
ies
.
U
r
g
e
d
o
n
b
y
t
h
e
s
o
cia
l
d
e
m
a
n
d
f
o
r
p
r
ac
tic
e
-
a
n
d
co
m
m
u
n
i
ca
ti
o
n
-
o
r
ie
n
t
ed
la
n
g
u
ag
e
e
d
u
c
ati
o
n
,
t
h
e
Mi
n
is
t
r
y
o
f
E
d
u
c
ati
o
n
l
au
n
c
h
e
d
a
la
r
g
e
-
s
c
ale
r
e
f
o
r
m
o
f
E
n
g
l
is
h
e
d
u
ca
t
io
n
p
o
li
cies
.
T
h
e
1
9
9
3
v
er
s
io
n
o
f
t
h
e
co
u
r
s
e
o
f
s
t
u
d
y
f
o
r
j
u
n
i
o
r
h
i
g
h
s
c
h
o
o
ls
s
tat
e
d
th
a
t
t
h
e
o
b
jec
ti
v
e
o
f
f
o
r
ei
g
n
la
n
g
u
ag
e
t
ea
ch
in
g
is
“
t
o
c
u
l
ti
v
at
e
at
tit
u
d
es
to
a
cti
v
e
ly
c
o
m
m
u
n
icat
e,
”
an
d
in
1
9
9
4
th
e
n
e
w
co
u
r
s
e
o
f
s
t
u
d
y
f
o
r
s
e
n
i
o
r
h
i
g
h
s
ch
o
o
l
s
t
ate
d
t
h
at
t
h
e
g
o
al
o
f
f
o
r
ei
g
n
la
n
g
u
a
g
e
te
ac
h
i
n
g
is
“
t
o
cu
lti
v
a
te
p
r
ac
tic
al
c
o
m
m
u
n
ic
ati
v
e
co
m
p
et
e
n
ce
.
”
I
n
1
9
9
8
a
n
d
1
9
9
9
,
t
h
e
c
o
u
r
s
e
g
u
id
eli
n
es
f
o
r
j
u
n
i
o
r
h
i
g
h
s
c
h
o
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I
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2252
-
8
8
2
2
I
n
ve
s
tig
a
tin
g
Ja
p
a
n
ese
E
F
L le
a
r
n
ers
’
co
mmu
n
ica
tio
n
a
p
p
r
e
h
en
s
io
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a
n
d
o
r
a
l
…
(
A
kiko
K
a
ma
ta
)
4233
class
es
h
a
v
e
al
r
e
ad
y
s
ta
r
t
e
d
i
n
m
an
y
p
r
i
m
a
r
y
s
c
h
o
o
ls
.
I
n
t
er
m
s
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f
la
n
g
u
a
g
e
t
ea
c
h
i
n
g
i
n
h
i
g
h
er
ed
u
c
ati
o
n
,
u
n
i
v
e
r
s
iti
es
h
a
v
e
b
e
e
n
f
o
r
c
ed
to
s
h
i
f
t
f
r
o
m
t
r
a
d
i
ti
o
n
al
l
ite
r
ar
y
,
g
r
a
m
m
a
r
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o
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ie
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t
e
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et
h
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s
o
f
tr
an
s
lat
io
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o
co
m
m
u
n
i
ca
ti
v
e
la
n
g
u
a
g
e
tea
c
h
i
n
g
.
H
o
w
ev
e
r
,
t
h
e
s
i
g
n
if
ica
n
ce
o
f
E
n
g
lis
h
la
n
g
u
a
g
e
l
ea
r
n
i
n
g
its
el
f
is
b
e
g
i
n
n
i
n
g
to
b
e
q
u
esti
o
n
e
d
d
u
e
to
t
h
e
r
e
m
a
r
k
a
b
le
d
ev
el
o
p
m
en
t o
f
a
r
ti
f
icia
l
i
n
t
elli
g
en
ce
(
AI
)
t
ec
h
n
o
lo
g
y
-
b
as
ed
t
r
a
n
s
l
ati
o
n
to
o
ls
a
n
d
o
t
h
e
r
to
o
ls
.
C
u
r
r
en
t
ly
,
E
n
g
l
is
h
l
an
g
u
a
g
e
e
d
u
c
ati
o
n
in
J
a
p
a
n
is
tr
y
i
n
g
to
r
et
u
r
n
to
t
h
e
f
u
n
d
am
e
n
ta
l
q
u
esti
o
n
o
f
wh
y
J
a
p
a
n
ese
p
eo
p
le
l
ea
r
n
E
n
g
l
is
h
.
T
h
e
h
is
to
r
y
o
f
E
n
g
lis
h
lan
g
u
ag
e
ed
u
ca
tio
n
in
J
ap
a
n
r
ef
lec
ts
a
s
er
ies
o
f
ev
o
lv
in
g
r
ef
o
r
m
s
aim
ed
at
alig
n
in
g
e
d
u
ca
tio
n
al
p
r
ac
tices
with
g
lo
b
al
co
m
m
u
n
icativ
e
d
em
an
d
s
.
As
J
ap
a
n
’
s
E
n
g
lis
h
ed
u
ca
tio
n
s
y
s
tem
s
h
if
ted
to
war
d
s
co
m
m
u
n
icativ
e
co
m
p
eten
ce
in
r
esp
o
n
s
e
to
s
o
cieta
l
d
em
an
d
s
,
a
s
tr
o
n
g
e
r
f
o
cu
s
was
p
lace
d
o
n
p
r
ac
tical
lan
g
u
ag
e
s
k
ills
lik
e
o
r
al
co
m
m
u
n
icatio
n
.
T
h
ese
r
e
f
o
r
m
s
s
o
u
g
h
t
to
eq
u
ip
s
tu
d
en
t
s
with
th
e
ab
ilit
y
to
u
s
e
E
n
g
lis
h
in
r
ea
l
-
wo
r
ld
s
itu
atio
n
s
,
m
o
v
i
n
g
awa
y
f
r
o
m
tr
ad
itio
n
al,
g
r
am
m
ar
-
b
ased
m
eth
o
d
s
to
war
d
in
ter
ac
tiv
e,
co
m
m
u
n
icatio
n
-
c
en
ter
ed
ap
p
r
o
ac
h
es.
Ho
wev
e
r
,
d
esp
ite
th
ese
ad
v
an
ce
m
e
n
ts
,
m
an
y
J
ap
an
ese
lear
n
er
s
o
f
E
n
g
lis
h
s
till
s
tr
u
g
g
le
with
k
ey
asp
ec
ts
o
f
v
er
b
al
co
m
m
u
n
icatio
n
,
p
a
r
ticu
lar
ly
p
u
b
lic
s
p
ea
k
in
g
an
d
o
r
al
p
r
esen
tatio
n
s
[
6
]
,
wh
ic
h
a
r
e
v
ital f
o
r
ac
a
d
em
ic
an
d
p
r
o
f
ess
io
n
al
s
u
cc
ess
in
a
g
lo
b
alize
d
wo
r
ld
[
7
]
.
R
ec
en
t stu
d
ies h
ig
h
lig
h
t th
e
s
ig
n
if
ican
t im
p
ac
t o
f
an
x
iety
o
n
lear
n
er
s
’
o
r
al
p
e
r
f
o
r
m
an
ce
in
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL)
c
o
n
tex
t
.
An
x
iety
,
o
f
ten
m
an
if
ested
as
co
m
m
u
n
icatio
n
ap
p
r
eh
en
s
io
n
(
C
A)
,
is
ass
o
ciate
d
with
r
ed
u
ce
d
willin
g
n
ess
to
co
m
m
u
n
icate
an
d
im
p
air
ed
p
er
f
o
r
m
an
c
e
in
s
p
ea
k
in
g
task
s
[
8
]
,
[
9
]
.
Fo
r
J
ap
an
ese
lear
n
er
s
,
cu
ltu
r
al
f
ac
to
r
s
s
u
ch
as
th
e
f
ea
r
o
f
m
a
k
in
g
m
is
tak
es,
r
elu
ctan
ce
to
s
tan
d
o
u
t,
an
d
teac
h
er
-
ce
n
ter
ed
in
s
tr
u
ctio
n
al
m
eth
o
d
s
ex
ac
er
b
ate
th
ese
ch
allen
g
es
[
1
0
]
.
Pas
t
r
esear
ch
es
h
as
al
s
o
h
ig
h
lig
h
ted
th
at
C
A
is
p
ar
ticu
lar
ly
ac
u
te
in
p
r
es
en
tatio
n
s
ettin
g
s
,
wh
er
e
th
e
p
r
ess
u
r
e
o
f
p
er
f
o
r
m
an
ce
a
n
d
f
ea
r
o
f
n
e
g
ativ
e
ev
alu
atio
n
ar
e
h
eig
h
te
n
ed
[
6
]
,
[
1
1
]
.
T
h
e
r
o
le
o
f
a
n
x
iety
c
o
n
tr
o
l
in
lear
n
in
g
E
n
g
lis
h
h
as
b
ee
n
a
s
ig
n
if
ican
t
f
o
cu
s
o
f
r
ese
ar
ch
,
with
n
u
m
er
o
u
s
s
tu
d
ies
in
v
esti
g
atin
g
CA
an
d
its
r
elatio
n
s
h
ip
with
lan
g
u
ag
e
lear
n
in
g
.
Stu
d
ies
in
d
icate
th
at
J
ap
an
ese
E
FL
lear
n
er
s
e
x
p
er
ien
ce
h
ei
g
h
ten
ed
s
p
ee
ch
an
x
iety
in
p
er
f
o
r
m
an
ce
s
ettin
g
s
,
o
f
ten
lead
in
g
to
r
e
d
u
ce
d
willin
g
n
ess
to
co
m
m
u
n
icate
lan
g
u
ag
e
[
8
]
–
[
1
0
]
.
Facto
r
s
s
u
ch
as
o
v
er
th
in
k
i
n
g
,
lac
k
o
f
p
r
ep
ar
atio
n
,
p
ast
n
eg
ativ
e
ex
p
er
ie
n
ce
s
,
p
o
o
r
p
r
o
n
u
n
ciatio
n
,
lo
w
s
elf
-
co
n
f
i
d
en
ce
,
an
d
f
ea
r
o
f
m
ak
in
g
m
is
tak
es
h
av
e
b
ee
n
id
en
tifie
d
as
k
ey
co
n
tr
ib
u
to
r
s
to
s
p
ea
k
in
g
a
n
x
iety
[
1
1
]
,
[
1
2
]
.
C
u
ltu
r
al
n
o
r
m
s
f
u
r
th
er
i
n
f
lu
e
n
ce
th
is
a
n
x
iety
,
as
tr
ad
itio
n
al
class
r
o
o
m
s
ettin
g
s
in
J
ap
an
em
p
h
asize
p
ass
iv
e
lear
n
in
g
a
n
d
d
is
co
u
r
ag
e
c
o
n
s
p
i
cu
o
u
s
n
ess
,
m
ak
in
g
s
tu
d
en
ts
m
o
r
e
a
p
p
r
e
h
en
s
iv
e
a
b
o
u
t
o
r
al
p
r
esen
tatio
n
s
[
9
]
.
C
lass
r
o
o
m
d
y
n
am
ics,
in
clu
d
i
n
g
v
ar
y
in
g
p
r
o
f
icien
cy
lev
els an
d
teac
h
er
-
ce
n
ter
ed
in
s
tr
u
ctio
n
,
also
p
lay
a
r
o
le
in
i
n
cr
ea
s
in
g
an
x
iety
[
6
]
,
[
9
]
.
T
o
m
itig
ate
th
ese
ch
allen
g
es,
v
ar
io
u
s
s
tr
ateg
ies
h
av
e
b
ee
n
p
r
o
p
o
s
ed
.
Fo
r
in
s
tan
ce
,
p
r
ep
a
r
atio
n
an
d
r
eh
ea
r
s
al
h
av
e
b
ee
n
i
d
en
tifie
d
as
ef
f
ec
tiv
e
in
r
ed
u
cin
g
a
n
x
iety
an
d
en
h
a
n
cin
g
c
o
n
f
id
e
n
ce
[
9
]
.
No
n
-
v
er
b
al
(
NV)
s
tr
ateg
ies,
s
u
ch
as
m
ai
n
tain
in
g
e
y
e
co
n
tact
an
d
u
s
i
n
g
g
estu
r
es,
h
av
e
also
b
ee
n
s
h
o
wn
to
p
o
s
itiv
ely
in
f
lu
en
ce
au
d
ien
ce
en
g
ag
em
e
n
t
an
d
s
p
ea
k
e
r
co
n
f
id
e
n
ce
.
I
n
ad
d
itio
n
,
s
tr
ateg
ies
lik
e
p
r
e
p
ar
atio
n
,
r
elax
atio
n
,
an
d
p
o
s
itiv
e
th
in
k
in
g
h
a
v
e
b
ee
n
f
o
u
n
d
to
h
el
p
allev
iate
a
n
x
iety
[
8
]
.
Ho
wev
e
r
,
t
h
e
e
x
ten
t
to
wh
ich
th
ese
s
tr
ateg
ies
co
r
r
elate
with
C
A
lev
els
am
o
n
g
J
ap
an
ese
E
FL
le
ar
n
er
s
r
em
ain
s
u
n
d
er
e
x
p
lo
r
ed
,
cr
ea
tin
g
a
g
ap
t
h
at
th
is
s
tu
d
y
aim
s
to
ad
d
r
ess
.
C
o
n
s
id
er
in
g
th
e
r
esear
ch
g
ap
a
n
d
is
s
u
es
h
ig
h
lig
h
ted
,
t
h
e
p
r
e
s
en
t
s
tu
d
y
s
ee
k
s
to
id
en
tify
th
e
co
p
i
n
g
s
tr
ateg
ies
em
p
lo
y
ed
b
y
J
ap
an
ese
E
FL
lear
n
er
s
an
d
ex
am
in
e
h
o
w
th
ese
s
tr
ateg
ies
ar
e
co
n
n
ec
ted
t
o
CA
.
T
o
th
is
en
d
,
th
e
s
tu
d
y
aim
s
to
ad
d
r
ess
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
is
th
e
lev
el
o
f
CA
am
o
n
g
J
ap
an
ese
E
FL
lear
n
er
s
?
−
W
h
at
o
r
al
p
r
esen
tatio
n
s
tr
ateg
ies ar
e
u
s
ed
b
y
J
ap
an
ese
E
FL
lear
n
er
s
d
u
r
i
n
g
o
r
al
p
r
esen
tatio
n
s
?
−
W
h
at
is
th
e
co
r
r
elatio
n
b
etwe
e
n
o
r
al
p
r
esen
tatio
n
s
tr
ateg
ies an
d
CA
am
o
n
g
J
ap
an
ese
E
FL
lear
n
er
s
?
T
h
e
n
o
v
elty
o
f
t
h
is
s
tu
d
y
lies
in
its
co
m
p
r
e
h
en
s
iv
e
a
p
p
r
o
ac
h
to
e
x
am
in
in
g
th
e
r
elatio
n
s
h
i
p
b
etwe
en
C
A
an
d
o
r
al
p
r
esen
tatio
n
s
tr
at
eg
ies.
Un
lik
e
p
r
io
r
r
esear
c
h
,
wh
ich
o
f
ten
f
o
cu
s
es
o
n
eith
er
an
x
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o
r
s
tr
ateg
y
u
s
e
in
is
o
latio
n
,
th
is
s
tu
d
y
i
n
teg
r
ates
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o
th
d
im
en
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io
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s
to
p
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h
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tic
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s
tan
d
in
g
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f
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
o
r
al
c
o
m
m
u
n
icatio
n
in
E
FL
s
ettin
g
s
.
T
h
e
f
i
n
d
i
n
g
s
ar
e
ex
p
ec
ted
to
in
f
o
r
m
p
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d
ag
o
g
ical
p
r
ac
tices,
o
f
f
er
in
g
p
r
ac
tical
r
ec
o
m
m
en
d
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s
f
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r
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d
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g
an
x
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an
d
f
o
s
ter
in
g
e
f
f
ec
tiv
e
co
m
m
u
n
i
ca
tio
n
s
k
ills
.
2.
M
E
T
H
O
D
T
h
e
s
t
u
d
y
em
p
l
o
y
s
d
es
cr
i
p
t
i
v
e
q
u
a
n
ti
tat
iv
e
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ese
a
r
c
h
d
esi
g
n
.
S
u
r
v
e
y
s
we
r
e
u
s
ed
to
a
s
s
ess
o
r
a
l
p
r
ese
n
t
ati
o
n
a
p
p
r
e
h
e
n
s
i
o
n
a
n
d
s
p
e
a
k
i
n
g
s
tr
at
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ies
.
C
o
p
i
n
g
s
t
r
at
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ies
we
r
e
e
v
al
u
a
te
d
t
h
r
o
u
g
h
o
r
al
p
r
es
en
tati
o
n
s
tr
a
te
g
ies
i
n
v
e
n
t
o
r
y
(
OPS
I
)
t
h
at
w
as
a
d
a
p
t
e
d
f
r
o
m
o
r
al
c
o
m
m
u
n
i
ca
t
io
n
s
tr
ate
g
i
es
i
n
v
e
n
t
o
r
y
(
OC
SI
)
d
ev
el
o
p
e
d
b
y
N
ak
at
an
i
[
1
3
]
,
w
h
i
le
p
er
s
o
n
al
r
e
p
o
r
t
o
f
c
o
m
m
u
n
i
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ti
o
n
a
p
p
r
e
h
en
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io
n
(
PR
C
A
)
-
2
4
d
ev
el
o
p
e
d
b
y
Mc
C
r
o
s
k
e
y
[
1
4
]
w
as
a
d
o
p
te
d
to
d
e
te
r
m
in
e
t
h
e
le
v
els
o
f
CA
.
T
h
e
q
u
an
tit
ati
v
e
a
n
al
y
s
is
ad
m
i
n
is
t
er
e
d
u
s
in
g
SP
SS
2
9
d
e
te
r
m
in
e
d
t
h
e
r
es
p
o
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e
n
ts
’
le
v
el
o
f
ap
p
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h
e
n
s
i
o
n
an
d
t
h
e
s
t
r
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ies
t
h
e
y
e
m
p
l
o
y
ed
w
h
e
n
d
eli
v
er
in
g
o
r
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p
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ta
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s
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n
ap
p
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h
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n
s
i
o
n
an
d
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t
r
at
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ies
.
Pu
r
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p
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o
b
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th
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T
h
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p
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ts
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J
ap
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ese
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FL
lear
n
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s
f
r
o
m
a
p
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n
i
v
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s
ity
in
J
ap
an
.
Am
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g
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e
m
,
8
9
ar
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ale
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d
5
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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8
8
2
2
I
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t
J
E
v
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&
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c
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Vo
l
.
14
,
No
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6
,
Dec
em
b
er
20
25
:
4
2
3
1
-
4
2
4
3
4234
Acc
o
r
d
in
g
to
C
r
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d
C
r
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[
1
5
]
,
th
e
s
am
p
le
s
ize
o
f
1
4
0
p
a
r
ticip
an
ts
alig
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s
wit
h
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o
m
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en
d
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im
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f
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p
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s
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e
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ea
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l
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tatis
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l
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aly
s
is
.
All
p
ar
ticip
an
ts
m
ajo
r
ed
in
f
o
r
est
s
cien
ce
f
r
o
m
th
e
Facu
lty
o
f
R
eg
io
n
al
E
n
v
ir
o
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m
en
tal
Scien
ce
,
with
th
e
m
ajo
r
ity
b
ein
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f
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t
-
s
em
ester
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d
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ts
.
T
h
ey
wer
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o
lled
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n
g
en
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E
n
g
lis
h
ed
u
ca
tio
n
at
th
e
tim
e
th
e
s
tu
d
y
was
co
n
d
u
cted
.
T
h
e
s
am
p
le
w
as
s
elec
ted
b
ased
o
n
th
eir
en
r
o
lm
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t
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al
E
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wh
er
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ar
e
r
eq
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ir
ed
to
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eliv
er
at
least
o
n
e
o
r
al
p
r
esen
tatio
n
in
E
n
g
lis
h
d
u
r
in
g
th
e
s
em
ester
.
T
h
is
r
eq
u
i
r
em
en
t
m
ad
e
th
em
s
u
itab
le
p
ar
ticip
an
ts
f
o
r
in
v
esti
g
atin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
C
A
an
d
o
r
al
p
r
esen
tatio
n
s
t
r
ateg
ies.
As
m
en
tio
n
ed
ea
r
lier
,
th
e
s
tu
d
y
m
ad
e
u
s
e
o
f
two
s
u
r
v
e
y
in
s
tr
u
m
en
ts
in
d
ata
co
llectio
n
:
OPSI
an
d
th
e
PR
C
A
-
2
4
[
1
4
]
.
R
esp
o
n
d
e
n
ts
’
co
p
in
g
s
tr
ateg
ies
d
u
r
in
g
o
r
al
p
r
esen
tatio
n
s
wer
e
g
ath
er
ed
u
s
in
g
th
e
OPSI.
T
h
e
s
u
r
v
ey
f
o
cu
s
es
s
p
ec
if
ically
o
n
f
iv
e
s
tr
ateg
ies
r
elev
an
t
to
o
r
al
p
r
esen
tatio
n
s
,
n
am
el
y
s
o
cial
af
f
ec
tiv
e
(
SA)
s
tr
ateg
ies,
f
lu
en
cy
-
o
r
ien
ted
(
FO)
s
tr
ateg
ies,
ac
cu
r
ac
y
-
o
r
ien
ted
(
AO)
s
tr
ateg
ies,
m
ess
ag
e
r
ed
u
ctio
n
an
d
alter
atio
n
(
MRA)
s
tr
ateg
ies,
an
d
NV
s
tr
ateg
ies
.
T
h
e
OPSI
em
p
lo
y
s
a
5
-
p
o
i
n
t
L
ik
er
t
s
ca
le,
r
an
g
i
n
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
a
g
r
ee
)
.
I
t
is
d
iv
id
e
d
in
to
two
s
ec
tio
n
s
:
th
e
f
ir
s
t
s
ec
tio
n
co
llects
th
e
r
esp
o
n
d
en
ts
’
d
em
o
g
r
a
p
h
ic
i
n
f
o
r
m
atio
n
,
an
d
th
e
s
ec
o
n
d
g
ath
er
s
d
ata
o
n
th
e
s
tr
ateg
ies
th
e
y
em
p
lo
y
d
u
r
in
g
o
r
al
p
r
esen
tatio
n
s
.
T
h
e
ad
ap
ted
q
u
esti
o
n
n
air
e
co
m
p
r
is
es
3
0
item
s
d
is
tr
ib
u
ted
ac
r
o
s
s
t
h
e
f
iv
e
s
tr
ateg
ies.
A
r
eliab
ilit
y
an
aly
s
is
o
f
th
e
O
PS
I
,
af
ter
r
em
o
v
in
g
s
ev
er
al
ite
m
s
f
r
o
m
Nak
atan
i [
1
3
]
o
r
ig
in
a
l v
er
s
io
n
,
y
ield
ed
a
C
r
o
n
b
ac
h
’
s
a
lp
h
a
s
co
r
e
o
f
.
8
8
5
,
in
d
icatin
g
a
h
ig
h
lev
el
o
f
r
e
liab
ilit
y
.
R
esp
o
n
d
en
ts
’
CA
d
ata
wer
e
o
b
tain
ed
u
s
in
g
th
e
PR
C
A
-
2
4
[
1
4
]
.
T
h
e
PR
C
A
-
2
4
was
d
esig
n
ed
to
h
elp
in
d
iv
id
u
als
ev
al
u
ate
th
eir
lev
e
l
o
f
CA
.
I
t
m
ea
s
u
r
es o
v
er
all
a
n
x
iety
a
n
d
a
n
x
iety
in
f
o
u
r
d
is
tin
ct
co
m
m
u
n
icatio
n
co
n
tex
ts
:
in
ter
p
er
s
o
n
al
o
r
d
y
a
d
ic,
s
m
all
g
r
o
u
p
o
r
lar
g
e
g
r
o
u
p
m
ee
tin
g
s
,
an
d
p
u
b
lic
s
p
ea
k
in
g
.
I
t
r
ec
o
r
d
e
d
a
n
ex
ce
llen
t
p
r
ed
ictiv
e
v
alid
ity
with
a
r
eliab
ilit
y
co
ef
f
icien
t
(
α
)
g
r
ea
ter
th
an
.
9
0
[
1
4
]
.
T
h
e
PR
C
A
-
2
4
em
p
lo
y
s
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le,
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
ag
r
ee
)
.
T
ab
le
1
s
u
m
m
ar
izes
th
e
s
co
r
in
g
f
o
r
m
u
la
f
o
r
t
h
e
PR
C
A
-
24.
T
h
e
d
ata
an
aly
s
is
was
co
n
d
u
cted
ac
co
r
d
in
g
to
th
e
r
esear
c
h
o
b
jectiv
es
s
et
b
y
th
e
s
tu
d
y
.
T
h
e
d
ata
co
llected
f
r
o
m
OPSI
an
d
PR
C
A
-
2
4
wer
e
an
aly
ze
d
d
escr
ip
tiv
ely
with
th
e
to
tal
s
co
r
es
an
d
m
ea
n
f
o
r
th
e
r
esu
lts
wer
e
ca
lcu
lated
an
d
m
atch
ed
with
th
e
d
escr
ip
tio
n
g
iv
en
in
th
e
s
co
r
es
p
r
o
v
id
ed
.
T
h
e
a
d
ap
ted
OPSI
f
o
llo
wed
s
co
r
in
g
s
u
g
g
ested
b
y
Na
k
atan
i
[
1
3
]
wh
ile
PR
C
A
-
2
4
s
co
r
in
g
f
o
llo
wed
th
at
b
y
Mc
C
r
o
s
k
e
y
[
1
4
]
.
T
o
f
in
d
th
e
co
r
r
elatio
n
s
b
etwe
en
o
r
al
p
r
es
en
tatio
n
s
tr
ateg
ies
an
d
C
A,
S
p
ea
r
m
an
r
h
o
m
eth
o
d
was
u
s
ed
.
T
h
is
m
eth
o
d
was
s
elec
ted
b
ec
au
s
e
Sp
ea
r
m
an
’
s
r
h
o
ev
alu
ates
m
o
n
o
to
n
ic
r
elatio
n
s
h
ip
s
,
m
ak
in
g
it
u
s
ef
u
l
f
o
r
o
r
d
in
al
d
ata
o
r
non
-
n
o
r
m
ally
d
is
tr
ib
u
ted
co
n
t
in
u
o
u
s
d
ata
[
1
6
]
.
T
h
e
co
ef
f
ic
ien
t
r
an
g
es
f
r
o
m
-
1
to
+1
,
wh
er
e
+1
in
d
icate
s
a
p
er
f
ec
t
p
o
s
itiv
e
co
r
r
elatio
n
,
-
1
in
d
icate
s
a
p
er
f
ec
t
n
eg
ativ
e
co
r
r
elatio
n
,
an
d
0
in
d
icate
s
n
o
co
r
r
elatio
n
[
1
6
]
.
T
h
e
in
ter
p
r
etatio
n
o
f
t
h
e
co
e
f
f
icien
t
v
ar
ies
s
lig
h
tly
am
o
n
g
s
tu
d
ies,
b
u
t
co
m
m
o
n
th
r
esh
o
ld
s
ca
teg
o
r
ize
th
e
s
tr
en
g
th
o
f
c
o
r
r
elatio
n
as: we
ak
(
.
1
t
o
.
3
)
,
m
o
d
er
ate
(
.
4
to
.
6
)
,
an
d
s
tr
o
n
g
(
.
7
to
.
9
)
[
1
7
]
.
T
ab
le
1
.
Sco
r
i
n
g
f
o
r
m
u
la
o
f
P
R
C
A
-
24
S
u
b
-
s
c
o
r
e
s
S
c
o
r
i
n
g
f
o
r
m
u
l
a
S
mal
l
g
r
o
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3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
f
in
d
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y
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e
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ch
q
u
esti
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s
,
f
o
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s
in
g
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lev
els
am
o
n
g
J
ap
an
ese
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FL
le
ar
n
er
s
,
o
r
al
p
r
esen
tatio
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s
tr
ateg
ies
th
ey
em
p
lo
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an
d
co
r
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s
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etwe
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tr
ateg
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d
CA
.
3
.
1
.
T
he
lev
el
o
f
co
mm
un
ica
t
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pp
re
hens
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n a
m
o
ng
J
a
pa
nes
e
E
F
L
lea
rner
s
T
h
e
PR
C
A
-
2
4
p
r
o
v
i
d
es
in
s
ig
h
ts
in
to
th
e
lev
el
o
f
C
A
lev
el
ex
p
er
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ce
d
b
y
th
e
lear
n
e
r
s
in
f
o
u
r
d
if
f
er
en
t
co
m
m
u
n
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n
co
n
tex
ts
:
g
r
o
u
p
d
is
cu
s
s
io
n
,
m
ee
tin
g
,
in
ter
p
er
s
o
n
al
co
m
m
u
n
i
ca
tio
n
,
an
d
p
u
b
lic
s
p
ea
k
in
g
.
Fo
r
th
e
an
al
y
s
is
,
s
co
r
es
wer
e
tab
u
lated
ac
co
r
d
i
n
g
to
th
e
p
r
escr
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ed
ca
lcu
latio
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s
,
as
s
ee
n
in
T
ab
le
1
.
T
h
e
s
co
r
es
ca
n
r
an
g
e
f
r
o
m
2
4
to
1
2
0
.
T
ab
le
2
d
escr
ib
es
th
e
s
co
r
in
g
f
o
r
th
e
le
v
els
o
f
an
x
ie
ty
wh
er
e
:
i)
s
co
r
es
b
elo
w
5
1
r
ep
r
esen
t
p
e
o
p
le
wh
o
h
av
e
v
e
r
y
lo
w
C
A
;
ii)
s
co
r
e
s
b
etwe
en
5
1
to
8
0
r
ep
r
esen
t
p
eo
p
le
with
av
er
a
g
e
CA
;
an
d
iii)
s
co
r
es
ab
o
v
e
8
0
r
ep
r
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t p
eo
p
le
wh
o
h
av
e
h
i
g
h
lev
els o
f
tr
ait
C
A
[
16
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
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&
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d
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N:
2252
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I
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Ja
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L le
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4235
T
ab
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2
.
Sco
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g
d
escr
ip
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n
o
f
PR
C
A
-
24
D
e
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w
To
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T
h
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al
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ests
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t
r
e
s
p
o
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d
en
ts
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x
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ce
d
a
m
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e
r
ate
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o
f
C
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ac
r
o
s
s
all
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r
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n
te
x
ts
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h
e
m
ea
n
s
co
r
es
co
n
s
is
ten
tly
f
all
in
th
e
r
an
g
e
o
f
2
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9
-
3
.
1
with
a
to
tal
m
ea
n
o
f
2
.
9
9
,
as
s
h
o
wn
in
T
a
b
le
3
.
T
h
is
in
d
icate
s
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g
en
er
ally
m
o
d
er
ate
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A
lev
el
am
o
n
g
th
e
r
esp
o
n
d
e
n
ts
.
T
h
e
to
tal
PR
C
A
-
2
4
s
co
r
es
s
h
o
w
th
at
ab
o
u
t
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7
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o
f
th
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r
e
s
p
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d
en
ts
f
all
with
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th
e
m
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ate
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A
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an
g
e.
T
h
e
h
ig
h
est
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r
eq
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y
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n
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e
s
ee
n
in
th
e
6
4
-
7
4
r
an
g
e
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
to
tal
s
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r
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f
o
r
PR
C
A
-
2
4
.
T
h
e
r
esu
lts
alig
n
with
p
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o
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s
s
tu
d
y
th
at
r
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m
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A
am
o
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t d
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o
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o
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s
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f
icien
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y
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d
p
s
y
ch
o
lo
g
ica
l f
ac
to
r
s
[
1
7
]
.
Ap
p
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o
x
im
ately
1
0
%
e
x
h
ib
ite
d
h
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h
C
A
wh
ile
3
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o
f
th
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d
lo
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f
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h
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est
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C
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k
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s
s
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r
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es
[
1
4
]
,
[
1
8
]
.
T
h
e
f
o
llo
win
g
s
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tio
n
ex
am
i
n
es
th
e
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A
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el
in
ea
ch
o
f
t
h
e
co
m
m
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n
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n
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n
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ts
.
T
ab
le
3
.
L
e
v
el
o
f
CA
C
o
mm
u
n
i
c
a
t
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c
o
n
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t
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M
e
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r
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1
1
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5
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2
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M
e
e
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g
1
4
0
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.
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2
.
5
6
2
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I
n
t
e
r
p
e
r
s
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l
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o
mm
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c
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t
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0
3
.
0
0
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4
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1
6
P
u
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k
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0
2
.
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2
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6
0
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1
To
t
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l
me
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n
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e
s
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9
9
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4
6
9
7
Fig
u
r
e
1
.
T
o
tal
s
co
r
es o
f
PR
C
A
-
24
3
.
1
.
1
.
G
ro
up
dis
cus
s
io
n
T
h
e
an
aly
s
is
s
h
o
ws
th
at
7
2
%
o
f
th
e
r
esp
o
n
d
en
ts
ex
p
er
ien
ce
d
m
o
d
er
ate
C
A
d
u
r
i
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g
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
with
s
co
r
es
r
an
g
in
g
f
r
o
m
1
3
to
2
0
an
d
a
m
ea
n
o
f
3
.
1
1
.
Sco
r
es
b
etwe
en
1
4
–
1
7
s
u
g
g
est
th
at
wh
ile
lear
n
er
s
ar
e
h
esit
an
t,
th
ey
d
o
n
o
t
co
m
p
letely
a
v
o
id
p
a
r
ticip
atio
n
.
Me
an
wh
ile,
2
5
%
o
f
th
e
r
esp
o
n
d
en
ts
s
co
r
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v
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2
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s
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g
g
esti
n
g
a
h
ig
h
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el
o
f
C
A
d
u
r
in
g
g
r
o
u
p
d
is
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s
s
io
n
s
wh
ich
co
u
l
d
p
o
ten
tially
b
e
d
u
e
to
th
eir
lim
ited
lan
g
u
ag
e
p
r
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f
icien
c
y
o
r
c
u
ltu
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al
co
m
m
u
n
icati
o
n
n
o
r
m
s
th
at
d
o
n
o
t
e
n
co
u
r
a
g
e
ass
er
tiv
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
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
2
3
1
-
4
2
4
3
4236
co
m
m
u
n
icatio
n
in
g
r
o
u
p
co
n
t
ex
ts
[
1
2
]
.
T
h
e
d
ata
also
o
b
s
er
v
es
a
s
m
all
p
er
ce
n
tag
e
o
f
lear
n
er
s
with
lo
w
C
A
(
3
%).
T
h
is
s
h
o
ws
th
at
o
n
ly
a
f
ew
lear
n
er
s
f
elt
en
tire
ly
c
o
m
f
o
r
tab
le
an
d
co
n
f
id
en
t
d
u
r
in
g
g
r
o
u
p
d
is
cu
s
s
io
n
s
.
T
h
is
is
co
n
s
is
ten
t
wi
th
p
r
ev
io
u
s
s
tu
d
y
th
at
r
ep
o
r
ted
th
e
d
if
f
er
en
ce
s
in
lear
n
e
r
s
’
lev
els
o
f
co
m
f
o
r
t
an
d
co
n
f
id
en
ce
with
o
r
al
co
m
m
u
n
icatio
n
.
J
alleh
et
a
l.
[
1
9
]
f
o
r
i
n
s
tan
ce
f
o
u
n
d
th
at
a
s
m
all
s
u
b
s
et
o
f
E
FL
s
tu
d
en
ts
d
em
o
n
s
tr
ate
lo
w
C
A
b
ec
au
s
e
o
f
th
eir
s
tr
o
n
g
lin
g
u
is
tic
p
r
o
f
i
cien
cy
,
ex
p
o
s
u
r
e
to
th
e
d
is
cu
s
s
io
n
d
y
n
am
ics
an
d
ex
tr
o
v
er
t
p
er
s
o
n
ality
tr
aits
.
3
.
1
.
2
.
M
ee
t
ing
s
I
n
m
ee
tin
g
c
o
n
tex
ts
,
8
3
%
o
f
r
esp
o
n
d
en
ts
ex
h
ib
ited
m
o
d
er
at
e
C
A,
with
s
co
r
es
co
n
ce
n
tr
ate
d
b
etwe
en
1
3
an
d
2
0
(
m
ea
n
2
.
9
2
)
.
T
h
is
a
lig
n
s
with
Ma
lik
e
t
a
l
.
[
2
0
]
,
w
h
o
f
o
u
n
d
m
o
d
er
ate
a
p
p
r
eh
e
n
s
io
n
am
o
n
g
C
h
in
ese
E
FL
lear
n
er
s
d
u
e
to
p
s
y
c
h
o
lo
g
ical,
lin
g
u
is
tic,
an
d
cu
lt
u
r
al
f
ac
to
r
s
.
I
n
th
is
s
tu
d
y
,
ab
o
u
t
1
3
%
o
f
th
e
r
esp
o
n
d
en
ts
r
ep
o
r
ted
th
at
th
e
y
h
ad
a
h
i
g
h
lev
el
o
f
ap
p
r
e
h
en
s
io
n
d
u
r
i
n
g
m
ee
tin
g
s
.
T
h
is
alig
n
s
with
p
r
io
r
s
tu
d
ies
th
at
f
o
u
n
d
f
o
r
m
al
an
d
s
tr
u
ctu
r
ed
c
o
m
m
u
n
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n
c
o
n
tex
ts
ca
n
in
cr
ea
s
e
a
n
x
iety
d
u
e
to
th
e
f
o
r
m
ality
o
f
th
e
en
v
ir
o
n
m
en
t
a
n
d
f
ea
r
o
f
n
eg
ativ
e
ev
alu
atio
n
b
y
p
ee
r
s
[
1
9
]
.
T
h
e
r
em
ain
in
g
4
%
o
f
th
e
r
esp
o
n
d
en
ts
h
a
v
e
a
lo
w
lev
el
o
f
C
A,
s
u
g
g
esti
n
g
th
at
o
n
ly
a
lo
w
p
r
o
p
o
r
tio
n
o
f
s
tu
d
en
ts
ar
e
co
m
f
o
r
tab
le
o
r
co
n
f
i
d
en
t
d
u
r
in
g
m
ee
tin
g
s
.
T
h
is
co
u
ld
b
e
attr
ib
u
ted
to
th
eir
p
r
o
f
icien
c
y
lev
el
in
E
n
g
lis
h
an
d
p
er
s
o
n
al
tr
aits
l
ik
e
co
n
f
id
e
n
ce
an
d
ex
tr
o
v
er
s
io
n
p
er
s
o
n
ality
[
1
7
]
.
3
.
1
.
3
.
I
nte
rper
s
o
na
l
co
m
m
u
nic
a
t
io
n
Mo
d
er
ate
C
A
was
also
o
b
s
er
v
ed
in
in
ter
p
er
s
o
n
al
co
m
m
u
n
ic
atio
n
,
with
7
1
% o
f
r
esp
o
n
d
e
n
ts
f
allin
g
in
th
is
ca
teg
o
r
y
(
m
ea
n
3
.
0
0
,
r
an
g
e=
1
4
-
1
8
)
.
An
x
iety
in
th
is
co
n
t
ex
t is lik
ely
to
s
tem
f
r
o
m
lim
ited
p
r
o
f
icien
c
y
an
d
co
n
f
id
en
ce
in
lan
g
u
ag
e
u
s
e,
a
s
n
o
ted
b
y
Hu
d
a
et
a
l.
[
8
]
.
No
tab
ly
,
2
8
%
o
f
r
esp
o
n
d
en
ts
r
ep
o
r
ted
ex
p
er
ien
cin
g
h
ig
h
C
A
d
u
r
in
g
d
y
a
d
ic
co
m
m
u
n
icatio
n
.
T
h
is
s
u
g
g
ests
th
at
E
FL
lear
n
er
s
f
in
d
it
ch
allen
g
in
g
to
co
m
m
u
n
icate
ev
en
in
less
f
o
r
m
al
an
d
u
n
s
tr
u
ctu
r
ed
co
m
m
u
n
icatio
n
en
v
ir
o
n
m
en
ts
.
Pre
v
io
u
s
s
tu
d
ies
att
r
ib
u
te
h
ig
h
C
A
to
f
ac
to
r
s
s
u
ch
as
cu
ltu
r
al
in
f
lu
en
ce
s
,
in
clu
d
in
g
lo
w
-
an
d
h
i
g
h
-
co
n
tex
t
co
m
m
u
n
icatio
n
s
ty
les,
an
d
lan
g
u
ag
e
p
r
o
f
icien
c
y
[
8
]
,
[
1
9
]
.
T
h
e
d
ata
also
r
ev
ea
l
th
at
f
ewe
r
th
a
n
1
%
o
f
lear
n
er
s
f
ee
l
e
n
tire
ly
at
ea
s
e
o
r
co
m
f
o
r
ta
b
le
in
in
ter
p
er
s
o
n
al
s
ettin
g
s
.
T
h
is
s
m
all
p
r
o
p
o
r
tio
n
h
ig
h
lig
h
ts
th
e
im
p
ac
t
o
f
in
ter
n
al
f
ac
to
r
s
lik
e
s
elf
-
co
n
f
id
en
ce
an
d
lan
g
u
ag
e
p
r
o
f
icien
c
y
o
n
c
o
m
m
u
n
icatio
n
ea
s
e
[
8
]
,
[
1
9
]
.
3
.
1
.
4
.
P
ub
lic
s
pea
k
ing
Mo
d
er
ate
lev
els
o
f
C
A
wer
e
a
ls
o
r
ep
o
r
ted
i
n
p
u
b
lic
s
p
ea
k
in
g
with
8
6
.
5
%
o
f
r
esp
o
n
d
e
n
ts
f
all
in
th
is
ca
teg
o
r
y
(
m
ea
n
2
.
9
9
,
r
an
g
e=
1
5
-
2
0
)
.
T
h
is
s
u
g
g
ests
th
at
m
o
s
t
o
f
t
h
e
r
esp
o
n
d
e
n
ts
f
ee
l
o
v
er
ly
a
p
p
r
e
h
en
s
iv
e
d
u
r
in
g
p
u
b
lic
s
p
ea
k
in
g
,
lik
e
g
r
o
u
p
d
is
cu
s
s
io
n
,
m
ee
tin
g
,
an
d
i
n
ter
p
er
s
o
n
al
c
o
m
m
u
n
icatio
n
.
Ho
wev
er
,
f
o
r
3
.
6
%
o
f
r
esp
o
n
d
en
ts
,
p
u
b
lic
s
p
ea
k
in
g
is
th
e
m
o
s
t
an
x
iety
-
in
d
u
cin
g
co
n
te
x
t.
T
h
is
alig
n
s
with
p
r
ev
i
o
u
s
s
tu
d
ies
id
en
tify
in
g
p
u
b
lic
s
p
ea
k
in
g
as
th
e
m
o
s
t
s
tr
es
s
f
u
l
co
m
m
u
n
icatio
n
ac
tiv
ity
d
u
e
to
f
ea
r
o
f
ev
alu
atio
n
a
n
d
p
er
f
o
r
m
an
ce
p
r
ess
u
r
e
[
8
]
,
[
1
9
]
.
I
n
ter
esti
n
g
l
y
,
a
h
ig
h
er
p
er
c
en
tag
e
o
f
r
esp
o
n
d
en
ts
(
1
0
%)
r
ep
o
r
ted
lo
w
C
A
in
p
u
b
lic
s
p
ea
k
in
g
co
m
p
ar
ed
to
o
th
er
s
ec
tio
n
s
,
in
d
icatin
g
th
at
th
ey
ar
e
c
o
m
f
o
r
tab
le
with
th
e
ac
tiv
ity
.
T
h
is
s
u
g
g
ests
th
at
th
e
lear
n
er
s
ar
e
co
m
f
o
r
ta
b
le
with
p
u
b
lic
s
p
ea
k
in
g
th
at
c
o
u
ld
b
e
d
u
e
to
th
ei
r
h
ig
h
e
r
p
r
o
f
icien
c
y
an
d
co
n
f
id
en
ce
i
n
E
n
g
lis
h
as r
ep
o
r
ted
b
y
p
r
ev
io
u
s
s
tu
d
ies [
1
9
]
.
3
.
2
.
Str
a
t
eg
ies em
plo
y
ed
du
ring
o
ra
l pre
s
ent
a
t
io
ns
I
n
g
a
u
g
in
g
th
e
s
tr
ateg
ies
em
p
lo
y
ed
b
y
J
ap
an
ese
E
FL
lear
n
er
s
d
u
r
in
g
o
r
al
p
r
esen
tatio
n
s
,
d
ata
f
r
o
m
OPSI
wer
e
an
aly
ze
d
.
OPSI
lo
o
k
s
at
f
iv
e
s
tr
ateg
ies
em
p
lo
y
e
d
b
y
th
e
lear
n
er
s
in
d
o
in
g
th
ei
r
p
r
esen
tatio
n
s
,
i.e
.
,
SA
,
FO
,
AO
,
MR
A,
an
d
NV
.
T
h
e
an
aly
s
is
s
h
o
ws
th
at
th
e
r
esp
o
n
d
en
ts
em
p
lo
y
ed
all
f
iv
e
o
r
al
p
r
esen
tatio
n
s
tr
ateg
ies
in
th
eir
o
r
al
p
r
ese
n
tatio
n
ac
tiv
ities
.
T
a
b
le
4
r
e
p
o
r
ts
th
e
m
ea
n
s
co
r
es
f
o
r
ea
ch
o
f
th
e
s
tr
ateg
ies
em
p
lo
y
ed
.
As
ca
n
b
e
s
ee
n
in
T
ab
le
4
,
th
e
m
o
s
t
u
s
ed
s
tr
ateg
ies
ar
e
th
o
s
e
ca
teg
o
r
ized
u
n
d
e
r
th
e
MRA
ca
teg
o
r
y
(
m
ea
n
=3
.
8
1
)
.
T
h
is
is
f
o
llo
wed
b
y
th
e
SA
s
tr
ateg
ies
(
m
ea
n
=3
.
4
9
)
,
FO
s
tr
ateg
ies
(
m
ea
n
=3
.
4
3
)
,
an
d
AO
s
tr
ateg
ies
(
m
ea
n
=3
.
3
2
)
.
T
h
e
least
p
o
p
u
lar
s
tr
ateg
ies
em
p
l
o
y
ed
b
y
th
e
lear
n
e
r
s
ar
e
th
o
s
e
u
n
d
er
t
h
e
NV
ca
teg
o
r
y
(
m
ea
n
=3
.
2
1
)
.
T
h
e
f
o
l
lo
win
g
s
ec
tio
n
p
r
esen
ts
an
d
d
i
s
cu
s
s
es e
ac
h
o
f
th
e
ca
teg
o
r
ies.
T
ab
le
4
.
Or
al
p
r
esen
tatio
n
s
tr
a
teg
ies em
p
lo
y
ed
b
y
J
ap
an
ese
E
FL
lear
n
er
s
S
t
r
a
t
e
g
y
N
M
e
a
n
SA
1
4
0
3
.
4
9
FO
1
4
0
3
.
4
3
AO
1
4
0
3
.
3
2
M
R
A
1
4
0
3
.
8
1
NV
1
4
0
3
.
2
1
To
t
a
l
me
a
n
sc
o
r
e
s
1
4
0
3
.
4
5
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
I
n
ve
s
tig
a
tin
g
Ja
p
a
n
ese
E
F
L le
a
r
n
ers
’
co
mmu
n
ica
tio
n
a
p
p
r
e
h
en
s
io
n
a
n
d
o
r
a
l
…
(
A
kiko
K
a
ma
ta
)
4237
3
.
2
.
1
.
So
cia
l
a
f
f
ec
t
iv
e
s
t
ra
t
eg
ies
SA
s
tr
ateg
ie
s
in
clu
d
e
m
an
ag
in
g
an
x
iety
,
en
jo
y
in
g
th
e
p
r
esen
tatio
n
,
m
ak
in
g
a
g
o
o
d
im
p
r
ess
io
n
,
ex
p
r
ess
in
g
o
n
eself
,
tak
in
g
r
is
k
s
,
an
d
u
s
in
g
f
iller
s
.
Am
o
n
g
th
ese,
m
ak
in
g
a
g
o
o
d
im
p
r
e
s
s
io
n
r
an
k
s
h
ig
h
est
(
m
ea
n
=3
.
8
0
)
,
f
o
llo
wed
b
y
m
an
ag
in
g
a
n
x
iety
(
m
ea
n
=
3
.
7
9
)
,
u
s
in
g
f
iller
s
(
m
ea
n
=3
.
6
1
)
,
ex
p
r
ess
in
g
o
n
eself
(
m
ea
n
=3
.
5
4
)
,
a
n
d
en
jo
y
in
g
th
e
p
r
esen
tatio
n
(
m
ea
n
=3
.
2
5
)
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
lear
n
er
s
p
r
io
r
itize
p
r
o
jectin
g
c
o
n
f
id
e
n
ce
an
d
cr
ea
tin
g
a
p
o
s
itiv
e
im
p
r
ess
io
n
,
h
en
ce
th
e
y
em
p
l
o
y
v
a
r
io
u
s
s
tr
ateg
ies
to
en
s
u
r
e
p
r
esen
tatio
n
s
u
cc
ess
.
Ho
wev
er
,
lear
n
er
s
ar
e
less
in
clin
ed
to
tak
e
r
is
k
s
,
with
th
is
s
tr
ateg
y
s
co
r
in
g
th
e
lo
west
(
m
ea
n
=2
.
9
6
)
.
T
h
is
r
ef
lects
a
r
elu
ctan
ce
to
jeo
p
a
r
d
ize
th
eir
p
er
f
o
r
m
a
n
ce
,
alig
n
in
g
with
p
as
t
s
tu
d
ies
[
1
0
]
,
[
2
1
]
th
at
f
ea
r
o
f
m
is
tak
es lim
its
r
is
k
-
tak
in
g
i
n
co
m
m
u
n
icatio
n
.
3
.
2
.
2
.
F
luency
-
o
rient
ed
s
t
ra
t
eg
ies
T
h
e
FO
s
tr
ateg
ies
in
v
o
lv
e
s
ix
co
m
p
o
n
en
ts
wh
ich
f
o
cu
s
o
n
:
i)
r
h
y
th
m
an
d
in
to
n
atio
n
;
ii)
p
r
o
n
u
n
ciatio
n
;
iii)
p
r
esen
tatio
n
f
lo
w
;
iv
)
co
n
tex
t
ap
p
r
o
p
r
iate
s
p
ee
ch
;
v
)
p
ac
e
o
f
d
eliv
er
y
;
an
d
v
i)
clar
ity
o
f
v
o
ice.
T
h
e
f
in
d
i
n
g
s
in
d
icate
th
at
th
e
p
ar
ticip
an
ts
p
lace
d
g
r
ea
ter
p
r
io
r
ity
o
n
s
tr
ateg
ies
th
at
wo
u
ld
h
elp
th
em
d
eliv
er
th
e
p
r
esen
tatio
n
ef
f
ec
ti
v
ely
an
d
e
n
s
u
r
e
th
e
a
u
d
ien
ce
’
s
atten
tio
n
.
T
h
is
is
s
h
o
wn
b
y
t
h
e
em
p
h
asis
p
u
t
o
n
clar
ity
o
f
v
o
ice
(
m
ea
n
=3
.
6
7
)
an
d
f
l
o
w
o
f
p
r
esen
tatio
n
(
m
ea
n
=3
.
5
9
)
.
Stu
d
ies
s
h
o
w
th
at
clea
r
co
m
m
u
n
icatio
n
n
o
t
o
n
ly
ca
n
b
o
o
s
t
th
e
s
p
ea
k
er
s
’
co
n
f
id
en
ce
,
b
u
t
also
o
n
th
e
au
d
ien
ce
’
s
en
g
a
g
em
en
t
[
1
0
]
.
Oth
er
s
tr
ateg
ies,
n
am
ely
r
h
y
th
m
an
d
in
to
n
at
io
n
(
m
ea
n
=3
.
3
2
)
,
p
r
o
n
u
n
cia
tio
n
(
m
ea
n
=3
.
3
3
)
,
co
n
te
x
t
-
a
p
p
r
o
p
r
iate
s
p
ee
ch
(
m
ea
n
=3
.
3
1
)
,
a
n
d
p
ac
e
o
f
d
eliv
er
y
(
m
ea
n
=3
.
4
0
)
ar
e
also
co
n
s
id
er
ed
im
p
o
r
tan
t
b
u
t
r
ec
eiv
e
co
m
p
ar
ativ
ely
less
em
p
h
asis
.
3
.
2
.
3
.
Acc
ura
cy
-
o
rient
ed
s
t
r
a
t
eg
ies
AO
s
tr
ateg
ies
p
r
io
r
itize
co
r
r
e
ct
lan
g
u
ag
e
u
s
e,
e
n
co
m
p
ass
in
g
atten
tio
n
to
g
r
am
m
ar
r
u
les,
r
ec
allin
g
lear
n
ed
r
u
les,
s
elf
-
co
r
r
ec
tin
g
,
em
p
h
asizin
g
s
en
ten
ce
s
tr
u
ct
u
r
e,
an
d
s
tr
iv
in
g
f
o
r
n
ativ
e
-
lik
e
p
r
o
n
u
n
ciatio
n
.
T
h
e
m
o
s
t
em
p
lo
y
ed
A
O
i
s
s
e
l
f
-
c
o
r
r
e
c
t
i
n
g
a
f
t
er
er
r
o
r
s
(
m
e
an
=
3
.
9
4
)
,
i
n
d
i
c
a
t
in
g
l
e
a
r
n
e
r
s
’
s
t
r
o
n
g
d
e
s
i
r
e
f
o
r
a
c
c
u
r
a
c
y
an
d
s
e
lf
-
a
w
ar
e
n
e
s
s
.
P
a
y
i
n
g
at
t
e
n
t
io
n
to
g
r
a
m
m
ar
r
u
l
e
s
an
d
r
e
c
a
l
l
in
g
l
e
ar
n
ed
r
u
l
e
s
a
r
e
e
q
u
a
l
l
y
e
m
p
h
a
s
i
z
e
d
(
m
e
a
n
=
3
.
3
2
)
.
I
n
t
e
r
e
s
t
i
n
g
l
y
,
s
t
r
iv
i
n
g
f
o
r
n
a
t
iv
e
-
l
ik
e
p
r
o
n
u
n
c
ia
t
i
o
n
i
s
th
e
l
e
a
s
t
u
s
ed
s
t
r
a
te
g
y
(
m
e
an
=
3
.
0
4
)
,
r
ef
l
e
c
t
in
g
i
t
s
lo
w
e
r
r
e
l
e
v
an
c
e
i
n
th
e
le
a
r
n
e
r
s
’
c
o
n
t
ex
t
.
T
h
e
s
e
f
i
n
d
i
n
g
s
a
l
ig
n
w
i
t
h
s
t
u
d
ie
s
l
i
k
e
L
u
q
u
e
-
J
i
m
e
n
e
z
[
2
2
]
,
wh
ich
h
ig
h
lig
h
t
ad
v
a
n
ce
d
lear
n
er
s
’
f
o
cu
s
o
n
ac
c
u
r
ac
y
.
Ho
wev
e
r
,
co
n
tr
asti
n
g
r
esu
lts
h
av
e
b
ee
n
r
ep
o
r
ted
,
N
g
u
y
e
n
et
a
l.
[
2
3
]
f
o
u
n
d
AO
to
b
e
less
u
tili
ze
d
b
y
E
SL
lear
n
er
s
in
Viet
n
am
.
3
.
2
.
4
.
M
ess
a
g
e
re
du
ct
io
n a
nd
a
lt
er
a
t
io
n str
a
t
e
g
ies
T
h
e
MRA
s
tr
ateg
ies
f
o
cu
s
o
n
s
tr
ateg
ies
th
at
f
ac
ilit
ate
ef
f
ec
tiv
e
o
r
al
d
eliv
er
y
an
d
aid
co
m
p
r
eh
en
s
io
n
.
T
h
e
s
tr
ateg
ies
in
clu
d
e
:
i)
r
ed
u
cin
g
t
h
e
m
ess
ag
e
to
s
i
m
p
ler
ex
p
r
ess
io
n
s
;
ii)
u
s
in
g
f
am
iliar
wo
r
d
s
;
iii)
s
u
b
s
titu
tin
g
d
if
f
icu
lt
wo
r
d
s
with
s
im
p
ler
o
n
es
;
iv
)
s
im
p
lify
in
g
co
m
p
le
x
id
ea
s
o
r
co
n
ce
p
ts
;
an
d
v
)
r
ep
h
r
asin
g
s
en
ten
ce
s
to
m
ak
e
th
em
clea
r
er
.
T
h
e
an
aly
s
is
in
d
icate
s
th
at
th
e
m
o
s
t
em
p
lo
y
ed
s
tr
ateg
y
b
y
th
e
r
es
p
o
n
d
e
n
ts
u
n
d
e
r
th
e
MRA
c
ate
g
o
r
y
is
u
s
i
n
g
w
o
r
d
s
th
at
a
r
e
f
a
m
il
ia
r
t
o
th
em
(
m
ea
n
=
3
.
9
9
)
.
T
h
is
s
h
o
ws
t
h
at
th
e
l
ea
r
n
e
r
s
p
r
ef
e
r
u
s
in
g
f
am
il
iar
wo
r
d
s
as
th
e
y
ar
e
r
ea
d
ily
a
v
ailab
le
in
th
eir
r
ep
e
r
to
ir
e.
T
h
is
is
also
a
s
tr
ateg
y
to
m
in
im
ize
m
is
tak
es th
at
m
ay
o
cc
u
r
if
u
n
f
a
m
iliar
wo
r
d
s
ar
e
u
s
ed
.
I
n
a
d
d
itio
n
,
b
y
u
s
in
g
wo
r
d
s
th
at
th
ey
k
n
o
w
well
,
t
h
e
y
wo
u
l
d
b
e
a
b
l
e
to
c
o
n
v
ey
t
h
e
m
ess
ag
e
e
f
f
ec
ti
v
el
y
as
t
h
e
y
a
r
e
i
n
c
o
n
tr
o
l
o
f
th
e
v
o
c
ab
u
l
ar
y
w
h
e
n
d
el
iv
e
r
i
n
g
t
h
e
ir
p
r
ese
n
t
ati
o
n
s
.
R
el
ati
v
e
ly
,
m
o
s
t
o
f
t
h
e
lea
r
n
e
r
s
o
f
t
en
o
p
t
t
o
s
u
b
s
ti
tu
te
d
if
f
ic
u
l
t
wo
r
d
s
wit
h
s
im
p
le
r
o
n
es
(
m
ea
n
=3
.
9
0
)
an
d
r
e
d
u
ce
t
h
e
m
ess
ag
e
t
o
s
i
m
p
le
r
ex
p
r
ess
io
n
s
(
m
ea
n
=
3
.
7
7
)
.
T
h
is
ali
g
n
s
w
it
h
L
u
q
u
e
-
J
i
m
e
n
e
z
[
2
2
]
f
i
n
d
i
n
g
s
,
w
h
ic
h
a
ls
o
r
ep
o
r
te
d
u
s
i
n
g
f
a
m
ili
a
r
w
o
r
d
s
a
n
d
s
i
m
p
le
e
x
p
r
ess
i
o
n
s
as
t
h
e
p
r
e
f
e
r
r
ed
s
t
r
at
e
g
ies
u
n
d
e
r
th
e
MRA
ca
te
g
o
r
y
.
O
th
er
s
t
r
a
teg
ies
e
m
p
lo
y
e
d
t
o
en
h
a
n
ce
c
o
n
f
i
d
e
n
ce
d
u
r
i
n
g
d
el
iv
e
r
y
a
n
d
t
o
ai
d
a
u
d
ie
n
c
e’
s
co
m
p
r
eh
e
n
s
i
o
n
i
n
c
lu
d
e
s
i
m
p
li
f
y
i
n
g
co
m
p
le
x
i
d
e
as o
r
c
o
n
ce
p
t
s
(
m
e
a
n
=
3
.
7
5
)
an
d
r
e
p
h
r
asi
n
g
s
e
n
t
en
ce
s
t
o
m
a
k
e
th
e
m
cl
ea
r
e
r
(
m
ea
n
=
3
.
6
6
)
.
T
h
e
l
att
er
is
th
e
l
ea
s
t
p
r
ef
e
r
r
ed
s
t
r
at
e
g
y
c
o
m
p
ar
ed
t
o
th
e
o
t
h
e
r
s
in
t
h
e
s
a
m
e
c
at
eg
o
r
y
as
r
ep
h
r
asi
n
g
s
e
n
te
n
ce
s
ca
n
b
e
q
u
ite
c
h
all
en
g
i
n
g
f
o
r
E
FL
le
ar
n
e
r
s
.
3
.
2
.
5
.
No
n
-
v
er
ba
l
s
t
ra
t
e
g
i
es
T
h
e
NV
s
tr
ateg
ies
r
ef
er
to
NV
ac
tio
n
s
em
p
lo
y
ed
d
u
r
in
g
p
r
esen
tatio
n
s
,
i
n
clu
d
in
g
:
i)
m
ak
in
g
e
y
e
co
n
tact
;
ii)
u
s
in
g
g
estu
r
es
an
d
f
ac
ial
ex
p
r
ess
io
n
s
to
r
ein
f
o
r
c
e
m
ess
ag
es
;
i
ii)
em
p
lo
y
in
g
p
a
u
s
es
an
d
s
ilen
ce
f
o
r
em
p
h
asis
;
iv
)
co
n
tr
o
llin
g
t
o
n
e
o
f
v
o
ice
;
v
)
ad
ju
s
tin
g
p
r
es
en
tatio
n
p
ac
e
to
s
u
it
th
e
a
u
d
ien
ce
;
v
i)
m
o
v
in
g
ar
o
u
n
d
;
an
d
v
ii)
s
tan
d
in
g
u
p
s
tr
aig
h
t.
T
h
e
an
aly
s
is
r
ev
ea
ls
th
at
th
e
m
o
s
t
em
p
lo
y
ed
s
tr
ateg
ies
ar
e
m
ak
in
g
ey
e
co
n
tact
(
m
ea
n
=
3
.
5
5
)
an
d
u
s
i
n
g
g
estu
r
es
an
d
f
ac
ial
ex
p
r
e
s
s
io
n
s
(
m
ea
n
=3
.
5
5
)
.
T
h
is
in
d
icate
s
th
at
lear
n
er
s
r
ec
o
g
n
ize
th
e
im
p
o
r
tan
ce
o
f
estab
lis
h
in
g
r
ap
p
o
r
t
with
th
e
au
d
ien
ce
a
n
d
m
ain
tain
i
n
g
en
g
ag
em
e
n
t.
T
h
ese
f
in
d
in
g
s
alig
n
with
Ng
u
y
en
e
t
a
l.
[
2
3
]
s
tu
d
y
,
wh
ich
id
en
tif
ied
th
ese
s
tr
ateg
ies
as
th
e
m
o
s
t
p
r
ef
er
r
ed
am
o
n
g
lear
n
er
s
d
u
r
i
n
g
o
r
al
p
r
esen
tatio
n
s
.
Desp
ite
th
eir
ef
f
o
r
ts
to
co
n
n
ec
t
with
th
e
a
u
d
ien
ce
,
lear
n
er
s
s
h
o
w
a
p
r
ef
er
en
ce
f
o
r
s
tan
d
in
g
s
till
d
u
r
in
g
p
r
esen
tatio
n
s
(
m
ea
n
=
3
.
5
1
)
o
v
er
m
o
v
in
g
ar
o
u
n
d
(
m
ea
n
=2
.
5
4
)
.
Oth
er
s
tr
ateg
ies,
s
u
ch
as
u
s
in
g
p
au
s
es
an
d
s
ilen
ce
f
o
r
em
p
h
a
s
is
,
co
n
tr
o
llin
g
to
n
e
o
f
v
o
i
ce
,
an
d
ad
ju
s
tin
g
p
r
esen
tatio
n
p
ac
e,
ar
e
less
f
r
e
q
u
en
tly
em
p
lo
y
e
d
(
m
ea
n
=
3
.
0
0
,
m
ea
n
=3
.
1
6
,
a
n
d
m
ea
n
=3
.
1
6
,
r
esp
ec
tiv
ely
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
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
2
3
1
-
4
2
4
3
4238
I
n
s
u
m
m
ar
y
,
in
te
r
m
s
o
f
s
tr
at
eg
ies
em
p
lo
y
ed
,
lear
n
er
s
s
ee
m
to
f
o
c
u
s
o
n
t
h
o
s
e
th
at
ca
n
h
elp
th
em
m
an
ag
e
a
n
x
iety
a
n
d
cr
ea
te
a
p
o
s
itiv
e
im
p
r
ess
io
n
.
T
h
ey
als
o
p
ay
atten
tio
n
to
k
ee
p
i
n
g
th
e
ir
s
p
ee
ch
clea
r
a
n
d
ea
s
y
to
u
n
d
er
s
tan
d
,
wh
ich
s
h
o
ws
th
at
au
d
ien
ce
co
m
p
r
eh
en
s
io
n
is
v
er
y
im
p
o
r
ta
n
t
to
th
e
m
.
Ov
er
all,
lear
n
er
s
f
o
cu
s
o
n
p
r
o
f
ess
io
n
alis
m
,
clar
ity
,
an
d
c
o
n
n
ec
tin
g
with
th
e
a
u
d
ien
ce
wh
ile
b
ein
g
ca
r
ef
u
l to
av
o
id
er
r
o
r
s
.
3
.
3
.
Co
rr
el
a
t
io
n bet
wee
n o
r
a
l pre
s
ent
a
t
io
n str
a
t
eg
ies a
nd
co
m
m
un
ica
t
io
n a
pp
re
hens
io
n
T
h
e
an
aly
s
is
s
h
o
ws
s
tr
o
n
g
an
d
m
o
d
er
ate
p
o
s
itiv
e
co
r
r
elatio
n
s
b
etwe
en
th
e
OPSI
f
ac
to
r
s
,
n
am
ely
SA,
FO,
AO,
MR
A
,
an
d
NV.
As
s
h
o
wn
in
T
ab
le
5
,
th
er
e
is
a
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
b
e
twee
n
SA
an
d
FO
(
ρ
=.
5
4
8
,
p
<.
0
0
1
)
,
m
ea
n
in
g
as
SA
in
cr
ea
s
es,
FO
ten
d
s
to
i
n
cr
ea
s
e
as
well.
T
h
e
co
r
r
elatio
n
b
etwe
en
SA
a
n
d
AO
is
m
o
d
er
ate
(
ρ
=.
4
6
1
,
p
<.
0
0
1
)
.
FO
an
d
AO
also
h
av
e
a
s
t
r
o
n
g
p
o
s
itiv
e
c
o
r
r
elatio
n
(
ρ
=.
5
7
3
,
p
<.
0
0
1
)
.
MRA
is
lin
k
ed
with
th
e
o
th
er
f
ac
to
r
s
at
m
o
d
er
ate
to
s
tr
o
n
g
lev
e
ls
.
SA
an
d
M
R
A
h
av
e
a
co
r
r
elatio
n
o
f
ρ
=.
5
6
0
(
p
<.
0
0
1
)
.
NV
is
s
ig
n
if
ican
tly
co
n
n
ec
ted
with
all
o
th
er
f
a
cto
r
s
,
s
u
ch
as
its
co
r
r
elatio
n
with
AO
(
ρ
=.
5
5
4
,
p
<.
0
0
1
)
.
L
o
o
k
in
g
at
th
e
CA
m
ea
s
u
r
es,
g
r
o
u
p
m
ea
n
s
h
o
ws
m
o
d
e
r
ate
p
o
s
itiv
e
co
r
r
elatio
n
s
with
SA
(
ρ
=.
3
7
6
,
p
<.
0
0
1
)
,
AO
(
ρ
=.
4
0
3
,
p
<
.
0
0
1
)
,
an
d
NV
(
ρ
=.
2
5
1
,
p
=
.
0
0
3
)
.
T
h
is
s
h
o
ws
th
at
h
ig
h
er
s
co
r
es
in
th
ese
f
ac
to
r
s
ar
e
ass
o
ciate
d
with
h
ig
h
er
g
en
er
al
CA
.
T
h
e
co
r
r
elatio
n
s
b
etwe
e
n
m
ee
t
in
g
m
ea
n
an
d
th
e
OPSI
f
ac
to
r
s
ar
e
wea
k
er
,
b
u
t th
e
m
o
s
t n
o
tab
le
is
with
A
O
(
ρ
=.
1
6
7
,
p
=.
0
4
9
)
.
Pu
b
lic
s
p
ea
k
in
g
m
ea
n
s
m
o
d
e
r
ate
p
o
s
itiv
e
co
r
r
elatio
n
s
with
SA
(
ρ
=.
2
4
8
,
p
=.
0
0
3
)
,
FO
(
ρ
=
.
2
1
8
,
p
=.
0
1
0
)
,
a
n
d
AO
(
ρ
=.
2
8
0
,
p
<.
0
0
1
)
.
T
h
is
wo
u
ld
s
u
g
g
est
th
at
th
ese
OPSI
f
ac
to
r
s
ar
e
lin
k
ed
to
p
u
b
lic
s
p
ea
k
in
g
ap
p
r
eh
en
s
io
n
.
I
n
ter
p
er
s
o
n
al
m
ea
n
,
wh
ich
m
e
asu
r
es
in
ter
p
er
s
o
n
al
ap
p
r
eh
e
n
s
io
n
,
h
as
its
s
tr
o
n
g
est
lin
k
with
AO
(
ρ
=.
2
9
5
,
p
<.
0
0
1
)
an
d
s
h
o
ws
m
o
d
er
ate
co
r
r
elatio
n
s
with
MRA
(
ρ
=.
2
0
4
,
p
=
.
0
1
5
)
an
d
NV
(
ρ
=.
2
6
9
,
p
=.
0
0
1
)
.
T
ab
le
5
.
C
o
r
r
elatio
n
b
etwe
en
o
r
al
p
r
esen
tatio
n
s
tr
ateg
ies an
d
CA
S
t
r
a
t
e
g
y
SA
FO
AO
M
R
A
NV
P
R
C
A
_
Grp
M
EA
N
P
R
C
A
_
M
e
e
t
_
M
EA
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P
R
C
_
PS
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M
EA
N
P
R
C
A
_
I
n
t
e
r
_
M
EA
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p
e
a
r
m
a
n
’
s
r
h
o
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o
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o
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C
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I
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2252
-
8
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I
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Ja
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F
L le
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(
A
kiko
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4239
T
h
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PR
C
A
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2
4
m
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s
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w
m
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f
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(
p
<.
0
0
1
)
,
h
ig
h
lig
h
tin
g
its
s
tr
o
n
g
co
n
n
ec
tio
n
ac
r
o
s
s
d
if
f
er
e
n
t
ty
p
es
o
f
a
p
p
r
e
h
en
s
io
n
.
T
h
ese
f
in
d
in
g
s
em
p
h
asize
th
e
in
ter
co
n
n
ec
ted
n
ess
o
f
co
m
m
u
n
icatio
n
s
tr
ateg
ies
(
OPS
I
f
ac
to
r
s
)
an
d
d
if
f
e
r
en
t
ty
p
es
o
f
C
A
(
P
R
C
A
-
2
4
)
.
T
h
ey
s
u
g
g
est
th
at
im
p
r
o
v
i
n
g
o
n
e
asp
ec
t
o
f
c
o
m
m
u
n
icatio
n
,
s
u
ch
as
SA
o
r
FO,
m
ay
p
o
s
itiv
ely
in
f
lu
en
ce
o
th
er
s
,
p
o
te
n
tially
r
ed
u
cin
g
ap
p
r
eh
en
s
io
n
ac
r
o
s
s
d
iv
er
s
e
co
n
tex
ts
.
I
t
ca
n
b
e
co
n
clu
d
ed
th
at
th
er
e
ar
e
s
tr
o
n
g
in
ter
co
n
n
ec
tio
n
s
b
etwe
en
th
e
OPSI
f
ac
to
r
s
,
in
d
icatin
g
th
at
s
tr
ateg
ies
s
u
ch
as
SA
,
FO
,
an
d
AO
ap
p
r
o
ac
h
es
o
f
ten
co
m
p
le
m
en
t
an
d
r
ei
n
f
o
r
c
e
ea
ch
o
t
h
er
.
NV
s
tr
ateg
ies
an
d
m
ess
ag
e
r
ed
u
ctio
n
tech
n
iq
u
es a
ls
o
p
lay
s
ig
n
if
ican
t
r
o
les,
p
ar
ticu
lar
ly
in
s
itu
atio
n
s
wh
er
e
lear
n
er
s
m
ig
h
t
ad
a
p
t
th
eir
co
m
m
u
n
icatio
n
to
m
a
n
a
g
e
ap
p
r
eh
e
n
s
io
n
.
T
h
ese
f
i
n
d
in
g
s
s
u
g
g
est
th
at
lear
n
e
r
s
wh
o
r
ely
h
ea
v
ily
o
n
o
n
e
s
et
o
f
s
tr
ateg
ies ar
e
lik
ely
to
in
teg
r
ate
o
th
er
a
p
p
r
o
ac
h
es a
s
well
in
m
an
ag
in
g
co
m
m
u
n
icatio
n
ch
allen
g
es.
I
n
t
er
m
s
o
f
CA
,
t
h
e
d
a
ta
r
e
v
e
als
th
at
c
er
tai
n
OPS
I
f
ac
t
o
r
s
,
s
u
c
h
as
SA
,
AO
,
a
n
d
NV
s
t
r
a
teg
ies
,
ar
e
m
o
r
e
c
lo
s
el
y
ass
o
cia
te
d
wit
h
a
p
p
r
eh
e
n
s
i
o
n
i
n
g
r
o
u
p
,
p
u
b
l
ic
s
p
e
ak
in
g
,
an
d
i
n
te
r
p
e
r
s
o
n
al
s
ett
in
g
s
.
T
h
is
s
u
g
g
es
ts
th
a
t
t
h
ese
s
tr
ate
g
i
es
a
r
e
n
o
t
o
n
l
y
c
r
it
ica
l
f
o
r
i
m
p
r
o
v
in
g
co
m
m
u
n
ic
ati
o
n
b
u
t
als
o
s
e
r
v
e
a
s
t
o
o
ls
f
o
r
m
a
n
a
g
i
n
g
an
x
i
et
y
.
T
h
e
f
in
d
i
n
g
s
als
o
e
m
p
h
asi
ze
a
s
t
r
o
n
g
i
n
te
r
r
el
ati
o
n
s
h
i
p
am
o
n
g
d
if
f
er
en
t
t
y
p
es
o
f
CA
,
i
n
d
ic
ati
n
g
th
at
in
d
i
v
i
d
u
als
e
x
p
e
r
ie
n
c
i
n
g
a
n
x
i
ety
i
n
o
n
e
d
o
m
ai
n
,
s
u
c
h
as
g
r
o
u
p
in
te
r
a
cti
o
n
s
,
a
r
e
li
k
el
y
t
o
en
c
o
u
n
t
er
s
i
m
il
ar
ch
all
en
g
es
i
n
i
n
te
r
p
e
r
s
o
n
al
o
r
p
u
b
lic
s
p
e
a
k
i
n
g
s
it
u
at
io
n
s
.
T
h
e
f
i
n
d
i
n
g
s
al
ig
n
w
it
h
p
r
ev
io
u
s
s
tu
d
ies
th
at
f
o
u
n
d
a
p
o
s
iti
v
e
r
el
ati
o
n
s
h
i
p
b
e
twe
en
c
o
m
m
u
n
ic
ati
o
n
s
t
r
a
te
g
i
es
an
d
f
ea
r
o
f
o
r
al
p
r
ese
n
ta
ti
o
n
[
9
]
,
[
1
0
]
,
[
1
2
]
.
3
.
4
.
Dis
cus
s
io
n
T
h
e
ev
id
e
n
ce
o
f
C
A
ac
r
o
s
s
d
if
f
er
en
t
co
m
m
u
n
icatio
n
co
n
t
ex
ts
h
ig
h
lig
h
ts
t
h
e
ch
alle
n
g
e
s
f
ac
ed
b
y
J
ap
an
ese
E
FL
lear
n
er
s
.
I
n
a
d
d
itio
n
,
th
e
p
r
e
v
alen
ce
o
f
m
o
d
er
ate
C
A
also
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
ad
d
r
ess
in
g
th
e
lear
n
e
r
s
’
co
m
m
u
n
icatio
n
an
x
iety
in
th
e
c
u
r
r
en
t
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es.
T
h
e
f
in
d
in
g
s
r
ev
ea
l
th
at
J
ap
an
ese
cu
ltu
r
al
n
o
r
m
s
m
ig
h
t
h
a
v
e
co
n
tr
ib
u
ted
to
war
d
s
C
A
in
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
m
ee
tin
g
s
.
Fo
r
ex
am
p
le,
t
h
e
co
n
ce
p
t
o
f
s
av
in
g
f
ac
e
an
d
f
ea
r
o
f
n
eg
ativ
e
ev
alu
atio
n
,
wh
ich
is
ce
n
tr
al
t
o
J
ap
an
ese
c
u
ltu
r
e,
m
ig
h
t
h
av
e
h
eig
h
ten
ed
t
h
e
C
A
in
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
m
ee
tin
g
s
.
T
h
is
is
co
r
r
o
b
o
r
ated
b
y
ea
r
lier
s
tu
d
ies
th
at
f
o
u
n
d
E
ast
Asi
an
lea
r
n
er
s
’
h
ig
h
lev
els
o
f
a
n
x
iety
in
la
n
g
u
a
g
e
lear
n
in
g
was
d
u
e
t
o
th
e
f
ea
r
o
f
m
ak
i
n
g
m
is
tak
es
an
d
lo
s
in
g
f
ac
e
[
9
]
,
[
1
0
]
,
[
1
2
]
,
[
2
4
]
–
[
2
6
]
.
T
h
e
J
ap
an
ese
co
ll
ec
tiv
is
m
cu
ltu
r
e
also
p
lay
s
a
r
o
le
in
C
A
am
o
n
g
th
e
lear
n
er
s
.
Fu
r
th
er
m
o
r
e,
th
e
p
r
ac
tice
o
f
s
elf
-
r
ef
lectio
n
a
n
d
s
elf
-
cr
iticis
m
,
wh
ich
is
ty
p
ical
o
f
E
ast
Asi
an
cu
ltu
r
e,
c
o
u
ld
h
av
e
led
to
th
e
ex
ac
er
b
ate
d
C
A
as
lear
n
e
r
s
s
tr
iv
e
f
o
r
p
e
r
f
ec
tio
n
.
Yash
im
a
et
a
l.
[
2
7
]
in
th
ei
r
s
tu
d
y
f
o
u
n
d
th
at
e
x
ce
s
s
iv
e
r
ef
lectio
n
p
r
ac
tice
o
f
‘
h
a
n
s
ei
’
in
J
ap
an
ese
c
u
ltu
r
e
ca
n
h
ei
g
h
ten
C
A.
An
o
th
er
r
elate
d
asp
ec
t
to
C
A
is
lar
g
el
y
co
n
tr
ib
u
te
d
b
y
th
e
J
ap
an
ese
ed
u
ca
tio
n
al
s
y
s
tem
th
at
f
o
cu
s
es
o
n
g
r
am
m
ar
an
d
wr
itten
ex
am
s
o
v
er
o
r
al
c
o
m
m
u
n
icatio
n
.
Oth
er
s
tu
d
ies
h
av
e
f
o
u
n
d
th
at
lim
ited
ex
p
o
s
u
r
e
to
o
r
al
p
r
ac
tices
in
th
e
class
r
o
o
m
h
as c
au
s
ed
C
A
in
s
p
ea
k
in
g
task
s
[
2
8
]
,
[
2
9
]
.
T
h
ese
f
in
d
in
g
s
s
ee
m
to
in
d
icate
an
in
ter
p
lay
b
etwe
en
C
A
an
d
o
r
al
p
r
esen
tatio
n
s
tr
ateg
ies
am
o
n
g
th
e
J
ap
an
ese
E
FL
lear
n
er
s
.
T
h
e
h
ig
h
u
s
e
o
f
MRA
s
tr
ateg
ies,
f
o
r
ex
am
p
le,
im
p
lies
th
at
lear
n
e
r
s
p
r
ef
er
s
im
p
licity
an
d
f
am
iliar
ity
in
p
e
r
f
o
r
m
in
g
t
h
e
o
r
al
p
r
esen
tatio
n
task
s
.
Ho
wev
er
,
th
is
m
ay
r
aise
th
e
is
s
u
e
o
f
lear
n
er
s
'
ab
ilit
y
to
d
ev
elo
p
th
eir
lan
g
u
ag
e
s
k
ill
s
.
I
n
ad
d
itio
n
,
cu
ltu
r
al
n
o
r
m
s
l
ik
e
s
elf
-
r
ef
lectio
n
an
d
s
tr
iv
in
g
f
o
r
p
e
r
f
ec
tio
n
is
m
m
ay
h
av
e
co
n
tr
ib
u
te
d
to
war
d
s
th
e
h
ig
h
u
s
e
o
f
AO
s
tr
ateg
ies
th
at
f
o
cu
s
o
n
ac
cu
r
ac
y
a
n
d
s
elf
-
co
r
r
ec
tio
n
.
Mo
r
eo
v
er
,
th
e
f
in
d
in
g
s
s
h
o
w
s
tr
o
n
g
co
r
r
elatio
n
s
b
etwe
en
s
o
cial
af
f
ec
tio
n
an
d
NV
s
tr
ateg
ies,
im
p
ly
in
g
th
at
J
ap
an
ese
cu
ltu
r
al
v
alu
es
o
f
m
ain
tain
in
g
g
r
o
u
p
h
ar
m
o
n
y
m
ig
h
t
in
f
l
u
en
ce
t
h
eir
em
p
lo
y
m
en
t
o
f
th
e
o
r
al
co
m
m
u
n
icatio
n
s
tr
ateg
ies [
9
]
,
[
1
0
]
,
[
1
7
]
,
[
2
1
]
.
I
n
th
e
lig
h
t o
f
co
r
r
elatio
n
s
b
et
wee
n
lear
n
e
r
s
’
C
A
an
d
s
tr
ateg
y
u
s
e
in
o
r
al
p
r
esen
tatio
n
,
th
er
e
is
a
n
ee
d
f
o
r
p
ed
a
g
o
g
ical
s
tr
ateg
ies
th
at
alig
n
with
J
ap
an
ese
cu
ltu
r
al
v
alu
es.
Pre
v
io
u
s
r
esear
ch
er
s
[
3
0
]
,
[
3
1
]
s
u
g
g
ested
lev
er
ag
in
g
th
e
cu
ltu
r
al
f
ac
to
r
s
to
r
ed
u
ce
C
A
in
th
e
cla
s
s
r
o
o
m
.
Fre
ier
m
u
th
an
d
Hu
an
g
[
3
1
]
p
r
o
p
o
s
ed
em
p
lo
y
in
g
g
r
o
u
p
-
b
ased
task
s
an
d
co
llab
o
r
ativ
e
lea
r
n
in
g
ac
ti
v
ities
th
at
alig
n
with
J
ap
a
n
ese
co
llectiv
is
t
v
alu
es
th
at
em
p
h
asize
o
n
p
ee
r
s
u
p
p
o
r
t
an
d
b
u
ild
in
g
lear
n
er
s
’
co
n
f
id
en
ce
.
Alo
n
g
th
e
s
am
e
lin
e,
Dö
r
n
y
e
i
[
3
0
]
s
u
g
g
ested
cr
ea
tin
g
a
s
u
p
p
o
r
tiv
e
class
r
o
o
m
th
at
ca
n
r
e
d
u
ce
f
e
ar
o
f
n
eg
ativ
e
ev
al
u
a
t
i
o
n
.
T
h
ese
f
in
d
in
g
s
in
d
icate
c
r
itical
im
p
licatio
n
s
f
o
r
in
teg
r
atin
g
p
e
d
ag
o
g
ical
m
ea
s
u
r
es
t
h
at
r
esp
ec
t
J
ap
an
ese
cu
ltu
r
al
v
alu
es
wh
ile
ad
d
r
ess
in
g
C
A.
C
u
r
r
icu
lu
m
d
esig
n
er
s
s
h
o
u
ld
in
co
r
p
o
r
ate
cu
ltu
r
ally
r
elev
an
t
s
tr
ateg
ies,
s
u
ch
as
g
r
o
u
p
ta
s
k
s
an
d
in
d
ir
ec
t
c
o
m
m
u
n
icatio
n
m
eth
o
d
s
,
to
f
o
s
ter
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
Pre
v
i
o
u
s
s
tu
d
ies
d
em
o
n
s
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4.
CO
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SI
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e
p
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as
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m
s
in
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n
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a
n
d
th
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v
ast liter
atu
r
e
o
n
th
e
s
tr
ateg
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r
n
er
s
em
p
lo
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to
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v
er
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m
e
th
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p
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n
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io
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s
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with
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e
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tatio
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s
,
m
an
y
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ap
an
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E
FL
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s
co
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u
e
to
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tr
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g
g
le
with
o
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o
m
m
u
n
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n
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B
y
id
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in
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d
h
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e
s
tu
d
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h
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h
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ce
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o
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th
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m
m
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n
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T
h
e
f
in
d
in
g
s
in
d
icate
a
m
o
d
er
at
e
lev
el
o
f
CA
ac
r
o
s
s
d
if
f
er
en
t
co
m
m
u
n
icatio
n
co
n
tex
ts
.
W
ith
in
th
e
ca
teg
o
r
y
o
f
h
ig
h
lev
el
o
f
CA
,
in
ter
p
er
s
o
n
al
co
m
m
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r
a
n
k
s
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s
th
e
m
o
s
t
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cin
g
,
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ile
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u
b
lic
s
p
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k
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g
h
as th
e
f
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t r
esp
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d
en
ts
ex
p
r
ess
in
g
d
is
co
m
f
o
r
t.
T
h
is
in
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icate
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th
at
CA
ca
n
ar
is
e
in
b
o
t
h
f
o
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m
al
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s
,
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p
u
b
lic
s
p
ea
k
in
g
,
a
n
d
i
n
f
o
r
m
al
o
n
es,
lik
e
in
ter
p
er
s
o
n
al
c
o
m
m
u
n
icatio
n
,
a
n
d
it
m
ay
b
e
af
f
ec
ted
b
y
s
elf
-
co
n
f
id
en
ce
an
d
lan
g
u
ag
e
p
r
o
f
ici
en
cy
.
I
n
ter
m
s
o
f
o
r
al
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r
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tatio
n
s
tr
ateg
ies,
th
e
f
in
d
in
g
s
s
h
o
w
t
h
at
MRA
ar
e
m
o
s
tly
u
s
ed
d
u
e
to
th
e
lear
n
er
s
’
ten
d
en
cy
to
u
s
e
f
a
m
iliar
w
o
r
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s
as
th
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c
o
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g
m
ec
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is
m
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ich
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esu
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im
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ler
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p
r
ess
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s
.
Me
a
n
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ile,
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o
n
v
er
b
al
co
m
m
u
n
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n
is
th
e
least
u
s
ed
s
tr
ateg
y
as
lear
n
er
s
ar
e
also
less
lik
ely
to
f
o
cu
s
o
n
th
eir
n
o
n
v
er
b
al
c
u
es
wh
ile
co
m
m
u
n
ica
tin
g
th
eir
m
ess
ag
e.
T
h
e
f
in
d
in
g
s
also
in
d
icate
th
at
th
e
s
tr
o
n
g
an
d
m
o
d
er
ate
p
o
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itiv
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co
r
r
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n
s
h
ig
h
lig
h
t
th
e
in
ter
co
n
n
ec
te
d
n
ess
b
etwe
en
co
m
m
u
n
icatio
n
s
tr
at
eg
ies
an
d
d
if
f
er
e
n
t
ty
p
es
o
f
CA
.
T
h
is
s
u
g
g
ests
th
at
im
p
r
o
v
in
g
o
n
e
asp
ec
t
o
f
co
m
m
u
n
icatio
n
ca
n
p
o
s
itiv
ely
in
f
lu
en
ce
a
n
d
h
el
p
r
ed
u
ce
ap
p
r
eh
en
s
io
n
in
o
th
er
a
r
ea
s
.
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u
t
u
r
e
r
e
s
e
a
r
c
h
s
h
o
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ld
c
o
n
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d
er
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n
v
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i
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l
u
e
n
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e
o
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c
u
l
t
u
r
a
l
l
y
a
d
a
p
te
d
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g
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t
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m
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ti
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o
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t
s
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p
l
a
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f
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m
s
a
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d
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n
t
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ti
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e
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h
t
o
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ls
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ar
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d
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s
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g
n
e
d
t
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l
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at
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C
A
.
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h
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a
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l
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c
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n
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t
r
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d
o
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l
p
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A
c
u
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Evaluation Warning : The document was created with Spire.PDF for Python.