I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
4
,
A
u
g
u
s
t
20
26
,
p
p
.
2
8
5
2
~
2
8
6
0
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
4
.
3
8
3
4
6
2852
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The te
x
tual
dime
nsio
n of didacti
cs: f
o
rma
tion o
f
f
u
t
ure
teachers’
philo
lo
g
ica
l com
petenc
e
M
o
ldi
r
E
.
T
o
ig
a
nb
ek
o
v
a
1
,
G
ulm
ira
A.
K
a
zhig
a
liy
e
v
a
1
,
Ai
nu
r
A.
B
izha
no
v
a
2
1
D
e
p
a
r
t
me
n
t
o
f
R
u
ssi
a
n
La
n
g
u
a
g
e
a
n
d
L
i
t
e
r
a
t
u
r
e
,
A
b
a
i
K
a
z
a
k
h
N
a
t
i
o
n
a
l
P
e
d
a
g
o
g
i
c
a
l
U
n
i
v
e
r
si
t
y
,
A
l
m
a
t
y
,
K
a
z
a
k
h
s
t
a
n
2
D
e
p
a
r
t
me
n
t
o
f
La
n
g
u
a
g
e
D
i
s
c
i
p
l
i
n
e
s
,
A
sf
e
n
d
i
y
a
r
o
v
K
a
z
a
k
h
N
a
t
i
o
n
a
l
M
e
d
i
c
a
l
U
n
i
v
e
r
si
t
y
,
A
l
m
a
t
y
,
K
a
z
a
k
h
st
a
n
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Dec
20
,
2
0
2
5
R
ev
is
ed
Ap
r
23
,
2
0
2
6
Acc
ep
ted
J
u
n
26
,
2
0
2
6
Th
is
stu
d
y
p
r
o
v
id
e
s
a
t
h
e
o
re
ti
c
a
l
a
n
d
c
o
n
c
e
p
t
u
a
l
e
v
a
l
u
a
ti
o
n
o
f
t
e
x
t
a
s
a
n
in
teg
ra
ti
v
e
d
i
d
a
c
ti
c
re
so
u
rc
e
e
ss
e
n
ti
a
l
fo
r
d
e
v
e
l
o
p
i
n
g
th
e
p
r
o
fe
ss
io
n
a
l
re
a
d
in
e
ss
o
f
fu
t
u
re
tea
c
h
e
rs.
Ad
d
re
ss
in
g
th
e
n
e
e
d
fo
r
str
u
c
tu
re
d
d
i
d
a
c
ti
c
to
o
ls
in
c
o
m
p
e
ten
c
e
-
b
a
se
d
te
a
c
h
e
r
e
d
u
c
a
ti
o
n
,
th
e
re
se
a
rc
h
a
ims
to
th
e
o
re
ti
c
a
ll
y
s
u
b
sta
n
ti
a
te
a
n
d
e
v
a
lu
a
te
th
e
d
id
a
c
ti
c
ro
le
o
f
tex
t
i
n
d
e
v
e
lo
p
i
n
g
p
h
il
o
lo
g
ica
l
c
o
m
p
e
ten
c
e
.
T
h
e
m
e
th
o
d
o
l
o
g
y
a
d
o
p
ts
a
t
h
e
o
re
ti
c
a
l
e
v
a
lu
a
ti
v
e
a
p
p
ro
a
c
h
,
c
o
m
b
in
i
n
g
str
u
c
tu
ra
l
-
f
u
n
c
ti
o
n
a
l
tex
t
a
n
a
l
y
sis
with
a
sy
ste
m
a
ti
c
a
n
a
ly
sis
o
f
c
o
m
p
e
ten
c
e
c
o
m
p
o
n
e
n
ts.
By
u
ti
li
z
i
n
g
l
it
e
ra
tu
re
a
n
a
ly
si
s,
c
o
n
ten
t
a
n
a
ly
sis,
a
n
d
in
terp
re
t
iv
e
a
n
a
l
y
sis,
th
e
stu
d
y
e
v
a
lu
a
tes
t
h
e
e
d
u
c
a
ti
o
n
a
l
fu
n
c
ti
o
n
s
o
f
tex
t
wit
h
o
u
t
e
m
p
iri
c
a
l
d
a
ta
c
o
ll
e
c
ti
o
n
fro
m
p
a
rti
c
ip
a
n
ts.
Th
e
a
n
a
ly
ti
c
a
l
fi
n
d
i
n
g
s
i
n
d
ica
te
th
a
t
tex
t
f
u
n
c
ti
o
n
s
a
s
a
sy
ste
m
-
fo
rm
in
g
d
id
a
c
ti
c
fa
c
to
r,
s
u
p
p
o
rt
in
g
th
e
in
teg
ra
ted
d
e
v
e
lo
p
m
e
n
t
o
f
li
n
g
u
isti
c
,
sp
e
e
c
h
,
tex
t
u
a
l,
c
o
m
m
u
n
ica
ti
v
e
,
c
u
lt
u
ra
l
,
a
n
d
re
flec
ti
v
e
c
o
m
p
o
n
e
n
ts.
Th
e
e
v
a
l
u
a
ti
o
n
s
u
g
g
e
sts
t
h
a
t
d
iv
e
rse
tex
t
p
ra
c
ti
c
e
s,
i
n
c
lu
d
in
g
p
o
p
u
l
a
r
sc
ien
c
e
a
n
d
c
a
se
stu
d
ies
,
p
r
o
v
id
e
c
o
n
d
i
ti
o
n
s
f
o
r
fa
c
il
it
a
ti
n
g
c
rit
ica
l
t
h
i
n
k
i
n
g
a
n
d
p
ro
d
u
c
ti
v
e
writi
n
g
sk
il
ls
th
r
o
u
g
h
a
n
a
ly
sis,
in
terp
re
tati
o
n
,
a
n
d
re
c
o
n
stru
c
ti
o
n
.
Th
is
st
u
d
y
c
o
n
tri
b
u
tes
a
th
e
o
re
ti
c
a
ll
y
g
r
o
u
n
d
e
d
“
tex
t→
p
h
il
o
l
o
g
ica
l
c
o
m
p
e
ten
c
e
→p
ro
fe
ss
io
n
a
l
re
a
d
i
n
e
ss
”
m
o
d
e
l
th
a
t
e
v
a
lu
a
tes
h
o
w
te
x
t
-
c
e
n
tri
c
a
c
ti
v
it
y
fa
c
il
it
a
tes
h
o
l
isti
c
p
ro
fe
ss
io
n
a
l
re
a
d
in
e
ss
.
Th
e
fin
d
i
n
g
s
o
ffe
r
a
tran
sfe
ra
b
le
fra
m
e
wo
rk
fo
r
in
f
o
rm
in
g
c
u
rric
u
lu
m
d
e
sig
n
a
n
d
su
p
p
o
rti
n
g
th
e
d
e
v
e
l
o
p
m
e
n
t
o
f
te
x
t
-
c
e
n
tere
d
in
stru
c
ti
o
n
a
l
stra
teg
ies
in
m
o
d
e
r
n
tea
c
h
e
r
e
d
u
c
a
ti
o
n
.
K
ey
w
o
r
d
s
:
Did
ac
tics
Ph
ilo
lo
g
ical
co
m
p
eten
ce
T
ea
ch
er
T
ea
ch
er
ed
u
ca
tio
n
T
ex
t
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Gu
lm
ir
a
A.
Kaz
h
ig
aliy
ev
a
Dep
ar
tm
en
t o
f
R
u
s
s
ian
L
an
g
u
ag
e
an
d
L
iter
at
u
r
e,
Ab
ai
Kaz
a
k
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
er
s
ity
0
5
0
0
1
0
,
Alm
aty
,
Kaz
ak
h
s
tan
E
m
ail: g
m
au
len
o
v
a2
0
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
C
o
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
p
r
io
r
itizes
co
m
p
eten
ce
d
e
v
elo
p
m
en
t
o
v
er
th
e
m
e
r
e
ac
q
u
is
itio
n
o
f
k
n
o
wled
g
e
to
p
r
ep
a
r
e
s
p
ec
i
alis
ts
f
o
r
ef
f
ec
tiv
e
p
r
o
f
ess
io
n
al
an
d
s
o
cial
p
er
f
o
r
m
a
n
ce
.
I
n
t
h
is
co
n
tex
t,
th
e
cu
ltiv
atio
n
o
f
teac
h
er
s
’
p
h
ilo
lo
g
ical
co
m
p
eten
ce
th
r
o
u
g
h
th
e
tex
tu
al
d
im
e
n
s
io
n
o
f
d
id
a
ctics
is
p
ar
ticu
lar
ly
s
ig
n
if
ican
t.
T
ex
t
f
u
n
ctio
n
s
as
a
u
n
iv
er
s
al
r
eso
u
r
ce
th
at
s
u
p
p
o
r
ts
co
g
n
itiv
e
d
ev
elo
p
m
en
t
a
n
d
f
o
r
m
s
th
e
v
al
u
e
-
o
r
ien
ted
c
o
m
m
u
n
icativ
e
ex
p
er
ien
ce
o
f
f
u
t
u
r
e
teac
h
er
s
[
1
]
.
Pre
v
io
u
s
ly
tr
ea
ted
p
r
im
ar
i
ly
as
an
o
b
ject
o
f
s
ch
o
lar
ly
an
aly
s
is
,
tex
t
h
as
ev
o
lv
ed
in
t
o
a
ce
n
tr
al
m
e
d
iu
m
o
f
p
e
d
ag
o
g
ical
in
ter
ac
tio
n
d
u
e
to
its
m
ea
n
in
g
-
g
en
er
atin
g
p
o
te
n
tial.
Sy
s
tem
atic
en
g
ag
em
e
n
t
with
tex
t
allo
w
s
f
u
tu
r
e
teac
h
er
s
to
ac
q
u
ir
e
lin
g
u
is
tic
awa
r
en
ess
,
d
ev
elo
p
p
ed
ag
o
g
ical
co
m
m
u
n
icatio
n
cu
ltu
r
es,
an
d
e
n
h
an
ce
an
aly
tical
an
d
cr
itic
al
th
in
k
in
g
s
k
ills
.
C
o
n
s
eq
u
en
tly
,
tex
t
-
ce
n
tr
ic
ap
p
r
o
ac
h
es a
r
e
n
o
w
r
ec
o
g
n
ized
as
f
o
u
n
d
atio
n
al
in
teac
h
er
ed
u
ca
tio
n
[
2
]
.
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
Th
e
textu
a
l d
imen
s
io
n
o
f
d
id
a
ctics:
fo
r
ma
tio
n
o
f fu
tu
r
e
tea
c
h
ers
’
p
h
ilo
lo
g
ica
l
…
(
Mo
ld
ir
E
.
To
ig
a
n
b
ek
o
va
)
2853
I
n
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
r
esp
o
n
s
ib
le
f
o
r
p
r
ep
ar
in
g
s
ch
o
o
l
teac
h
er
s
,
th
e
tr
an
s
itio
n
to
war
d
a
co
m
p
eten
ce
-
b
ased
p
ar
a
d
ig
m
h
as
in
ten
s
if
ied
th
e
d
em
a
n
d
f
o
r
d
id
ac
tic
to
o
ls
th
at
s
u
p
p
o
r
t
p
r
o
f
ess
io
n
al
an
d
r
ef
lectiv
e
d
e
v
elo
p
m
e
n
t.
Desp
ite
th
e
r
ec
o
g
n
itio
n
o
f
tex
t
as
a
co
r
e
co
m
p
o
n
en
t
o
f
l
an
g
u
ag
e
ed
u
ca
tio
n
,
its
s
y
s
tem
at
ic
in
teg
r
atio
n
in
to
f
o
r
m
in
g
p
h
ilo
lo
g
ical
co
m
p
eten
ce
r
em
ain
s
in
s
u
f
f
icie
n
tly
s
tr
u
ctu
r
ed
i
n
ed
u
ca
tio
n
al
p
r
ac
tice.
T
h
is
d
is
cr
ep
an
cy
b
etwe
en
e
d
u
ca
tio
n
al
n
ee
d
s
an
d
ex
is
tin
g
d
id
ac
tic
ap
p
r
o
ac
h
es
d
ef
in
es
th
e
s
tu
d
y
’
s
p
r
ac
tical
r
elev
an
ce
.
Mo
r
eo
v
er
,
in
a
g
lo
b
alize
d
wo
r
ld
,
teac
h
er
s
m
u
s
t
r
ec
o
g
n
ize
lan
g
u
ag
es
an
d
tex
ts
as
to
o
ls
f
o
r
u
n
d
e
r
s
tan
d
in
g
d
iv
er
s
e
cu
ltu
r
es
an
d
in
d
iv
i
d
u
als.
T
h
e
d
ig
ital
tr
a
n
s
f
o
r
m
atio
n
o
f
ed
u
ca
tio
n
h
as
also
in
ten
s
if
ied
th
e
n
ee
d
f
o
r
teac
h
er
s
to
m
aster
tex
t
in
ter
p
r
etati
o
n
an
d
p
r
o
d
u
ctio
n
.
Ho
wev
er
,
cu
r
r
e
n
t
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
es
r
em
ain
in
s
u
f
f
icien
tly
elab
o
r
ated
,
cr
ea
tin
g
a
g
ap
b
etwe
en
p
r
ac
tical
n
ec
ess
ity
an
d
av
ailab
le
m
eth
o
d
o
l
o
g
ical
s
u
p
p
o
r
t.
C
u
r
r
en
t
tr
en
d
s
in
teac
h
er
e
d
u
ca
tio
n
em
p
h
asize
lear
n
er
-
ce
n
ter
ed
m
o
d
els
an
d
co
m
p
eten
ce
-
b
ased
ass
es
s
m
en
t.
Nev
er
th
eless
,
ev
alu
atin
g
co
m
p
le
x
co
m
p
ete
n
ci
es
(
p
ar
ticu
lar
ly
p
h
ilo
l
o
g
ical
an
d
co
m
m
u
n
icativ
e
o
n
es)
r
e
m
ain
s
ch
allen
g
in
g
.
T
h
ese
c
o
m
p
eten
cies
r
eq
u
ir
e
m
ea
s
u
r
in
g
in
ter
p
r
etativ
e,
r
ef
lectiv
e,
an
d
tex
t
-
p
r
o
d
u
cin
g
ab
ilit
ies
r
ath
er
th
an
s
im
p
le
k
n
o
wled
g
e
ac
q
u
is
itio
n
.
I
d
en
tif
y
in
g
ef
f
ec
tiv
e
d
id
ac
tic
to
o
ls
th
at
s
u
p
p
o
r
t
b
o
t
h
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
ed
u
ca
tio
n
al
ev
al
u
atio
n
r
ep
r
esen
ts
a
p
r
ess
in
g
is
s
u
e.
Fro
m
th
e
p
er
s
p
ec
tiv
e
o
f
t
h
e
tex
tu
al
d
i
m
en
s
io
n
o
f
d
id
ac
tics
,
tex
t
p
e
r
f
o
r
m
s
cr
itical
s
u
b
s
tan
tiv
e,
c
o
g
n
itiv
e,
a
n
d
v
al
u
e
f
u
n
ctio
n
s
[
3
]
.
T
ex
t
-
ce
n
tr
ic
p
r
in
cip
les
cr
ea
te
p
e
d
ag
o
g
ical
co
n
d
itio
n
s
th
at
e
n
ab
le
teac
h
er
s
to
f
o
s
ter
s
tu
d
e
n
ts
’
in
ter
p
r
etativ
e
s
k
ills
,
r
ef
lectiv
e
th
in
k
in
g
,
an
d
d
ialo
g
ic
in
ter
ac
ti
o
n
.
R
ec
en
t
r
esear
ch
in
lan
g
u
ag
e
d
id
ac
tics
d
em
o
n
s
tr
ates
s
u
s
tain
ed
in
ter
est
in
th
e
p
ed
a
g
o
g
ical
r
o
le
o
f
te
x
t,
s
p
ec
if
ically
r
eg
ar
d
i
n
g
m
u
ltim
o
d
al
in
s
tr
u
ctio
n
,
lex
ical
a
n
d
w
r
itin
g
s
k
ill
d
ev
el
o
p
m
en
t,
r
ea
d
i
n
g
-
to
-
wr
ite
m
o
d
els,
an
d
g
en
r
e
-
b
ased
a
p
p
r
o
ac
h
es.
E
m
p
ir
ical
f
in
d
i
n
g
s
co
n
f
ir
m
th
at
tex
t
-
b
ased
an
d
m
u
lti
m
o
d
al
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
p
o
s
itiv
ely
in
f
lu
e
n
ce
lex
ical
g
r
o
wth
,
wr
itin
g
ac
cu
r
ac
y
,
s
tr
u
ctu
r
al
o
r
g
an
izatio
n
o
f
tex
ts
,
an
d
cr
itical
th
in
k
in
g
.
Ho
wev
e
r
,
e
x
is
tin
g
l
iter
atu
r
e
r
e
v
ea
ls
th
at
th
ese
a
p
p
r
o
ac
h
es
o
f
te
n
ad
d
r
ess
is
o
lated
co
m
p
o
n
e
n
ts
o
f
p
h
ilo
lo
g
ical
co
m
p
ete
n
ce
r
at
h
e
r
th
an
its
in
teg
r
ated
d
ev
elo
p
m
en
t.
Pre
v
i
o
u
s
s
tu
d
ies
ten
d
t
o
f
o
cu
s
o
n
n
ar
r
o
wly
d
ef
in
ed
lear
n
in
g
o
u
tco
m
es,
leav
in
g
th
e
co
n
ce
p
tu
aliza
tio
n
o
f
tex
t
as
a
s
y
s
tem
-
f
o
r
m
in
g
el
em
en
t
o
f
d
id
ac
tics
u
n
r
eso
lv
ed
.
T
h
is
g
ap
c
o
n
s
tr
ain
s
th
e
d
ev
elo
p
m
en
t
o
f
co
h
er
en
t
s
tr
ateg
ies
ca
p
ab
le
o
f
f
o
s
ter
in
g
lin
g
u
is
tic,
co
m
m
u
n
icativ
e,
c
u
ltu
r
al,
an
d
r
ef
lectiv
e
co
m
p
eten
cies
s
im
u
ltan
eo
u
s
ly
.
Ad
d
r
ess
in
g
th
is
u
n
r
eso
lv
ed
is
s
u
e
p
r
o
v
id
es th
e
p
r
im
ar
y
m
o
tiv
ati
o
n
an
d
ju
s
tific
atio
n
f
o
r
th
e
p
r
e
s
en
t stu
d
y
.
T
h
is
s
tu
d
y
is
a
th
eo
r
etica
l
an
d
co
n
ce
p
tu
al
ev
alu
atio
n
o
f
tex
t
-
ce
n
ter
ed
d
id
a
ctics
as
a
s
y
s
te
m
-
f
o
r
m
i
n
g
f
ac
to
r
in
th
e
p
r
o
f
ess
io
n
al
r
e
ad
in
ess
o
f
f
u
tu
r
e
teac
h
er
s
.
T
h
e
s
cien
tific
n
o
v
elty
lies
in
th
e
co
n
ce
p
tu
al
r
eth
in
k
in
g
o
f
tex
t
m
u
ltifu
n
ctio
n
al
r
o
les
.
Un
lik
e
p
r
ev
io
u
s
s
tu
d
ies
th
at
co
n
s
id
er
tex
t
in
s
ep
ar
at
e
p
lan
es,
s
u
ch
as
a
m
u
ltimo
d
al
r
eso
u
r
ce
[
4
]
,
[
5
]
,
a
to
o
l f
o
r
f
o
r
m
in
g
lex
ical
s
k
ills
[
6
]
,
[
7
]
,
a
w
r
itten
s
k
ill to
o
l [
8
]
–
[
1
0
]
,
o
r
a
g
e
n
r
e
ap
p
r
o
ac
h
elem
en
t
[
1
1
]
,
th
is
r
e
s
ea
r
ch
p
r
o
p
o
s
es
an
in
teg
r
ativ
e
tex
t
-
ce
n
tr
ic
m
o
d
el
th
at
u
n
ites
lin
g
u
is
tic,
s
p
ee
ch
,
tex
tu
al,
co
m
m
u
n
icativ
e,
cu
lt
u
r
al,
an
d
r
e
f
lectiv
e
co
m
p
o
n
e
n
ts
with
in
a
s
in
g
le
d
id
ac
tic
s
y
s
tem
.
Mo
r
eo
v
er
,
p
r
o
d
u
ctiv
e
tex
t
p
r
ac
tices
ar
e
s
y
s
tem
atica
lly
s
u
b
s
tan
tiated
as
a
m
ec
h
an
is
m
f
o
r
s
h
a
p
in
g
p
r
o
f
ess
io
n
al
p
h
ilo
lo
g
ical
co
n
s
cio
u
s
n
ess
in
f
u
tu
r
e
teac
h
e
r
s
.
T
h
u
s
,
th
e
s
tu
d
y
o
f
th
e
tex
tu
al
d
im
en
s
io
n
o
f
d
i
d
ac
tics
as
th
e
b
asis
f
o
r
th
e
d
ev
elo
p
m
en
t o
f
p
h
ilo
lo
g
ical
co
m
p
eten
ce
o
f
f
u
tu
r
e
s
ch
o
o
l
t
ea
ch
er
s
is
an
u
r
g
en
t
task
o
f
m
o
d
er
n
p
ed
ag
o
g
ical
s
cien
ce
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
r
esear
ch
is
to
th
eo
r
etica
lly
s
u
b
s
tan
tiate
an
d
ev
alu
ate
t
h
e
d
i
d
ac
tic
r
o
le
o
f
tex
t
in
d
ev
elo
p
in
g
th
e
p
h
ilo
lo
g
ical
co
m
p
eten
ce
o
f
f
u
tu
r
e
teac
h
e
r
s
.
T
o
ac
h
ie
v
e
th
is
p
u
r
p
o
s
e,
th
e
s
tu
d
y
ad
d
r
ess
es
th
e
f
o
llo
win
g
task
s
:
i
)
to
r
ev
ea
l
th
e
ess
en
ce
o
f
th
e
m
ain
co
n
ce
p
ts
o
f
th
e
s
tu
d
y
,
n
am
ely
“tex
tu
al
d
im
en
s
io
n
o
f
d
id
a
ctics”,
“p
h
ilo
lo
g
ical
co
m
p
eten
ce
o
f
a
teac
h
er
”;
ii
)
to
d
eter
m
in
e
th
e
f
u
n
ctio
n
al
r
o
le
o
f
tex
t
in
t
h
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
;
iii
)
to
d
is
tin
g
u
is
h
th
e
co
r
e
c
o
m
p
o
n
en
ts
o
f
p
h
ilo
lo
g
ical
co
m
p
et
en
ce
;
iv
)
to
estab
lis
h
th
e
r
o
le
o
f
tex
t
in
t
h
e
d
ev
elo
p
m
e
n
t
o
f
th
ese
c
o
m
p
o
n
en
ts
;
v
)
t
o
ev
al
u
ate
tex
t
as
a
d
id
ac
tic
to
o
l
f
o
r
e
d
u
ca
tio
n
al
ass
ess
m
en
t;
an
d
vi
)
to
s
in
g
le
o
u
t m
eth
o
d
s
f
o
r
f
o
r
m
atio
n
a
n
d
cu
ltiv
atio
n
o
f
f
u
t
u
r
e
teac
h
er
s
’
p
h
ilo
lo
g
ical
c
o
m
p
eten
ce
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
a
d
o
p
ts
a
th
e
o
r
etic
al
ev
alu
ativ
e
m
eth
o
d
o
lo
g
y
ai
m
ed
at
an
aly
zin
g
a
n
d
s
y
s
tem
atizin
g
th
e
d
id
ac
tic
p
o
ten
tial
o
f
tex
t
in
tea
ch
er
ed
u
ca
tio
n
.
T
h
e
ev
al
u
atio
n
f
o
c
u
s
es
o
n
th
e
alig
n
m
en
t b
etwe
en
tex
t
-
ce
n
ter
ed
in
s
tr
u
ctio
n
al
p
r
ac
tices
an
d
th
e
s
tr
u
ctu
r
al
co
m
p
o
n
en
ts
o
f
p
h
i
lo
lo
g
ical
co
m
p
eten
ce
i
d
en
tifie
d
in
co
n
tem
p
o
r
ar
y
p
ed
ag
o
g
ical
th
eo
r
y
.
T
h
e
r
esea
r
ch
is
g
r
o
u
n
d
ed
in
co
n
tem
p
o
r
ar
y
co
m
p
eten
ce
-
b
ased
a
n
d
te
x
t
-
ce
n
tr
ic
p
a
r
ad
ig
m
s
wh
ich
co
n
ce
p
tu
alize
tex
t
n
o
t
m
er
ely
as
in
s
tr
u
ctio
n
al
m
ater
i
al
b
u
t
as
a
s
y
s
tem
-
f
o
r
m
in
g
el
em
en
t
o
f
d
id
ac
tics
.
T
h
e
b
asis
o
f
th
e
s
tu
d
y
is
a
s
tr
u
ctu
r
al
a
n
d
f
u
n
ctio
n
al
a
n
aly
s
is
o
f
th
e
tex
t
an
d
a
s
y
s
tem
atic
an
aly
s
is
o
f
th
e
co
m
p
o
n
en
ts
o
f
p
h
ilo
lo
g
ical
co
m
p
eten
ce
,
w
h
ich
s
u
p
p
o
r
ts
th
e
d
is
tin
ctio
n
o
f
lin
g
u
is
tic,
s
p
ee
ch
,
tex
tu
al
,
co
m
m
u
n
icativ
e,
cu
ltu
r
al,
a
n
d
r
ef
lectiv
e
co
m
p
o
n
en
ts
.
T
h
e
f
o
llo
win
g
r
esear
ch
m
eth
o
d
s
wer
e
u
s
ed
f
o
r
th
eo
r
etica
l
ju
s
tific
atio
n
:
i)
s
y
s
te
m
atic
a
n
aly
s
is
o
f
s
cien
tific
liter
atu
r
e
an
d
n
o
r
m
ativ
e
ed
u
ca
tio
n
al
d
o
cu
m
en
t
s
to
id
en
tify
m
o
d
er
n
ap
p
r
o
a
ch
es
to
tex
t
-
ce
n
tr
ic
d
id
ac
tics
;
ii)
th
eo
r
eti
ca
l
s
y
n
th
esis
an
d
co
m
p
ar
ativ
e
an
aly
s
is
to
f
ac
ilit
ate
th
e
i
n
teg
r
atio
n
o
f
d
if
f
e
r
en
t
s
cien
tific
co
n
ce
p
ts
an
d
id
en
tif
y
p
atter
n
s
b
etwe
en
tex
tu
al
p
r
ac
tices
a
n
d
co
m
p
ete
n
ce
f
o
r
m
atio
n
;
iii)
q
u
alitati
v
e
co
n
ten
t
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
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
2
8
5
2
-
2
8
6
0
2854
an
aly
s
is
o
f
ed
u
ca
tio
n
al
te
x
ts
to
id
en
tify
t
h
e
ed
u
ca
ti
o
n
al
f
u
n
c
tio
n
s
o
f
th
e
tex
t
i
n
lin
e
with
c
u
r
r
en
t
r
esear
c
h
;
an
d
iv
)
in
te
r
p
r
etativ
e
a
n
d
co
n
ce
p
t
u
al
an
aly
s
is
to
ass
i
s
t
in
ass
e
s
s
in
g
th
e
r
o
le
o
f
th
e
tex
t
in
t
h
e
d
ev
elo
p
m
en
t
o
f
co
g
n
itiv
e,
c
o
m
m
u
n
icativ
e,
an
d
cu
ltu
r
al
s
k
ills
.
T
o
en
h
an
ce
m
eth
o
d
o
lo
g
ical
clar
ity
,
th
e
s
tu
d
y
f
o
llo
we
d
a
s
eq
u
en
tial
an
aly
tical
p
r
o
ce
d
u
r
e:
i
)
id
en
tific
atio
n
o
f
co
r
e
co
m
p
o
n
en
ts
o
f
p
h
ilo
lo
g
ical
c
o
m
p
ete
n
ce
b
ased
o
n
th
eo
r
etica
l
m
o
d
e
ls
;
ii
)
class
if
icatio
n
o
f
ed
u
c
atio
n
al
tex
t
ty
p
es
r
elev
an
t
to
teac
h
er
ed
u
ca
tio
n
;
iii
)
m
ap
p
in
g
o
f
te
x
t
f
u
n
ctio
n
s
to
s
p
ec
if
ic
co
m
p
ete
n
ce
co
m
p
o
n
en
ts
;
an
d
iv
)
th
eo
r
e
tical
m
o
d
ellin
g
o
f
th
e
r
ela
tio
n
s
h
ip
b
etwe
en
tex
t
-
ce
n
ter
ed
p
r
ac
tices
an
d
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
.
T
h
is
s
tu
d
y
r
e
m
ain
s
s
tr
ictly
an
aly
tic
al
an
d
c
o
n
ce
p
t
u
al,
f
o
cu
s
in
g
o
n
th
e
e
v
alu
atio
n
o
f
d
id
ac
tic
m
o
d
els
r
ath
e
r
th
an
e
m
p
ir
ical
d
ata
co
llectio
n
f
r
o
m
p
ar
ticip
an
ts
.
T
h
e
v
alid
ity
o
f
th
e
s
tu
d
y
is
f
ac
ilit
ated
th
r
o
u
g
h
th
eo
r
etica
l
tr
ian
g
u
latio
n
,
ac
h
iev
e
d
b
y
co
m
p
ar
in
g
f
i
n
d
in
g
s
f
r
o
m
m
u
ltip
le
au
th
o
r
itativ
e
s
o
u
r
ce
s
an
d
ed
u
ca
tio
n
al
p
ar
ad
i
g
m
s
.
T
h
e
co
n
clu
s
io
n
s
ar
e
g
r
o
u
n
d
ed
in
co
n
c
ep
tu
al
co
n
s
is
ten
cy
a
n
d
alig
n
m
en
t
with
estab
lis
h
ed
co
m
p
eten
ce
-
b
ased
m
o
d
els.
R
eliab
ilit
y
is
s
u
p
p
o
r
t
ed
b
y
th
e
s
y
s
tem
atic
an
d
r
ep
li
ca
b
le
n
atu
r
e
o
f
th
e
an
aly
tical
p
r
o
ce
d
u
r
es,
in
clu
d
i
n
g
clea
r
ly
d
ef
in
ed
cr
iter
ia
f
o
r
t
ex
t c
lass
if
icatio
n
an
d
f
u
n
ctio
n
al
m
ap
p
in
g
.
I
n
co
n
tr
ast
to
s
tu
d
ies
f
o
cu
s
in
g
p
r
im
ar
ily
o
n
is
o
lated
s
k
ills
,
th
e
p
r
o
p
o
s
ed
ap
p
r
o
ac
h
m
a
y
co
n
tr
ib
u
te
to
an
ex
am
in
atio
n
o
f
tex
t
as
an
in
teg
r
ativ
e
d
id
ac
tic
m
ec
h
an
i
s
m
.
T
h
e
s
tu
d
y
ex
am
in
ed
d
if
f
er
en
t
ty
p
es
o
f
tex
ts
(
p
o
p
u
lar
s
cien
ce
,
p
r
o
f
ess
io
n
al,
alg
o
r
ith
m
ic,
ca
s
e,
an
d
d
is
cu
s
s
io
n
)
as
m
ea
n
s
o
f
f
ac
ilit
atin
g
ed
u
ca
tio
n
al
task
s
.
T
h
is
ty
p
o
lo
g
ical
d
iv
e
r
s
ity
p
r
o
v
id
es
c
o
n
d
itio
n
s
f
o
r
m
o
d
ellin
g
th
e
m
u
ltifu
n
ctio
n
al
r
o
le
o
f
tex
t
ac
r
o
s
s
in
s
tr
u
ctio
n
al,
co
g
n
itiv
e,
co
m
m
u
n
icativ
e,
an
d
v
al
u
e
-
o
r
ie
n
ted
d
im
en
s
io
n
s
.
T
h
e
n
o
v
elty
o
f
th
e
m
eth
o
d
o
lo
g
ical
ap
p
r
o
ac
h
lies
in
th
e
s
y
s
tem
atic
in
teg
r
atio
n
o
f
s
tr
u
ctu
r
al
-
f
u
n
ctio
n
al
tex
t
an
al
y
s
is
with
a
co
m
p
eten
ce
-
b
ased
m
o
d
el.
Un
lik
e
p
r
io
r
r
esear
c
h
th
at
tr
ea
ts
tex
t
as
a
s
u
p
p
lem
en
tar
y
in
s
tr
u
ctio
n
al
r
eso
u
r
c
e,
th
is
m
eth
o
d
o
lo
g
y
f
ac
ilit
ates
th
e
estab
lis
h
m
en
t
o
f
a
s
y
s
tem
ic
co
n
n
ec
tio
n
b
etw
ee
n
wo
r
k
in
g
with
tex
ts
an
d
th
e
f
o
r
m
atio
n
o
f
k
ey
co
m
p
o
n
en
ts
o
f
p
h
ilo
lo
g
ical
c
o
m
p
eten
ce
.
T
h
e
s
ig
n
if
ican
ce
o
f
th
e
s
tu
d
y
is
two
f
o
ld
.
Fro
m
a
th
e
o
r
et
ical
p
er
s
p
ec
tiv
e,
th
e
p
r
o
p
o
s
e
d
ap
p
r
o
ac
h
co
n
tr
ib
u
tes
to
th
e
d
ev
elo
p
m
en
t
o
f
tex
t
-
ce
n
tr
ic
d
id
ac
tics
b
y
o
f
f
er
in
g
an
in
te
g
r
ativ
e
an
d
co
n
ce
p
tu
ally
g
r
o
u
n
d
e
d
m
o
d
el
th
at
b
r
i
d
g
es
lin
g
u
is
tic,
p
ed
ag
o
g
ical,
an
d
c
u
ltu
r
al
d
i
m
en
s
io
n
s
o
f
teac
h
er
e
d
u
ca
tio
n
.
Fro
m
a
p
r
ac
tical
p
er
s
p
ec
tiv
e,
th
e
f
in
d
in
g
s
m
ay
in
f
o
r
m
th
e
d
esig
n
o
f
teac
h
er
ed
u
ca
tio
n
cu
r
r
icu
la,
th
e
s
elec
tio
n
o
f
ed
u
ca
tio
n
al
tex
ts
,
an
d
th
e
d
e
v
elo
p
m
e
n
t
o
f
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
aim
ed
at
cu
ltiv
atin
g
p
h
ilo
l
o
g
ical
co
m
p
eten
ce
in
h
i
g
h
e
r
ed
u
ca
tio
n
.
T
h
e
r
esu
lts
m
ay
also
b
e
v
alu
a
b
le
f
o
r
ed
u
ca
to
r
s
,
cu
r
r
icu
lu
m
d
e
v
elo
p
e
r
s
,
an
d
e
d
u
c
atio
n
al
in
s
titu
tio
n
s
s
ee
k
in
g
to
en
h
a
n
ce
co
m
p
e
ten
ce
-
b
ased
teac
h
er
tr
ain
i
n
g
th
r
o
u
g
h
m
eth
o
d
o
l
o
g
ically
tr
an
s
p
ar
en
t
an
d
p
ed
ag
o
g
ically
g
r
o
u
n
d
ed
u
s
e
o
f
tex
t.
2
.
1
.
T
heo
re
t
ica
l ba
c
k
g
ro
un
d
T
o
f
ac
ilit
ate
th
e
r
esear
ch
o
f
an
y
p
r
o
b
lem
,
it
is
v
ital
to
r
ev
ea
l
its
co
r
e
co
n
ce
p
ts
:
“tex
tu
al
d
im
en
s
io
n
o
f
d
id
ac
tics
”
an
d
“
p
h
ilo
lo
g
ical
co
m
p
ete
n
ce
o
f
a
teac
h
er
”.
T
h
e
“te
x
tu
al
d
im
e
n
s
io
n
o
f
d
id
ac
tics
”
r
ef
lects
a
m
o
d
er
n
ap
p
r
o
ac
h
t
o
h
u
m
an
i
ties
ed
u
ca
tio
n
f
o
c
u
s
ed
o
n
a
n
ed
u
ca
tio
n
al
p
r
o
ce
s
s
o
r
g
a
n
ized
th
r
o
u
g
h
th
e
p
r
is
m
o
f
th
e
tex
t
[
1
2
]
,
[
1
3
]
.
I
n
t
h
is
co
n
tex
t,
d
i
d
ac
tics
f
ac
ilit
ates
a
d
y
n
am
ic
tex
tu
al
s
p
ac
e
f
o
r
f
o
r
m
in
g
an
d
ass
im
ilatin
g
ed
u
ca
tio
n
al
co
n
te
n
t,
p
r
o
v
id
in
g
c
o
n
d
itio
n
s
f
o
r
ed
u
ca
tio
n
al
in
ter
ac
tio
n
th
at
m
ay
d
ev
elo
p
co
g
n
itiv
e,
co
m
m
u
n
icativ
e
a
n
d
s
o
f
t
s
k
ills
o
f
s
tu
d
en
ts
an
d
cu
ltiv
ate
lan
g
u
ag
e
cu
ltu
r
e
[
1
4
]
.
T
ex
t
its
elf
p
lay
s
a
m
u
ltifu
n
ctio
n
al
r
o
le
in
p
ed
a
g
o
g
y
,
as p
r
esen
ted
in
T
ab
le
1
.
T
h
u
s
,
th
e
tex
t
-
ce
n
tr
ic
ap
p
r
o
a
ch
s
u
p
p
o
r
ts
th
e
c
o
n
s
id
er
atio
n
o
f
te
x
t
as
a
s
y
s
tem
-
f
o
r
m
in
g
f
ac
to
r
o
f
ed
u
ca
tio
n
al
ac
tiv
ity
in
s
tead
o
f
a
s
ep
ar
ate
m
et
h
o
d
o
lo
g
ical
to
o
l
[
1
5
]
.
W
e
s
u
g
g
est
th
at
th
e
tex
tu
al
d
im
en
s
io
n
o
f
d
id
ac
tics
m
ay
co
n
tr
ib
u
te
to
a
n
ew
p
ed
a
g
o
g
ical
p
ar
a
d
ig
m
f
o
cu
s
ed
o
n
e
d
u
ca
tio
n
th
r
o
u
g
h
te
x
ts
,
as
th
ey
ar
e
th
e
f
o
u
n
d
atio
n
f
o
r
co
g
n
itio
n
,
th
i
n
k
in
g
,
cu
ltu
r
al
s
elf
-
r
ea
lizatio
n
an
d
o
th
e
r
s
.
An
ed
u
ca
tio
n
a
l
p
r
o
ce
s
s
b
u
ilt
o
n
a
tex
t
-
ce
n
tr
ic
b
asis
f
ac
ilit
ates
th
e
d
ev
el
o
p
m
en
t
o
f
th
e
p
h
ilo
lo
g
ical
co
m
p
eten
ce
o
f
f
u
t
u
r
e
t
ea
ch
er
s
,
p
r
o
v
id
i
n
g
co
n
d
itio
n
s
f
o
r
th
e
f
o
r
m
atio
n
o
f
an
aly
tical
an
d
i
n
ter
p
r
etiv
e
th
in
k
in
g
.
T
ab
le
1
.
Mu
ltifu
n
ctio
n
al
r
o
le
o
f
tex
t in
p
ed
ag
o
g
ical
s
cien
ce
F
u
n
c
t
i
o
n
o
f
t
e
x
t
R
o
l
e
o
f
t
e
x
t
O
b
j
e
c
t
o
f
k
n
o
w
l
e
d
g
e
F
a
c
i
l
i
t
a
t
e
s
t
h
e
a
n
a
l
y
si
s
o
f
l
i
n
g
u
i
st
i
c
,
s
t
y
l
i
st
i
c
a
n
d
c
u
l
t
u
r
a
l
p
h
e
n
o
m
e
n
a
M
e
a
n
s
o
f
t
h
i
n
k
i
n
g
S
u
p
p
o
r
t
s
i
n
t
e
l
l
e
c
t
u
a
l
a
c
t
i
v
i
t
y
,
h
e
l
p
s
t
o
st
r
u
c
t
u
r
e
k
n
o
w
l
e
d
g
e
,
a
r
g
u
e
p
o
s
i
t
i
o
n
s,
c
r
e
a
t
e
me
a
n
i
n
g
s
C
o
mm
u
n
i
c
a
t
i
o
n
t
o
o
l
F
a
c
i
l
i
t
a
t
e
s
a
d
i
a
l
o
g
u
e
b
e
t
w
e
e
n
t
h
e
t
e
a
c
h
e
r
a
n
d
t
h
e
st
u
d
e
n
t
,
b
e
t
w
e
e
n
c
u
l
t
u
r
e
s
a
n
d
g
e
n
e
r
a
t
i
o
n
s
S
o
u
r
c
e
o
f
c
u
l
t
u
r
a
l
v
a
l
u
e
s
A
c
t
s
a
s
a
me
d
i
a
t
o
r
i
n
f
a
c
i
l
i
t
a
t
i
n
g
t
h
e
f
o
r
ma
t
i
o
n
o
f
w
o
r
l
d
v
i
e
w
g
u
i
d
e
l
i
n
e
s
a
n
d
s
p
i
r
i
t
u
a
l
e
x
p
e
r
i
e
n
c
e
o
f
t
h
e
i
n
d
i
v
i
d
u
a
l
Ph
ilo
lo
g
ical
co
m
p
eten
c
e
is
an
in
teg
r
al
c
h
ar
ac
ter
is
tic
o
f
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
,
f
ac
i
litatin
g
th
e
co
m
b
in
atio
n
o
f
lin
g
u
is
tic
k
n
o
wled
g
e,
s
p
ee
ch
s
k
ills
,
cu
ltu
r
al
o
r
ien
tatio
n
s
,
an
d
th
e
ab
ili
ty
to
r
ef
lect
in
th
e
p
r
o
ce
s
s
o
f
c
o
m
m
u
n
icatio
n
[
1
6
]
–
[
1
8
]
.
I
t
p
r
o
v
id
es
n
o
t
o
n
ly
m
aster
y
o
f
th
e
lan
g
u
ag
e
as
a
s
y
s
tem
,
b
u
t
also
th
e
ab
ilit
y
to
u
s
e
it
as
a
to
o
l
f
o
r
t
h
in
k
in
g
,
s
elf
-
ex
p
r
ess
io
n
an
d
f
o
r
m
atio
n
o
f
v
alu
es.
C
o
n
s
id
er
i
n
g
th
e
p
h
ilo
lo
g
ical
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
Th
e
textu
a
l d
imen
s
io
n
o
f
d
id
a
ctics:
fo
r
ma
tio
n
o
f fu
tu
r
e
tea
c
h
ers
’
p
h
ilo
lo
g
ica
l
…
(
Mo
ld
ir
E
.
To
ig
a
n
b
ek
o
va
)
2855
co
m
p
eten
ce
o
f
a
f
u
tu
r
e
teac
h
er
,
we
d
is
tin
g
u
is
h
lin
g
u
is
tic,
s
p
ee
ch
,
tex
tu
al,
co
m
m
u
n
ic
ativ
e,
cu
ltu
r
al,
a
n
d
r
ef
lectiv
e
co
m
p
o
n
en
ts
[
1
9
]
,
[
2
0
]
.
I
t
is
s
u
g
g
ested
th
at
t
h
e
f
o
r
m
atio
n
o
f
th
ese
co
m
p
o
n
e
n
ts
is
s
u
p
p
o
r
ted
b
y
im
m
er
s
io
n
in
d
if
f
er
en
t te
x
ts
.
I
n
o
r
d
e
r
to
ef
f
ec
tiv
ely
cu
ltiv
at
e
th
e
p
h
ilo
lo
g
ical
co
m
p
eten
ce
o
f
a
f
u
tu
r
e
teac
h
e
r
it
is
also
s
ig
n
if
ican
t
to
u
n
d
er
s
tan
d
th
e
ess
en
ce
o
f
ea
ch
co
m
p
o
n
en
t
o
f
th
e
p
h
ilo
l
o
g
ical
co
m
p
eten
ce
o
f
a
teac
h
er
-
to
-
b
e
an
d
th
e
r
o
le
o
f
tex
t
in
t
h
e
d
e
v
elo
p
m
en
t
o
f
th
ese
c
o
m
p
o
n
en
ts
.
T
h
e
li
n
g
u
is
tic
co
m
p
o
n
en
t
en
c
o
m
p
a
s
s
es
k
n
o
wled
g
e
o
f
lex
ical,
g
r
am
m
atica
l
an
d
p
h
o
n
etic
n
o
r
m
s
o
f
th
e
lan
g
u
ag
e
,
wh
ich
f
o
r
m
th
e
b
asis
f
o
r
an
y
s
p
ee
ch
ac
tiv
ity
.
W
o
r
k
in
g
with
tex
t
co
n
tr
ib
u
te
s
to
it
s
d
ev
elo
p
m
en
t
th
r
o
u
g
h
th
e
an
aly
s
is
o
f
lin
g
u
is
tic
p
h
en
o
m
en
a
in
co
n
te
x
t,
u
n
d
er
s
tan
d
i
n
g
th
e
v
ar
iab
ilit
y
o
f
lin
g
u
is
tic
m
ea
n
s
,
an
d
co
m
p
ar
in
g
au
th
o
r
ial
s
ty
les.
T
h
e
tex
t
ac
ts
a
s
a
s
o
u
r
ce
o
f
n
atu
r
al
lin
g
u
is
tic
m
ater
ial
th
at
s
tim
u
lates th
e
f
u
tu
r
e
teac
h
er
’
s
lin
g
u
is
tic
o
b
s
er
v
atio
n
a
n
d
lin
g
u
is
tic
awa
r
en
ess
.
T
h
e
s
p
ee
ch
co
m
p
o
n
en
t
im
p
li
es
th
e
ab
ilit
y
to
co
n
s
tr
u
ct
l
o
g
ical,
co
h
er
en
t
a
n
d
s
ty
lis
tically
ad
eq
u
ate
s
tatem
en
ts
.
I
n
th
e
p
r
o
ce
s
s
o
f
wo
r
k
in
g
with
th
e
tex
t,
teac
h
e
r
s
-
to
-
b
e
m
ay
d
ev
elo
p
th
e
a
b
ilit
y
to
an
aly
ze
th
e
s
tr
u
ctu
r
e
o
f
th
e
s
tatem
en
t,
a
r
g
u
e
th
o
u
g
h
ts
,
cr
ea
te
o
r
al
an
d
wr
itten
tex
ts
o
f
v
ar
io
u
s
ty
p
e
s
an
d
g
en
r
es.
T
h
u
s
,
th
e
tex
t
m
a
y
s
er
v
e
as
a
m
o
d
el
o
f
e
f
f
ec
tiv
e
s
p
ee
c
h
b
e
h
av
io
r
.
T
h
e
tex
tu
al
co
m
p
o
n
en
t
is
r
ela
ted
to
th
e
ab
ilit
y
t
o
p
er
ce
iv
e,
in
te
r
p
r
et,
a
n
d
p
r
o
d
u
ce
tex
ts
,
tak
in
g
in
to
ac
c
o
u
n
t
th
eir
co
m
p
o
s
itio
n
,
s
em
an
tic
o
r
g
a
n
izatio
n
,
a
n
d
p
r
ag
m
atic
c
h
ar
ac
ter
is
tics
.
W
o
r
k
in
g
with
au
th
e
n
tic
tex
ts
f
ac
ilit
ates
th
e
s
k
ills
o
f
s
em
an
tic
r
ea
d
in
g
,
s
em
an
ti
c
an
aly
s
is
,
an
d
th
e
d
etec
tio
n
o
f
s
u
b
tex
t
an
d
a
u
th
o
r
ial
in
ten
t,
wh
ich
ar
e
k
e
y
elem
en
ts
f
o
r
a
f
u
tu
r
e
p
r
o
f
ess
io
n
al
p
h
ilo
lo
g
is
t.
T
h
e
co
m
m
u
n
icativ
e
co
m
p
o
n
e
n
t
is
s
u
p
p
o
r
ted
th
r
o
u
g
h
t
h
e
ab
ilit
y
to
in
ter
ac
t
ef
f
ec
tiv
ely
in
v
er
b
al
an
d
non
-
v
er
b
al
co
m
m
u
n
icatio
n
.
T
h
e
tex
t
in
th
is
p
r
o
ce
s
s
ac
t
s
as
a
m
ea
n
s
o
f
m
o
d
ellin
g
r
ea
l
co
m
m
u
n
icativ
e
s
itu
atio
n
s
,
wh
ich
h
elp
s
th
e
f
u
tu
r
e
teac
h
er
t
o
m
aster
th
e
s
k
i
lls
o
f
d
ialo
g
u
e,
p
er
s
u
asio
n
,
a
r
g
u
m
en
tatio
n
,
an
d
p
ed
ag
o
g
ical
r
h
eto
r
ic.
T
h
e
cu
ltu
r
al
co
m
p
o
n
en
t
p
r
o
v
id
es
c
o
n
d
itio
n
s
f
o
r
u
n
d
er
s
tan
d
i
n
g
t
ex
t
as
a
ca
r
r
ier
o
f
cu
ltu
r
al
m
ea
n
in
g
s
a
n
d
tr
ad
itio
n
s
.
W
o
r
k
in
g
with
p
iece
s
o
f
n
a
tio
n
al
an
d
wo
r
ld
liter
atu
r
e,
j
o
u
r
n
alis
m
,
a
n
d
m
ass
m
ed
ia
tex
ts
co
n
tr
ib
u
tes
to
th
e
f
o
r
m
atio
n
o
f
in
ter
cu
ltu
r
al
s
en
s
itiv
ity
,
to
ler
an
ce
,
a
n
d
th
e
ab
ilit
y
to
cu
ltu
r
al
m
ed
iatio
n
in
p
ed
ag
o
g
ical
co
m
m
u
n
icatio
n
o
f
f
u
tu
r
e
teac
h
e
r
s
.
T
h
e
r
ef
lectiv
e
co
m
p
o
n
e
n
t
lies
in
th
e
ab
ilit
y
o
f
a
f
u
t
u
r
e
teac
h
er
to
an
aly
ze
h
is
o
wn
s
p
ee
ch
ac
tiv
ity
,
to
ass
ess
its
co
m
p
lian
ce
with
co
m
m
u
n
icativ
e
an
d
eth
i
ca
l
n
o
r
m
s
.
W
o
r
k
in
g
with
t
ex
t,
in
p
ar
ticu
lar
in
ter
p
r
etativ
e
ac
tiv
ity
an
d
c
o
m
p
ar
ativ
e
an
aly
s
is
,
m
ay
co
n
tr
ib
u
te
to
th
e
d
ev
el
o
p
m
en
t
o
f
cr
itical
th
in
k
in
g
,
in
tr
o
s
p
ec
tio
n
an
d
awa
r
e
n
ess
o
f
h
is
o
wn
p
ed
ag
o
g
ical
p
o
s
itio
n
.
T
h
u
s
,
wo
r
k
in
g
with
tex
t
is
a
m
ajo
r
f
ac
to
r
th
at
f
ac
ilit
ates
th
e
d
ev
elo
p
m
e
n
t
o
f
all
co
m
p
o
n
e
n
ts
o
f
a
f
u
tu
r
e
teac
h
er
’
s
p
h
ilo
lo
g
ical
c
o
m
p
eten
ce
.
I
t
p
r
o
v
i
d
es
co
n
d
itio
n
s
f
o
r
th
e
in
teg
r
atio
n
o
f
k
n
o
wled
g
e,
lan
g
u
ag
e
p
r
a
ctice
,
an
d
cu
ltu
r
al
ex
p
er
ien
ce
,
tr
an
s
f
o
r
m
in
g
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
in
to
a
s
p
a
ce
f
o
r
u
n
d
er
s
tan
d
in
g
lan
g
u
ag
e
as a
s
p
ir
itu
al
an
d
co
m
m
u
n
icat
iv
e
p
h
en
o
m
en
o
n
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Ana
ly
t
ica
l f
ind
ing
s
a
nd
did
a
ct
ic
im
pli
ca
t
io
ns
T
h
e
r
esu
lts
p
r
esen
ted
in
t
h
is
s
ec
tio
n
r
ep
r
esen
t
a
n
aly
tica
l
f
in
d
in
g
s
d
er
iv
e
d
f
r
o
m
a
s
y
s
tem
atic
th
eo
r
etica
l
ev
alu
atio
n
o
f
tex
t
-
ce
n
ter
ed
d
id
ac
tic
p
r
ac
tices
r
ep
o
r
ted
in
p
r
i
o
r
r
esear
ch
.
C
o
n
s
id
er
in
g
tex
t
as
a
d
id
ac
tic
to
o
l,
th
e
th
e
o
r
etica
l
an
d
an
aly
tical
e
x
am
in
atio
n
d
e
m
o
n
s
tr
ates
th
at
tex
t
p
er
f
o
r
m
s
s
ev
er
al
in
ter
r
elate
d
p
ed
ag
o
g
ical
f
u
n
ctio
n
s
th
at
co
n
ce
p
tu
ally
s
u
p
p
o
r
t
th
e
f
o
r
m
at
io
n
o
f
p
h
ilo
lo
g
ical
co
m
p
eten
c
e.
T
h
ese
f
u
n
ctio
n
s
ar
e
r
ea
lized
th
r
o
u
g
h
th
e
s
y
s
te
m
atic
u
s
e
o
f
d
iv
e
r
s
e
tex
t
ty
p
e
s
,
wh
ich
f
ac
ilit
ate
b
o
th
th
e
ac
q
u
is
itio
n
o
f
s
u
b
ject
k
n
o
wled
g
e
an
d
t
h
e
d
ev
el
o
p
m
e
n
t o
f
co
m
m
u
n
icativ
e
an
d
r
ef
le
ctiv
e
s
k
ills
.
T
h
e
f
ir
s
t
k
e
y
f
i
n
d
in
g
co
n
c
er
n
s
th
e
f
u
n
ctio
n
o
f
tex
t
as
a
m
e
an
s
o
f
lear
n
in
g
.
T
h
e
ev
alu
atio
n
s
u
g
g
ests
co
n
s
tr
u
ctin
g
tex
ts
as
ed
u
ca
tio
n
al
m
ater
ial,
f
ir
s
tly
,
p
o
p
u
la
r
s
cien
ce
(
th
at
ar
e
ad
ap
ted
a
r
ticles,
ex
p
lan
ato
r
y
r
ev
iews)
o
r
,
s
ec
o
n
d
ly
,
s
p
ec
i
alize
d
tex
ts
(
s
u
ch
as
p
r
o
f
ess
io
n
al
ar
ticles,
tech
n
ical
tex
ts
,
ex
ce
r
p
ts
f
r
o
m
m
o
n
o
g
r
ap
h
s
,
an
d
p
r
o
f
ess
io
n
al
d
is
co
u
r
s
e)
[
2
1
]
; a
s
a
tex
t
-
task
,
n
am
ely
in
s
tr
u
ctio
n
s
(
alg
o
r
ith
m
ic
tex
ts
)
,
p
r
o
b
lem
s
itu
atio
n
s
(
tex
ts
th
at
p
o
s
e
a
p
r
o
b
lem
an
d
en
co
u
r
ag
e
an
aly
s
is
)
,
ca
s
es
(
s
itu
atio
n
al
te
x
ts
with
p
r
ac
tical
co
n
d
itio
n
s
)
[
2
2
]
;
as
a
tex
t
-
d
is
co
u
r
s
e
(
p
u
b
lic
d
eb
ates,
p
o
liti
ca
l
o
r
s
cien
tific
d
is
cu
s
s
io
n
s
)
[
2
3
]
.
T
h
ey
p
r
o
v
id
e
co
n
d
itio
n
s
f
o
r
th
e
o
r
g
an
izatio
n
o
f
s
eq
u
en
tial
e
d
u
ca
tio
n
al
s
ce
n
ar
io
s
.
T
h
ese
s
ce
n
ar
io
s
m
ay
s
u
p
p
o
r
t
t
h
e
p
r
o
g
r
ess
io
n
f
r
o
m
c
o
n
ce
p
t
u
al
f
am
iliar
izatio
n
to
ar
g
u
m
en
tativ
e
r
h
eto
r
ic
a
n
d
r
e
f
lectiv
e
in
ter
p
r
etatio
n
.
T
h
e
s
ec
o
n
d
m
ajo
r
f
in
d
i
n
g
r
el
ates
to
tex
t
as
a
s
u
b
ject
o
f
m
u
lti
-
lev
el
an
aly
s
is
.
An
aly
tic
al
f
in
d
in
g
s
in
d
icate
th
at
tex
t
all
o
ws
f
o
r
th
e
p
r
o
ce
s
s
in
g
o
f
lin
g
u
is
tic
(
v
o
ca
b
u
lar
y
,
g
r
a
m
m
ar
)
,
s
em
an
tic
(
s
em
an
tic
co
n
n
ec
tio
n
s
,
th
e
m
atic
n
etwo
r
k
s
)
,
co
m
m
u
n
icativ
e
(
ac
tiv
ity
f
u
n
ctio
n
s
o
f
la
n
g
u
a
g
e)
,
an
d
c
u
ltu
r
al
(
n
ar
r
ativ
es,
id
eo
lo
g
ical
m
ar
k
er
s
)
lev
els
[
2
4
]
.
T
h
e
o
r
etica
l
an
aly
s
is
s
u
g
g
e
s
ts
th
at
s
u
ch
m
u
lti
-
lay
er
ed
a
n
a
ly
s
is
s
y
s
tem
atica
lly
f
ac
ilit
ates
th
e
d
ev
elo
p
m
e
n
t
o
f
cr
itical
th
in
k
in
g
,
as
s
tu
d
e
n
ts
lear
n
to
i
d
en
tify
au
th
o
r
ial
p
o
s
itio
n
s
,
id
eo
lo
g
ical
m
ar
k
er
s
,
m
an
ip
u
lativ
e
s
tr
ateg
ies,
an
d
in
ter
tex
tu
al
r
elatio
n
s
[
2
5
]
.
T
h
r
o
u
g
h
s
u
ch
p
r
ac
tices,
th
e
tex
t
m
ay
s
er
v
e
as
th
e
b
asis
f
o
r
th
e
f
o
r
m
atio
n
o
f
p
h
ilo
lo
g
ical
co
m
p
eten
ce
,
as
it
p
r
o
v
id
es
a
f
r
am
ewo
r
k
f
o
r
u
n
d
er
s
tan
d
i
n
g
th
e
lan
g
u
ag
e
s
y
s
tem
,
m
ec
h
an
is
m
s
f
o
r
co
n
s
tr
u
ctin
g
m
ea
n
i
n
g
an
d
p
atter
n
s
o
f
s
p
ee
ch
f
u
n
c
tio
n
in
g
in
v
ar
io
u
s
s
o
cio
-
cu
ltu
r
al
co
n
d
itio
n
s
.
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
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
2
8
5
2
-
2
8
6
0
2856
T
h
e
th
ir
d
s
ig
n
if
ican
t
r
esu
lt
h
ig
h
lig
h
ts
tex
t
as
a
m
o
d
el
f
o
r
cr
ea
tin
g
s
tu
d
en
ts
’
o
wn
tex
ts
.
T
h
e
an
aly
s
is
p
r
o
v
id
es
s
tr
u
ctu
r
al,
s
ty
lis
tic
an
d
g
e
n
r
e
g
u
id
elin
es
ac
co
r
d
i
n
g
to
wh
ich
s
tu
d
en
ts
ca
n
r
ec
o
n
s
tr
u
ct,
tr
an
s
f
o
r
m
o
r
p
r
o
d
u
ce
n
ew
tex
ts
[
1
1
]
.
Pr
ev
io
u
s
r
esear
ch
an
d
th
e
o
r
eti
ca
l
m
o
d
els
in
d
icate
th
at
r
e
ad
in
g
-
to
-
wr
ite
an
d
g
en
r
e
-
o
r
ien
ted
p
r
ac
tices
p
la
y
a
s
ig
n
if
ican
t
r
o
le
i
n
f
ac
ilit
atin
g
p
r
o
d
u
cti
v
e
wr
itin
g
s
k
ills
,
g
e
n
r
e
f
le
x
ib
ilit
y
,
a
n
d
co
m
m
u
n
icativ
e
p
r
a
g
m
atics
[
9
]
.
T
h
r
o
u
g
h
m
o
d
ellin
g
,
s
tu
d
en
ts
m
ay
d
ev
el
o
p
k
ey
c
o
m
p
o
n
e
n
ts
o
f
p
h
ilo
lo
g
ical
co
m
p
eten
ce
:
lin
g
u
is
tic,
tex
tu
al,
cu
ltu
r
al,
r
ef
lectiv
e
an
d
c
o
m
m
u
n
icativ
e
-
p
r
ag
m
atic,
wh
ich
s
u
p
p
o
r
ts
th
ei
r
ab
ilit
y
to
ad
eq
u
ately
u
n
d
er
s
tan
d
,
an
al
y
ze
,
an
d
cr
ea
te
tex
ts
o
f
d
if
f
er
e
n
t ty
p
es.
T
ak
en
to
g
eth
er
,
t
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
tex
t
f
u
n
ctio
n
s
n
o
t
m
er
ely
as
in
s
tr
u
ctio
n
al
m
ater
ial
b
u
t
as
a
s
y
s
tem
-
f
o
r
m
in
g
elem
en
t
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
f
ac
ilit
atin
g
p
r
o
f
ess
io
n
al
p
h
ilo
lo
g
ical
th
in
k
in
g
,
in
ter
cu
ltu
r
al
awa
r
en
ess
,
an
d
l
an
g
u
ag
e
s
en
s
itiv
ity
.
Me
th
o
d
o
l
o
g
ical
an
aly
s
is
s
u
p
p
o
r
ts
th
e
id
en
tific
atio
n
o
f
tex
t
an
aly
s
is
,
in
ter
p
r
etatio
n
,
r
ec
o
n
s
tr
u
ctio
n
,
tr
an
s
f
o
r
m
atio
n
,
a
n
d
cr
ea
tio
n
o
f
d
id
ac
tic
tex
t
s
as
th
eo
r
etica
lly
g
r
o
u
n
d
ed
m
eth
o
d
s
f
o
r
cu
ltiv
at
in
g
p
h
ilo
lo
g
ical
co
m
p
eten
ce
.
I
n
th
is
m
o
d
el,
tex
t
an
aly
s
is
ac
ts
as
a
m
ec
h
an
is
m
th
at
m
ay
s
u
p
p
o
r
t
th
e
f
o
r
m
atio
n
o
f
lin
g
u
is
tic
an
d
tex
tu
al
co
m
p
o
n
en
ts
[
2
6
]
.
T
h
e
tech
n
iq
u
es
t
h
at
m
ay
b
e
a
p
p
lied
ar
e
m
ar
k
in
g
k
ey
id
ea
s
,
cr
ea
tin
g
th
em
atic
m
ap
s
an
d
clu
s
ter
s
,
an
d
q
u
esti
o
n
-
ca
r
d
s
f
o
r
d
is
cu
s
s
io
n
.
T
h
ey
f
ac
ilit
ate
s
tu
d
en
ts
’
ab
ilit
y
to
o
r
g
an
ize
m
ea
n
in
g
s
,
r
ec
o
g
n
ize
g
e
n
r
e
f
e
atu
r
es
an
d
in
ter
p
r
et
th
e
s
tr
u
c
tu
r
al
an
d
s
em
an
tic
o
r
g
an
izatio
n
o
f
t
h
e
s
tatem
en
t.
An
o
th
er
m
eth
o
d
is
in
ter
p
r
etatio
n
,
wh
ich
co
n
tr
ib
u
tes
to
th
e
f
o
r
m
atio
n
o
f
a
cr
itical
r
ea
d
er
b
y
p
r
o
v
id
i
n
g
co
n
d
itio
n
s
f
o
r
id
e
n
tify
in
g
id
e
o
lo
g
ical
m
a
r
k
er
s
an
d
in
ter
tex
t
u
al
co
n
n
ec
tio
n
s
[
2
7
]
.
I
n
ter
p
r
etatio
n
m
eth
o
d
s
in
clu
d
e
wo
r
k
in
g
wit
h
o
p
p
o
s
in
g
p
o
in
ts
o
f
v
iew,
c
o
m
p
ar
in
g
s
o
u
r
ce
s
an
d
r
etr
o
s
p
ec
tiv
ely
co
m
p
ilin
g
an
ar
g
u
m
en
tativ
e
lin
e
.
T
h
ey
m
a
y
s
u
p
p
o
r
t
th
e
f
o
r
m
atio
n
o
f
r
e
f
lectiv
e
an
d
cu
ltu
r
al
co
m
p
o
n
en
ts
o
f
p
h
ilo
lo
g
ical
co
m
p
eten
ce
.
R
ec
o
n
s
tr
u
ctio
n
an
d
tr
a
n
s
f
o
r
m
atio
n
tech
n
iq
u
es
e
m
er
g
e
a
s
p
ar
ticu
lar
ly
p
r
o
d
u
ctiv
e
to
o
ls
f
o
r
t
h
e
cu
ltiv
atio
n
o
f
p
h
ilo
lo
g
ical
co
m
p
eten
ce
.
R
ec
o
n
s
tr
u
ctio
n
s
u
g
g
ests
r
ewr
itin
g
th
e
tex
t
in
th
e
f
o
r
m
o
f
a
s
u
m
m
a
r
y
,
in
f
o
g
r
a
p
h
ic,
p
r
ess
r
elea
s
e,
an
d
o
th
e
r
s
m
ay
c
o
n
tr
ib
u
te
to
th
e
f
o
r
m
atio
n
o
f
s
tu
d
e
n
ts
’
ab
ilit
y
to
co
n
cisely
r
ep
r
o
d
u
ce
in
f
o
r
m
atio
n
.
T
r
an
s
f
o
r
m
atio
n
(
i
n
v
o
lv
es
c
h
an
g
in
g
th
e
g
en
r
e,
m
o
v
i
n
g
f
r
o
m
n
a
r
r
a
tiv
e
to
in
s
tr
u
ctio
n
,
ad
ap
tin
g
f
o
r
a
d
if
f
er
e
n
t
au
d
i
en
ce
)
f
ac
ilit
ates
f
lex
ib
ilit
y
in
s
p
ee
ch
an
d
g
en
r
e
u
s
e.
E
x
er
cises
,
wh
ich
o
f
ten
co
m
b
in
e
r
e
q
u
ests
f
o
r
lan
g
u
ag
e
ad
ap
tatio
n
,
f
o
r
m
u
latio
n
o
f
c
o
m
m
u
n
icatio
n
g
o
als
an
d
ass
ess
m
en
t
o
f
m
ess
ag
e
ef
f
ec
tiv
en
ess
,
d
em
o
n
s
tr
ate
th
a
t
th
r
o
u
g
h
r
ea
d
in
g
as
a
b
asis
a
n
d
m
o
d
el
(
r
ea
d
in
g
-
to
-
wr
ite)
,
s
tu
d
en
ts
m
ay
m
o
r
e
ef
f
ec
tiv
ely
m
aster
wr
itten
co
m
p
eten
ce
a
n
d
g
en
r
e
f
lex
ib
ilit
y
[
2
8
]
.
Fro
m
a
th
e
o
r
etica
l
p
e
r
s
p
ec
tiv
e,
p
r
o
d
u
ctiv
e
tex
t
-
b
ased
p
r
ac
tices
m
ay
co
n
t
r
ib
u
te
to
th
e
f
o
r
m
atio
n
o
f
co
m
m
u
n
icativ
e,
s
p
ee
ch
,
a
n
d
r
e
f
lectiv
e
co
m
p
o
n
e
n
ts
.
Fo
r
ex
am
p
le,
th
e
p
r
o
p
o
s
ed
an
aly
tical
m
o
d
el
m
ay
b
e
illu
s
tr
ated
th
r
o
u
g
h
wo
r
k
with
p
o
p
u
lar
s
cien
ce
tex
ts
.
Stu
d
en
ts
m
ay
an
aly
ze
lin
g
u
is
tic,
tex
tu
al,
an
d
c
u
ltu
r
al
f
ea
tu
r
es;
id
en
tify
k
e
y
wo
r
d
s
an
d
g
r
am
m
atica
l
co
n
s
tr
u
ctio
n
s
;
d
ete
r
m
in
e
th
e
lo
g
ical
s
tr
u
ctu
r
e
an
d
th
e
au
t
h
o
r
’
s
m
ain
i
d
ea
,
e
v
alu
ate
c
u
ltu
r
al
m
ar
k
er
s
an
d
in
ter
cu
ltu
r
al
r
elatio
n
s
h
ip
s
an
d
s
u
b
s
eq
u
en
tly
tr
an
s
f
o
r
m
th
e
t
ex
t
in
to
a
n
in
f
o
g
r
ap
h
ic.
T
h
is
ex
am
p
le
illu
s
tr
ates
h
o
w
in
teg
r
ated
tex
t
wo
r
k
m
ay
ad
d
r
ess
m
u
ltip
le
co
m
p
o
n
e
n
ts
o
f
p
h
ilo
lo
g
ical
co
m
p
eten
ce
,
i
n
clu
d
in
g
a
n
aly
tical
th
in
k
in
g
a
n
d
p
r
o
d
u
ctiv
e
wr
itin
g
s
k
ills
.
Ov
er
all,
th
e
th
eo
r
etica
l
a
n
aly
s
is
r
ev
ea
ls
a
lo
g
ical
co
n
n
ec
tio
n
b
etwe
en
s
y
s
tem
atic
tex
t
-
b
ased
p
r
ac
tices
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
o
f
f
u
tu
r
e
teac
h
e
r
s
.
T
h
r
o
u
g
h
c
o
n
s
is
ten
t
wo
r
k
with
tex
ts
,
all
th
e
co
m
p
o
n
en
ts
o
f
p
h
ilo
lo
g
ical
co
m
p
ete
n
ce
m
a
y
d
ev
el
o
p
:
lin
g
u
is
tic,
s
p
ee
ch
,
tex
tu
al,
co
m
m
u
n
icativ
e,
cu
ltu
r
al,
an
d
r
e
f
lectiv
e.
T
h
e
cu
ltiv
ated
p
h
ilo
lo
g
ical
co
m
p
eten
ce
,
in
tu
r
n
,
f
ac
ilit
ates
th
e
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
o
f
th
e
f
u
tu
r
e
teac
h
er
.
I
t
p
r
o
v
id
es
th
e
ca
p
ac
ity
to
o
r
g
an
ize
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
s
u
p
p
o
r
t
p
ed
a
g
o
g
ical
co
m
m
u
n
icatio
n
.
T
h
u
s
,
th
e
tex
t
is
a
s
ig
n
if
ican
t
f
ac
t
o
r
in
th
e
in
teg
r
atio
n
o
f
k
n
o
wled
g
e,
s
k
ills
an
d
v
alu
es,
c
o
n
tr
ib
u
tin
g
to
th
e
d
ev
elo
p
m
e
n
t o
f
a
h
o
lis
tic
p
h
il
o
lo
g
ical
co
m
p
eten
ce
an
d
th
e
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
o
f
th
e
f
u
t
u
r
e
teac
h
er
.
T
h
e
f
in
d
in
g
s
also
s
u
g
g
est
th
at
th
e
ab
ilit
y
to
cr
ea
te
d
id
ac
tic
tex
ts
co
n
s
titu
tes
a
d
is
tin
ct
an
d
ess
en
tial
p
r
o
f
ess
io
n
al
c
o
m
p
eten
ce
.
Des
ig
n
in
g
ed
u
ca
tio
n
al
tex
ts
-
task
s
en
ab
les
f
u
tu
r
e
teac
h
e
r
s
to
in
teg
r
ate
k
n
o
wled
g
e
an
d
s
k
ills
.
T
h
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
’
o
wn
d
id
ac
tic
m
a
ter
ials
f
ac
ilit
ate
s
th
e
f
o
r
m
atio
n
o
f
m
etalin
g
u
is
tic
an
d
r
ef
lectiv
e
c
o
m
p
o
n
en
ts
.
T
h
is
th
eo
r
etica
l
m
o
d
el
alig
n
s
with
p
r
ev
io
u
s
r
esear
ch
in
d
ica
tin
g
th
at
tex
t
-
b
ased
tr
an
s
f
o
r
m
atio
n
s
u
p
p
o
r
ts
ac
ad
e
m
ic
liter
ac
y
an
d
r
h
eto
r
ical
a
d
a
p
tab
ilit
y
[
2
9
]
,
[
3
0
]
.
3
.
2
.
Dis
cus
s
io
n
T
h
e
th
eo
r
etica
l
f
i
n
d
in
g
s
o
f
th
i
s
s
tu
d
y
ar
e
co
n
s
is
ten
t
with
m
o
d
er
n
r
esear
ch
co
n
s
id
er
in
g
te
x
t
as
a
to
o
l
f
o
r
d
ev
elo
p
in
g
co
m
m
u
n
icati
v
e
an
d
p
h
ilo
lo
g
ical
co
m
p
eten
cies.
I
n
p
ar
ticu
lar
,
o
u
r
ap
p
r
o
ac
h
s
u
p
p
o
r
ts
th
e
co
n
clu
s
io
n
s
o
f
L
esh
c
h
en
k
o
a
n
d
Z
h
o
v
n
ir
[
4
]
r
eg
ar
d
in
g
th
e
m
u
ltifu
n
ctio
n
ality
o
f
tex
t
as
a
s
e
m
io
tic
an
d
d
i
d
ac
tic
f
o
r
m
atio
n
ca
p
ab
le
o
f
p
r
o
v
i
d
in
g
a
co
m
p
lex
i
n
ter
ac
tio
n
o
f
v
er
b
al
an
d
v
is
u
al
co
m
p
o
n
en
ts
.
Ho
wev
e
r
,
th
e
p
r
o
p
o
s
ed
f
r
a
m
ewo
r
k
e
v
al
u
ates
tex
t
as
an
in
teg
r
ativ
e
d
i
d
ac
tic
m
ec
h
an
is
m
th
at
s
im
u
ltan
eo
u
s
ly
s
u
p
p
o
r
ts
all
co
m
p
o
n
en
ts
o
f
p
h
ilo
lo
g
ical
co
m
p
eten
ce
d
ev
elo
p
m
en
t,
w
h
er
ea
s
p
r
ev
i
o
u
s
m
o
d
els
o
f
te
n
f
o
c
u
s
o
n
is
o
lated
lan
g
u
ag
e
s
k
ills
.
T
h
is
s
tu
d
y
ex
ten
d
s
cu
r
r
en
t
p
er
s
p
ec
tiv
es
b
y
d
em
o
n
s
tr
atin
g
t
h
at
tex
t
-
ce
n
ter
ed
p
ed
ag
o
g
y
f
ac
ilit
ates
a
b
r
o
ad
er
s
p
ec
tr
u
m
o
f
p
r
ac
tices
(
in
clu
d
in
g
ac
ad
em
ic,
in
s
tr
u
ctiv
e,
an
d
d
is
cu
r
s
iv
e
tex
ts
)
,
wh
ich
co
llectiv
ely
co
n
tr
ib
u
te
to
th
e
f
o
r
m
atio
n
o
f
all
p
h
ilo
lo
g
ical
co
m
p
eten
ce
co
m
p
o
n
e
n
ts
.
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
Th
e
textu
a
l d
imen
s
io
n
o
f
d
id
a
ctics:
fo
r
ma
tio
n
o
f fu
tu
r
e
tea
c
h
ers
’
p
h
ilo
lo
g
ica
l
…
(
Mo
ld
ir
E
.
To
ig
a
n
b
ek
o
va
)
2857
T
h
e
co
n
clu
s
io
n
s
o
f
th
is
s
tu
d
y
alig
n
with
th
e
f
in
d
in
g
s
o
f
Yar
m
ak
ee
v
et
a
l.
[
5
]
,
wh
o
e
x
p
er
im
en
tally
p
r
o
v
e
d
th
e
ef
f
ec
tiv
en
ess
o
f
m
u
ltimo
d
al
tex
ts
f
o
r
t
h
e
d
ev
el
o
p
m
en
t
o
f
v
o
ca
b
u
lar
y
a
n
d
c
o
m
m
u
n
icativ
e
s
k
ills
o
f
s
ch
o
o
lch
ild
r
en
.
Ho
wev
er
,
in
c
o
n
tr
ast
to
th
eir
f
o
c
u
s
o
n
r
ec
e
p
tiv
e
an
d
r
e
p
r
o
d
u
ctiv
e
lan
g
u
a
g
e
s
k
ills
,
o
u
r
s
tu
d
y
ev
alu
ates
p
r
o
d
u
ctiv
e
tex
t
ac
tio
n
s
,
s
u
ch
as
r
ec
o
n
s
tr
u
ctio
n
,
t
r
an
s
f
o
r
m
atio
n
an
d
c
r
ea
tio
n
o
f
d
id
ac
tic
tex
ts
,
as
to
o
ls
th
at
p
r
o
v
id
e
co
n
d
itio
n
s
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
r
ef
lec
tiv
e
an
d
tex
tu
al
co
m
p
eten
cies.
T
h
is
s
h
if
t
allo
w
s
tex
t
to
b
e
in
ter
p
r
eted
n
o
t
m
e
r
ely
as
an
o
b
ject
o
f
p
e
r
ce
p
ti
o
n
,
b
u
t
as
an
ac
tiv
e
m
ec
h
a
n
i
s
m
f
o
r
f
ac
ilit
atin
g
p
r
o
f
ess
io
n
al
lin
g
u
is
tic
id
en
tity
an
d
p
e
d
ag
o
g
ical
r
h
eto
r
ic.
Similar
ly
,
wh
ile
R
o
d
r
íg
u
ez
et
a
l.
[
8
]
e
m
p
h
asize
th
e
in
ter
d
i
s
cip
lin
ar
y
n
atu
r
e
o
f
wr
itin
g
,
o
u
r
m
o
d
el
ev
alu
ates
tex
t
as
a
p
r
o
ce
d
u
r
a
l
an
d
s
y
s
tem
-
f
o
r
m
i
n
g
s
tr
u
ctu
r
e
o
p
er
atin
g
t
h
r
o
u
g
h
o
u
t
all
lear
n
in
g
s
tag
es.
T
h
is
in
ter
p
r
etatio
n
d
ee
p
e
n
s
ex
is
tin
g
m
o
d
els
b
y
p
o
s
itio
n
in
g
tex
t
as
a
u
n
iv
er
s
al
d
id
ac
tic
m
ed
i
u
m
th
at
in
teg
r
ates
co
g
n
itiv
e,
co
m
m
u
n
icativ
e,
a
n
d
cu
ltu
r
al
d
im
en
s
io
n
s
o
f
teac
h
er
ed
u
ca
tio
n
.
R
eg
ar
d
in
g
th
e
“
r
ea
d
in
g
f
o
r
wr
itin
g
”
m
o
d
els
o
f
Han
[
6
]
an
d
R
o
z
im
ela
[
9
]
,
o
u
r
s
tu
d
y
f
ac
ilit
ates
th
e
ex
ten
s
io
n
o
f
th
ese
f
r
am
ewo
r
k
s
b
e
y
o
n
d
E
FL/E
SL
in
s
tr
u
ctio
n
to
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
teac
h
er
s
.
B
y
d
o
in
g
s
o
,
we
s
h
if
t
th
e
em
p
h
asis
f
r
o
m
f
u
n
ctio
n
al
wr
itin
g
to
s
u
p
p
o
r
tin
g
th
e
d
e
v
elo
p
m
e
n
t o
f
p
r
o
f
ess
io
n
al
p
h
ilo
l
o
g
ical
co
n
s
cio
u
s
n
es
s
.
C
o
m
p
ar
ed
to
L
i
an
d
Ya
n
g
[
1
0
]
em
p
h
asis
o
n
au
th
en
tic
te
x
ts
,
th
e
p
r
o
p
o
s
ed
m
o
d
el
o
f
f
e
r
s
a
m
o
r
e
in
teg
r
ated
a
n
d
ev
alu
ativ
ely
g
r
o
u
n
d
e
d
a
p
p
r
o
ac
h
.
W
e
s
u
g
g
est th
at
tex
t
-
ce
n
ter
e
d
ac
tiv
ities
m
ay
s
er
v
e
as
th
e
co
r
e
o
f
cr
itical
th
in
k
in
g
d
e
v
elo
p
m
e
n
t,
n
o
t
o
n
ly
t
h
r
o
u
g
h
co
n
ten
t
b
u
t
th
r
o
u
g
h
p
r
o
d
u
ctiv
e
ac
tio
n
s
with
ch
an
g
es
in
th
e
g
en
r
e,
s
ty
le,
m
o
d
ality
,
an
d
co
m
m
u
n
icativ
e
p
u
r
p
o
s
e
o
f
th
e
te
x
t.
W
h
ile
He
[
7
]
f
o
cu
s
es
o
n
th
e
tech
n
ical
asp
ec
ts
o
f
wr
itin
g
,
o
u
r
s
tu
d
y
h
ig
h
lig
h
t
s
th
at
tex
t
-
ce
n
ter
ed
wo
r
k
f
ac
ili
tates
id
eo
lo
g
ical
an
d
cu
ltu
r
al
m
ed
iatio
n
.
Ov
e
r
all,
wh
ile
th
is
th
eo
r
etica
l
an
aly
s
is
alig
n
s
with
p
r
ev
io
u
s
s
tu
d
ies
o
n
th
e
im
p
o
r
tan
ce
o
f
te
x
t,
th
e
ev
alu
ated
co
n
tr
ib
u
tio
n
o
f
th
is
s
tu
d
y
lies
in
its
co
n
ce
p
tu
aliza
tio
n
o
f
tex
t
as
a
s
y
s
tem
-
f
o
r
m
in
g
f
ac
to
r
in
teac
h
er
ed
u
ca
tio
n
r
ath
er
th
a
n
a
s
u
p
p
lem
en
tar
y
i
n
s
tr
u
ctio
n
al
r
eso
u
r
ce
.
W
e
ex
p
an
d
o
n
ex
is
tin
g
r
esear
ch
b
y
h
i
g
h
lig
h
tin
g
h
o
w
t
h
e
in
teg
r
ated
r
o
le
o
f
tex
t
f
ac
ilit
ates
th
e
f
o
r
m
atio
n
o
f
all
p
h
ilo
lo
g
ical
co
m
p
ete
n
ce
co
m
p
o
n
en
ts
(
lin
g
u
is
tic,
s
p
ee
ch
,
tex
tu
al,
co
m
m
u
n
icativ
e,
c
u
ltu
r
al,
an
d
r
ef
lectiv
e)
t
h
r
o
u
g
h
a
s
et
o
f
tex
t
-
ce
n
t
r
ic
m
eth
o
d
s
aim
ed
at
p
r
e
p
ar
in
g
teac
h
er
s
o
f
th
e
n
ew
h
u
m
a
n
itar
ian
p
ar
ad
ig
m
.
3
.
3
.
Co
ntr
ibu
t
io
n
Un
lik
e
p
r
e
v
io
u
s
m
o
d
els
th
at
tr
ea
t
tex
t
as
a
s
u
p
p
lem
en
ta
r
y
in
s
tr
u
ctio
n
al
r
eso
u
r
ce
,
th
e
p
r
o
p
o
s
ed
f
r
am
ewo
r
k
ev
alu
ates te
x
t a
s
th
e
ce
n
tr
al
o
r
g
an
izin
g
u
n
it o
f
tea
ch
er
ed
u
ca
tio
n
.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes:
−
T
h
eo
r
etica
lly
,
b
y
r
ed
ef
in
in
g
tex
t a
s
a
s
y
s
tem
-
f
o
r
m
in
g
d
id
ac
ti
c
f
ac
to
r
−
Me
th
o
d
o
lo
g
ically
,
b
y
d
em
o
n
s
tr
atin
g
a
s
tr
u
ctu
r
e
d
ev
alu
ativ
e
ap
p
r
o
ac
h
to
co
m
p
eten
ce
f
o
r
m
atio
n
−
Pra
ctica
lly
,
b
y
o
f
f
er
in
g
a
tr
an
s
f
er
ab
le
tex
t
-
ce
n
te
r
ed
m
o
d
el
f
o
r
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
3
.
4
.
L
im
it
a
t
io
ns
At
th
e
s
am
e
tim
e,
s
ev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
.
First,
th
e
r
esear
c
h
is
th
eo
r
etica
l
an
d
an
aly
tical
in
n
at
u
r
e
a
n
d
d
o
es
n
o
t
i
n
clu
d
e
em
p
ir
ical
v
alid
atio
n
th
r
o
u
g
h
ex
p
er
im
en
tal
o
r
s
tatis
t
ical
m
eth
o
d
s
,
wh
ich
m
ay
lim
it
th
e
g
e
n
er
al
izab
ilit
y
o
f
th
e
f
in
d
in
g
s
.
Sec
o
n
d
,
th
e
s
tu
d
y
f
o
cu
s
es
o
n
p
h
ilo
lo
g
ical
teac
h
e
r
ed
u
ca
tio
n
a
n
d
d
o
es
n
o
t
e
x
am
i
n
e
th
e
ap
p
licab
ilit
y
o
f
t
h
e
p
r
o
p
o
s
ed
m
o
d
el
in
o
t
h
er
d
is
cip
lin
ar
y
co
n
te
x
ts
.
Fu
tu
r
e
r
esear
ch
m
ay
ad
d
r
ess
th
ese
l
im
itatio
n
s
b
y
c
o
n
d
u
ctin
g
em
p
ir
ical
s
tu
d
ies,
test
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
te
x
t
-
ce
n
tr
ic
m
eth
o
d
s
in
d
iv
er
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
,
an
d
ex
p
lo
r
in
g
th
eir
ad
a
p
tab
ilit
y
ac
r
o
s
s
d
is
cip
lin
es
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
es
a
th
eo
r
eti
ca
l
an
d
c
o
n
ce
p
tu
al
ev
alu
atio
n
o
f
tex
t
as
a
s
y
s
tem
-
f
o
r
m
i
n
g
f
a
cto
r
in
t
h
e
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
o
f
f
u
tu
r
e
teac
h
er
s
.
I
t
was
s
u
b
s
tan
tiate
d
th
at
lin
g
u
is
tic,
s
p
ee
ch
,
tex
tu
al,
co
m
m
u
n
icativ
e,
cu
ltu
r
al,
an
d
r
ef
lectiv
e
c
o
m
p
o
n
en
ts
ar
e
s
u
p
p
o
r
te
d
b
y
s
y
s
tem
atic
wo
r
k
with
tex
t.
T
h
e
e
v
alu
atio
n
d
em
o
n
s
tr
ated
th
at
d
iv
er
s
e
tex
t
ty
p
es
(
p
o
p
u
l
ar
s
cien
ce
,
p
r
o
f
ess
io
n
al,
alg
o
r
ith
m
ic,
an
d
ca
s
e
s
tu
d
ies)
p
r
o
v
id
e
co
n
d
itio
n
s
f
o
r
th
e
in
teg
r
atio
n
o
f
t
h
eo
r
etica
l
k
n
o
wled
g
e
an
d
m
ay
p
r
o
m
o
te
th
e
d
ev
elo
p
m
e
n
t
o
f
cr
itical
th
in
k
in
g
.
I
t
was
ar
g
u
ed
th
at
m
eth
o
d
s
o
f
a
n
aly
s
is
,
in
t
er
p
r
etatio
n
,
r
ec
o
n
s
tr
u
ctio
n
,
a
n
d
tr
a
n
s
f
o
r
m
atio
n
f
ac
ilit
ate
t
h
e
d
ev
el
o
p
m
en
t
o
f
p
h
ilo
lo
g
ical
c
o
m
p
eten
ce
,
allo
win
g
s
tu
d
en
ts
to
ac
tiv
ely
p
r
o
d
u
ce
te
x
ts
in
ac
co
r
d
an
ce
w
ith
co
m
m
u
n
icativ
e
r
eq
u
ir
em
e
n
ts
.
T
h
e
g
en
er
alize
d
lo
g
ical
m
o
d
e
l
“tex
t→p
h
ilo
lo
g
ical
co
m
p
ete
n
ce
→p
r
o
f
ess
io
n
al
r
ea
d
in
ess
”
r
ep
r
esen
ts
a
k
ey
c
o
n
ce
p
t
u
al
co
n
t
r
ib
u
tio
n
o
f
th
e
s
tu
d
y
,
as
it
ev
al
u
ate
s
h
o
w
s
y
s
tem
atic
tex
t
-
ce
n
ter
e
d
p
r
ac
tices
p
r
o
v
id
e
co
n
d
itio
n
s
f
o
r
i
n
teg
r
atin
g
k
n
o
wled
g
e,
s
k
ills
,
an
d
v
alu
es.
T
h
e
m
ain
c
o
n
tr
ib
u
ti
o
n
lies
in
th
e
co
n
ce
p
t
u
aliza
tio
n
o
f
tex
t
as
a
ce
n
tr
al
o
r
g
a
n
izin
g
p
r
in
ci
p
le
o
f
d
id
ac
tics
.
B
y
s
u
b
s
tan
tiatin
g
th
e
in
teg
r
ati
v
e
r
o
le
o
f
tex
t
i
n
s
u
p
p
o
r
tin
g
th
e
d
e
v
elo
p
m
e
n
t o
f
all
co
m
p
o
n
e
n
ts
o
f
p
h
ilo
lo
g
ica
l c
o
m
p
eten
ce
,
th
e
s
tu
d
y
f
ac
ilit
ates a
th
eo
r
etica
lly
g
r
o
u
n
d
ed
f
r
a
m
ewo
r
k
f
o
r
tex
t
-
ce
n
tr
ic
d
id
ac
tics
.
T
h
e
f
in
d
in
g
s
h
av
e
im
p
o
r
tan
t
p
r
ac
tical
im
p
l
icatio
n
s
f
o
r
teac
h
er
ed
u
ca
tio
n
c
u
r
r
icu
la,
in
s
tr
u
ct
io
n
al
d
esig
n
,
an
d
th
e
s
elec
tio
n
o
f
p
ed
a
g
o
g
ical
m
et
h
o
d
s
,
p
ar
ticu
lar
ly
in
h
u
m
an
ities
-
o
r
ien
ted
an
d
la
n
g
u
ag
e
-
f
o
c
u
s
ed
p
r
o
g
r
am
s
.
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
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
2
8
5
2
-
2
8
6
0
2858
At
th
e
s
am
e
tim
e,
s
ev
er
al
is
s
u
es
r
em
ain
o
p
e
n
.
T
h
e
t
h
eo
r
et
ical
an
d
a
n
aly
tical
n
at
u
r
e
o
f
th
e
s
tu
d
y
m
ea
n
s
it
d
o
es
n
o
t
in
clu
d
e
em
p
ir
ical
v
alid
atio
n
,
wh
ich
lim
its
th
e
p
o
s
s
ib
ilit
y
o
f
g
e
n
er
alizin
g
th
e
f
in
d
i
n
g
s
ac
r
o
s
s
d
if
f
er
en
t
ed
u
ca
tio
n
al
c
o
n
tex
t
s
.
I
n
ad
d
itio
n
,
th
e
r
esear
ch
f
o
c
u
s
es
s
p
ec
if
ically
o
n
th
e
tr
ain
in
g
o
f
f
u
tu
r
e
p
h
ilo
lo
g
ical
teac
h
e
r
s
,
leav
in
g
o
p
en
t
h
e
q
u
esti
o
n
o
f
h
o
w
th
e
tex
t
-
ce
n
tr
ic
d
id
ac
tic
m
o
d
el
m
ay
f
u
n
ctio
n
in
o
th
e
r
d
is
cip
lin
ar
y
d
o
m
ain
s
.
T
h
ese
lim
itatio
n
s
o
u
tlin
e
p
r
o
m
is
in
g
d
ir
ec
tio
n
s
f
o
r
f
u
tu
r
e
r
esear
ch
,
wh
ich
m
ay
em
p
ir
ically
test
th
e
ef
f
ec
tiv
en
ess
o
f
th
ese
m
eth
o
d
s
th
r
o
u
g
h
lo
n
g
itu
d
in
al
d
esig
n
s
an
d
ex
p
lo
r
e
th
e
ad
ap
tab
ilit
y
o
f
th
e
m
o
d
el
to
n
o
n
-
p
h
ilo
lo
g
ical
p
r
o
g
r
a
m
s
.
Su
ch
r
esear
ch
wo
u
ld
co
n
t
r
ib
u
te
to
r
ef
in
in
g
tex
t
-
ce
n
tr
ic
d
id
ac
tics
an
d
s
tr
en
g
th
en
in
g
its
r
o
le
in
co
m
p
eten
ce
-
b
ased
ed
u
ca
tio
n
.
T
h
u
s
,
th
e
s
tu
d
y
s
u
g
g
ests
th
at
te
x
t
-
ce
n
tr
ic
d
id
ac
tics
r
ep
r
esen
ts
a
p
e
d
ag
o
g
ically
p
r
o
m
is
in
g
ap
p
r
o
ac
h
f
o
r
th
e
f
o
r
m
atio
n
o
f
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
,
wh
er
e
th
e
in
clu
s
io
n
o
f
p
r
o
d
u
ctiv
e
te
x
t
task
s
is
o
f
s
ig
n
if
ica
n
t
im
p
o
r
tan
ce
f
o
r
th
e
m
o
d
er
n
h
u
m
an
itar
ian
m
is
s
io
n
o
f
ed
u
ca
tio
n
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Mo
ld
ir
E
.
T
o
ig
an
b
e
k
o
v
a
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Gu
lm
ir
a
A.
Kaz
h
ig
aliy
ev
a
✓
✓
✓
✓
✓
✓
✓
Ain
u
r
A.
B
izh
an
o
v
a
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
r
elate
d
to
h
u
m
a
n
u
s
e
h
as
b
ee
n
co
m
p
lied
with
all
th
e
r
elev
an
t
n
atio
n
al
r
eg
u
l
atio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies
in
ac
co
r
d
an
ce
with
th
e
te
n
ets
o
f
t
h
e
He
ls
in
k
i
Dec
lar
atio
n
an
d
h
as
b
ee
n
ap
p
r
o
v
e
d
b
y
th
e
au
th
o
r
s
’
in
s
titu
tio
n
al
r
e
v
iew
b
o
ar
d
.
DATA AV
AI
L
AB
I
L
I
T
Y
Der
iv
ed
d
ata
s
u
p
p
o
r
ti
n
g
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
i
n
g
au
th
o
r
[
GAK
]
o
n
r
e
q
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
L.
H
e
g
g
e
r
n
e
s,
“
A
c
r
i
t
i
c
a
l
r
e
v
i
e
w
o
f
t
h
e
r
o
l
e
o
f
t
e
x
t
s
i
n
f
o
st
e
r
i
n
g
i
n
t
e
r
c
u
l
t
u
r
a
l
c
o
mm
u
n
i
c
a
t
i
v
e
c
o
mp
e
t
e
n
c
e
i
n
t
h
e
E
n
g
l
i
s
h
l
a
n
g
u
a
g
e
c
l
a
ssr
o
o
m
,
”
Ed
u
c
a
t
i
o
n
a
l
R
e
sea
r
c
h
Re
v
i
e
w
,
v
o
l
.
3
3
,
p
.
1
0
0
3
9
0
,
J
u
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
d
u
r
e
v
.
2
0
2
1
.
1
0
0
3
9
0
.
[
2
]
J.
M
.
d
e
A
.
S
á
n
c
h
e
z
-
F
o
r
t
ú
n
,
K
.
B
a
l
d
r
i
c
h
,
J.
C
.
D
o
mí
n
g
u
e
z
-
O
l
l
e
r
,
a
n
d
C
.
P
é
r
e
z
-
G
a
r
c
í
a
,
“
W
r
i
t
i
n
g
i
n
t
h
e
d
i
sci
p
l
i
n
e
o
f
e
d
u
c
a
t
i
o
n
:
b
e
l
i
e
f
s
o
f
f
u
t
u
r
e
t
e
a
c
h
e
r
s
r
e
g
a
r
d
i
n
g
t
h
e
i
r
a
c
a
d
e
m
i
c
l
i
t
e
r
a
c
y
,
”
Fr
o
n
t
i
e
rs
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
9
,
p
.
1
4
2
2
1
2
0
,
A
u
g
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
8
9
/
f
e
d
u
c
.
2
0
2
4
.
1
4
2
2
1
2
0
.
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
Th
e
textu
a
l d
imen
s
io
n
o
f
d
id
a
ctics:
fo
r
ma
tio
n
o
f fu
tu
r
e
tea
c
h
ers
’
p
h
ilo
lo
g
ica
l
…
(
Mo
ld
ir
E
.
To
ig
a
n
b
ek
o
va
)
2859
[
3
]
B
.
A
a
m
o
t
sb
a
k
k
e
n
,
“
T
h
e
p
e
d
a
g
o
g
i
c
a
l
t
e
x
t
–
a
n
i
m
p
o
r
t
a
n
t
e
l
e
me
n
t
i
n
t
h
e
t
e
x
t
u
a
l
w
o
r
l
d
?
R
e
f
l
e
c
t
i
o
n
s
o
n
t
h
e
c
o
n
c
e
p
t
s
o
f
‘
t
e
x
t
’
,
‘
c
o
n
t
e
x
t
’
a
n
d
‘
l
i
t
e
r
a
c
y
c
u
l
t
u
r
e
’
,
”
D
e
s
i
g
n
s
f
o
r L
e
a
r
n
i
n
g
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
2
3
–
40
,
2
0
0
8
,
d
o
i
:
1
0
.
1
6
9
9
3
/
d
f
l
.
6
.
[
4
]
T.
O
.
Le
s
h
c
h
e
n
k
o
a
n
d
M
.
M
.
Zh
o
v
n
i
r
,
“
M
u
l
t
i
mo
d
a
l
t
e
x
t
:
t
h
e
e
sse
n
c
e
,
p
r
a
c
t
i
c
a
l
v
a
l
u
e
a
n
d
d
i
d
a
c
t
i
c
p
o
t
e
n
t
i
a
l
,
”
Т
rа
n
s
c
a
r
p
a
t
h
i
a
n
Ph
i
l
o
l
o
g
i
c
a
l
S
t
u
d
i
e
s
,
v
o
l
.
1
,
n
o
.
2
5
,
p
p
.
3
1
–
3
6
,
2
0
2
2
,
d
o
i
:
1
0
.
3
2
7
8
2
/
t
p
s
2
6
6
3
-
4
8
8
0
/
2
0
2
2
.
2
5
.
1
.
5
.
[
5
]
I
.
Y
a
r
mak
e
e
v
,
A
.
A
b
d
r
a
f
i
k
o
v
a
,
E.
G
i
ma
d
i
e
v
a
,
a
n
d
T.
P
i
m
e
n
o
v
a
,
“
M
u
l
t
i
mo
d
a
l
t
e
x
t
s:
t
h
e
w
a
y
t
o
e
n
g
a
g
e
st
u
d
e
n
t
s
i
n
EFL
c
l
a
ss
a
c
t
i
v
i
t
i
e
s
,
”
i
n
1
7
t
h
I
n
t
e
r
n
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
E
d
u
c
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
C
o
n
f
e
re
n
c
e
,
M
a
r
.
2
0
2
3
,
p
p
.
4
6
8
0
–
4
6
8
9
,
d
o
i
:
1
0
.
2
1
1
2
5
/
i
n
t
e
d
.
2
0
2
3
.
1
2
2
7
.
[
6
]
X
.
H
a
n
,
“
A
d
i
s
c
o
u
r
se
a
n
a
l
y
s
i
s
b
a
s
e
d
a
p
p
l
i
e
d
r
e
s
e
a
r
c
h
o
n
‘
r
e
a
d
i
n
g
t
o
w
r
i
t
e
’
i
n
j
u
n
i
o
r
E
n
g
l
i
sh
w
r
i
t
i
n
g
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
Ed
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
,
v
o
l
.
2
,
n
o
.
3
,
p
p
.
9
2
–
9
5
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
5
4
0
9
7
/
j
e
e
r
.
v
2
i
3
.
7
7
3
7
.
[
7
]
T.
H
e
,
“
A
n
a
n
a
l
y
s
i
s
o
f
r
e
a
d
i
n
g
-
to
-
w
r
i
t
e
a
p
p
r
o
a
c
h
a
p
p
l
i
e
d
i
n
E
n
g
l
i
s
h
w
r
i
t
i
n
g
t
e
a
c
h
i
n
g
,
”
Fro
n
t
i
e
rs
i
n
S
c
i
e
n
c
e
a
n
d
E
n
g
i
n
e
e
r
i
n
g
,
v
o
l
.
5
,
n
o
.
2
,
p
p
.
2
8
–
3
8
,
F
e
b
.
2
0
2
5
,
d
o
i
:
1
0
.
5
4
6
9
1
/
k
mz
x
1
a
9
7
.
[
8
]
Y
.
D
.
l
a
C
.
V
.
R
o
d
r
í
g
u
e
z
,
L.
O
.
O
.
Q
u
i
n
t
a
n
a
,
a
n
d
M
.
M
.
C
o
n
c
e
p
c
i
ó
n
,
“
S
y
s
t
e
m o
f
t
e
a
c
h
i
n
g
t
a
s
k
s
a
s
a
n
i
n
t
e
r
d
i
sc
i
p
l
i
n
a
r
y
n
o
d
e
i
n
t
h
e
d
i
d
a
c
t
i
c
s
o
f
t
h
e
c
o
n
st
r
u
c
t
i
o
n
o
f
w
r
i
t
t
e
n
t
e
x
t
s,
”
Me
n
d
i
v
e
-
R
e
v
i
st
a
d
e
E
d
u
c
a
c
i
o
n
,
v
o
l
.
2
0
,
n
o
.
1
,
p
p
.
3
5
–
51
,
2
0
2
2
.
[
9
]
Y
.
R
o
z
i
me
l
a
,
“
R
e
a
d
i
n
g
-
b
a
se
d
w
r
i
t
i
n
g
mo
d
e
l
:
a
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
a
l
t
e
r
n
a
t
i
v
e
,
”
E
n
g
l
i
s
h
Ed
u
c
a
t
i
o
n
:
J
o
u
r
n
a
l
o
f
En
g
l
i
sh
T
e
a
c
h
i
n
g
a
n
d
Re
se
a
r
c
h
,
v
o
l
.
6
,
n
o
.
2
,
p
p
.
1
6
4
–
1
8
0
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
2
9
4
0
7
/
j
e
t
a
r
.
v
6
i
2
.
1
6
9
9
2
.
[
1
0
]
Z.
L
i
a
n
d
C
.
Y
a
n
g
,
“
R
e
a
d
i
n
g
-
to
-
w
r
i
t
e
:
a
p
r
a
c
t
i
c
e
o
f
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
,
”
J
o
u
rn
a
l
o
f
Ar
t
s
a
n
d
H
u
m
a
n
i
t
i
e
s
,
v
o
l
.
3
,
n
o
.
5
,
p
p
.
6
7
–
7
1
,
2
0
1
4
,
d
o
i
:
1
0
.
1
8
5
3
3
/
j
o
u
r
n
a
l
.
v
3
i
5
.
4
7
8
.
[
1
1
]
Z.
W
u
,
J
.
Q
i
e
,
a
n
d
X
.
W
a
n
g
,
“
U
si
n
g
mo
d
e
l
t
e
x
t
s
a
s
a
t
y
p
e
o
f
f
e
e
d
b
a
c
k
i
n
EFL
w
r
i
t
i
n
g
,
”
Fr
o
n
t
i
e
rs
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
4
,
p
.
1
1
5
6
5
5
3
,
Ju
n
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
g
.
2
0
2
3
.
1
1
5
6
5
5
3
.
[
1
2
]
H
.
S
.
K
.
-
D
.
B
o
e
r
,
T.
J
.
M
.
S
a
n
d
e
r
s,
a
n
d
J.
Ev
e
r
s
-
V
e
r
me
u
l
,
“
T
e
a
c
h
i
n
g
t
e
x
t
st
r
u
c
t
u
r
e
i
n
sc
i
e
n
c
e
e
d
u
c
a
t
i
o
n
:
w
h
a
t
o
p
p
o
r
t
u
n
i
t
i
e
s
d
o
t
e
x
t
b
o
o
k
s
o
f
f
e
r
?
,
”
D
u
t
c
h
J
o
u
r
n
a
l
o
f
A
p
p
l
i
e
d
L
i
n
g
u
i
st
i
c
s
,
v
o
l
.
1
2
,
p
p
.
1
–
3
8
,
J
u
l
.
2
0
2
3
,
d
o
i
:
1
0
.
5
1
7
5
1
/
d
u
j
a
l
1
1
3
2
5
.
[
1
3
]
M
.
T
e
n
g
b
e
r
g
,
M
.
B
l
i
k
st
a
d
-
B
a
l
a
s,
a
n
d
A
.
R
o
e
,
“
M
i
sse
d
o
p
p
o
r
t
u
n
i
t
i
e
s
o
f
t
e
x
t
-
b
a
se
d
i
n
s
t
r
u
c
t
i
o
n
:
w
h
a
t
c
h
a
r
a
c
t
e
r
i
z
e
s
l
e
a
r
n
i
n
g
o
f
i
n
t
e
r
p
r
e
t
a
t
i
o
n
i
f
s
t
r
a
t
e
g
i
e
s
a
r
e
n
o
t
t
a
u
g
h
t
a
n
d
st
u
d
e
n
t
s
n
o
t
c
h
a
l
l
e
n
g
e
d
?
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
1
5
,
p
.
1
0
3
6
9
8
,
J
u
l
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
2
.
1
0
3
6
9
8
.
[
1
4
]
B
.
P
e
ñ
a
-
A
c
u
ñ
a
,
“
C
o
g
n
i
t
i
v
e
,
c
o
m
mu
n
i
c
a
t
i
v
e
,
a
n
d
c
u
l
t
u
r
a
l
s
e
n
si
t
i
v
i
t
y
c
o
mp
e
t
e
n
c
i
e
s
o
f
f
u
t
u
r
e
t
e
a
c
h
e
r
s
i
n
r
e
l
a
t
i
o
n
t
o
t
e
x
t
u
a
l
med
i
a
t
i
o
n
f
o
r
a
d
u
l
t
i
m
mi
g
r
a
n
t
s,
”
Ea
st
E
u
ro
p
e
a
n
J
o
u
rn
a
l
o
f
Ps
y
c
h
o
l
i
n
g
u
i
st
i
c
s
,
v
o
l
.
1
1
,
n
o
.
1
,
p
p
.
1
2
5
–
1
4
1
,
J
u
n
.
2
0
2
4
,
d
o
i
:
1
0
.
2
9
0
3
8
/
e
e
j
p
l
.
2
0
2
4
.
1
1
.
1
.
p
e
n
.
[
1
5
]
I
.
A
.
S
c
h
i
r
o
v
a
,
“
L
i
t
e
r
a
r
y
t
e
x
t
a
s
a
n
o
b
j
e
c
t
o
f
s
c
i
e
n
t
i
f
i
c
st
u
d
y
:
o
n
r
e
l
e
v
a
n
c
e
o
f
c
u
l
t
u
r
a
l
c
o
n
t
e
x
t
,
”
C
o
g
n
i
t
i
o
n
,
C
o
m
m
u
n
i
c
a
t
i
o
n
,
D
i
sco
u
rs
e
,
n
o
.
6
,
p
p
.
1
1
2
–
1
2
6
,
S
e
p
.
2
0
1
8
,
d
o
i
:
1
0
.
2
6
5
6
5
/
2
2
1
8
-
2
9
2
6
-
2
0
1
3
-
06
-
0
8
.
[
1
6
]
L.
H
o
l
u
b
n
y
c
h
a
,
I
.
I
.
K
o
st
i
k
o
v
a
,
O
.
Le
i
b
a
,
S
.
L
o
b
z
o
v
a
,
a
n
d
R
.
C
h
o
r
n
o
v
o
l
-
Tk
a
c
h
e
n
k
o
,
“
D
e
v
e
l
o
p
i
n
g
s
t
u
d
e
n
t
s’
i
n
t
e
r
c
u
l
t
u
r
a
l
c
o
m
p
e
t
e
n
c
e
a
t
t
h
e
t
e
r
t
i
a
r
y
l
e
v
e
l
,
”
R
e
v
i
st
a
R
o
m
a
n
e
a
s
c
a
p
e
n
t
ru
Ed
u
c
a
t
i
e
Mu
l
t
i
d
i
m
e
n
si
o
n
a
l
a
,
v
o
l
.
1
1
,
n
o
.
3
,
p
p
.
2
4
5
–
2
6
2
,
S
e
p
.
2
0
1
9
,
d
o
i
:
1
0
.
1
8
6
6
2
/
r
r
e
m/
1
4
9
.
[
1
7
]
M
.
T
o
v
a
r
-
C
o
r
r
e
a
l
a
n
d
L
.
P
e
d
r
a
j
a
-
R
e
j
a
s,
“
G
e
n
d
e
r
,
e
t
h
n
i
c
i
t
y
a
n
d
t
e
a
c
h
i
n
g
c
o
m
p
e
t
e
n
c
i
e
s
:
d
o
t
h
e
y
i
n
f
l
u
e
n
c
e
i
n
t
e
r
c
u
l
t
u
r
a
l
c
o
mm
u
n
i
c
a
t
i
v
e
c
o
m
p
e
t
e
n
c
e
i
n
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
?
”
E
d
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
5
,
n
o
.
5
,
p
.
5
2
0
,
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sci
1
5
0
5
0
5
2
0
.
[
1
8
]
T.
B
r
a
n
i
t
s
k
a
a
n
d
N
.
L
o
g
u
t
i
n
a
,
“
Th
e
i
n
t
e
r
c
u
l
t
u
r
a
l
c
o
m
p
e
t
e
n
c
e
o
f
a
N
e
w
U
k
r
a
i
n
i
a
n
S
c
h
o
o
l
t
e
a
c
h
e
r
a
s
a
n
i
m
p
o
r
t
a
n
t
f
a
c
t
o
r
o
f
e
f
f
e
c
t
i
v
e
p
e
d
a
g
o
g
i
c
a
l
a
c
t
i
v
i
t
y
,
”
S
c
i
e
n
c
e
Ri
s
e
:
Pe
d
a
g
o
g
i
c
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
,
n
o
.
3
7
,
p
p
.
1
3
–
1
9
,
2
0
2
0
,
d
o
i
:
1
0
.
1
5
5
8
7
/
2
5
1
9
-
4
9
8
4
.
2
0
2
0
.
2
0
4
2
7
5
.
[
1
9
]
G
.
Emi
r
a
n
d
G
.
Y
a
n
g
ı
n
-
E
k
şi
,
“
T
h
e
r
o
l
e
o
f
t
e
l
e
c
o
l
l
a
b
o
r
a
t
i
o
n
i
n
E
n
g
l
i
s
h
l
a
n
g
u
a
g
e
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
:
a
sy
s
t
e
m
a
t
i
c
r
e
v
i
e
w
,
”
S
m
a
r
t
L
e
a
r
n
i
n
g
E
n
v
i
ro
n
m
e
n
t
s
,
v
o
l
.
1
1
,
n
o
.
1
,
p
.
3
,
2
0
2
4
,
d
o
i
:
1
0
.
1
1
8
6
/
s
4
0
5
6
1
-
0
2
4
-
0
0
2
9
0
-
0.
[
2
0
]
L.
M
a
r
i
a
n
n
a
,
“
F
o
r
e
i
g
n
l
a
n
g
u
a
g
e
t
e
a
c
h
e
r
s’
k
n
o
w
l
e
d
g
e
b
a
se
a
n
d
t
h
e
i
n
f
l
u
e
n
c
e
o
f
t
e
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
,
”
A
u
s
t
ra
l
i
a
n
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
7
,
n
o
.
4
,
p
p
.
9
1
–
1
1
0
,
2
0
2
2
,
d
o
i
:
1
0
.
1
4
2
2
1
/
a
j
t
e
.
2
0
2
2
v
4
7
n
4
.
6
.
[
2
1
]
J.
C
o
h
e
n
,
L
.
C
.
M
i
l
l
e
r
,
R
.
C
h
u
n
g
,
E
.
W
i
sem
a
n
,
a
n
d
E.
R
u
z
e
k
,
“
M
e
a
s
u
r
i
n
g
t
e
x
t
-
f
o
c
u
s
e
d
r
e
a
d
i
n
g
i
n
s
t
r
u
c
t
i
o
n
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
0
4
,
n
o
.
4
,
p
p
.
7
1
9
–
7
3
8
,
O
c
t
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
2
2
0
5
7
4
2
3
1
2
2
0
0
6
7
.
[
2
2
]
O
r
g
a
n
i
sa
t
i
o
n
f
o
r
Ec
o
n
o
mi
c
C
o
-
o
p
e
r
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
(
O
EC
D
)
,
PI
S
A
2
0
2
2
a
ssessm
e
n
t
a
n
d
a
n
a
l
y
t
i
c
a
l
f
r
a
m
e
w
o
r
k
.
P
a
r
i
s
:
O
EC
D
P
u
b
l
i
s
h
i
n
g
,
2
0
2
3
,
d
o
i
:
1
0
.
1
7
8
7
/
d
f
e
0
b
f
9
c
-
e
n
.
[
2
3
]
C
.
S
.
M
a
t
h
i
e
u
,
N
.
M
.
M
i
g
u
e
l
,
a
n
d
T.
Ja
k
o
n
e
n
,
“
I
n
t
r
o
d
u
c
t
i
o
n
:
c
l
a
ssr
o
o
m
d
i
sc
o
u
r
s
e
a
t
t
h
e
i
n
t
e
r
s
e
c
t
i
o
n
o
f
l
a
n
g
u
a
g
e
e
d
u
c
a
t
i
o
n
a
n
d
mat
e
r
i
a
l
i
t
y
,
”
C
l
a
ssr
o
o
m
D
i
sc
o
u
rse
,
v
o
l
.
1
2
,
n
o
.
1
–
2
,
p
p
.
1
–
1
4
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
1
9
4
6
3
0
1
4
.
2
0
2
0
.
1
8
7
0
1
5
1
.
[
2
4
]
T.
A
.
v
a
n
D
i
j
k
,
“
C
r
i
t
i
c
a
l
D
i
s
c
o
u
r
se
A
n
a
l
y
s
i
s,
”
i
n
T
h
e
H
a
n
d
b
o
o
k
o
f
D
i
s
c
o
u
rse
A
n
a
l
y
s
i
s
,
2
n
d
e
d
.
,
D
.
T
a
n
n
e
n
,
H
.
E.
H
a
m
i
l
t
o
n
,
a
n
d
D
.
S
c
h
i
f
f
r
i
n
,
E
d
s
.
H
o
b
o
k
e
n
,
N
J:
J
o
h
n
W
i
l
e
y
& So
n
s
,
2
0
1
5
,
p
p
.
4
6
6
–
4
8
5
,
d
o
i
:
1
0
.
1
0
0
2
/
9
7
8
1
1
1
8
5
8
4
1
9
4
.
c
h
2
2
.
[
2
5
]
O
.
L
y
t
v
y
n
k
o
,
M
.
H
l
u
k
h
o
v
s
k
a
,
Y
.
A
b
sal
i
a
m
o
v
a
,
A
.
B
e
ss
a
r
a
b
,
a
n
d
M
.
C
h
o
b
a
n
i
u
k
,
“
T
h
e
r
o
l
e
o
f
a
u
t
h
e
n
t
i
c
t
e
x
t
s
i
n
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
i
n
E
n
g
l
i
sh
t
e
a
c
h
i
n
g
,
”
Ar
a
b
Wo
r
l
d
E
n
g
l
i
sh
J
o
u
rn
a
l
,
v
o
l
.
1
6
,
n
o
.
2
,
p
p
.
4
5
9
–
4
7
2
,
J
u
n
.
2
0
2
5
,
d
o
i
:
1
0
.
2
4
0
9
3
/
a
w
e
j
/
v
o
l
1
6
n
o
2
.
2
6
.
[
2
6
]
S
.
C
r
o
ss
l
e
y
,
“
Li
n
g
u
i
st
i
c
f
e
a
t
u
r
e
s
i
n
w
r
i
t
i
n
g
q
u
a
l
i
t
y
a
n
d
d
e
v
e
l
o
p
m
e
n
t
:
a
n
o
v
e
r
v
i
e
w
,
”
J
o
u
r
n
a
l
o
f
Wri
t
i
n
g
Re
s
e
a
r
c
h
,
v
o
l
.
1
1
,
n
o
.
3
,
p
p
.
4
1
5
–
4
4
3
,
2
0
2
0
,
d
o
i
:
1
0
.
1
7
2
3
9
/
JO
W
R
-
2
0
2
0
.
1
1
.
0
3
.
0
1
.
[
2
7
]
J.
Y
a
n
g
a
n
d
F
.
M
e
i
,
“
P
r
o
mo
t
i
n
g
c
r
i
t
i
c
a
l
r
e
a
d
i
n
g
i
n
s
t
r
u
c
t
i
o
n
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
a
t
h
r
e
e
-
st
e
p
t
r
a
i
n
i
n
g
s
c
h
e
me
f
a
c
i
l
i
t
a
t
e
d
b
y
u
si
n
g
c
o
r
p
u
s
t
e
c
h
n
o
l
o
g
y
,
”
J
o
u
r
n
a
l
o
f
C
h
i
n
a
C
o
m
p
u
t
e
r
-
Assi
s
t
e
d
L
a
n
g
u
a
g
e
L
e
a
rn
i
n
g
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
1
1
5
–
1
4
2
,
2
0
2
4
,
d
o
i
:
1
0
.
1
5
1
5
/
j
c
c
a
l
l
-
2
0
2
3
-
0
0
2
9
.
[
2
8
]
O
.
C
.
Jar
u
n
t
h
a
w
a
t
c
h
a
i
,
W
.
Jaru
n
t
h
a
w
a
t
c
h
a
i
,
a
n
d
L.
G
i
l
b
e
r
t
,
“
C
o
n
n
e
c
t
i
n
g
r
e
a
d
i
n
g
a
n
d
w
r
i
t
i
n
g
i
n
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
i
n
st
r
u
c
t
i
o
n
:
a
p
r
o
c
e
ss
-
g
e
n
r
e
a
p
p
r
o
a
c
h
,
”
L
EA
RN
J
o
u
r
n
a
l
,
v
o
l
.
1
8
,
n
o
.
2
,
p
p
.
4
9
3
–
5
1
8
,
2
0
2
5
,
d
o
i
:
1
0
.
7
0
7
3
0
/
S
O
G
P
3
6
7
5
.
[
2
9
]
B
.
A
l
j
a
f
e
n
,
“
Th
e
i
m
p
a
c
t
o
f
g
e
n
r
e
-
b
a
sed
i
n
s
t
r
u
c
t
i
o
n
o
n
t
h
e
a
c
a
d
e
m
i
c
w
r
i
t
i
n
g
o
f
EFL
s
t
u
d
e
n
t
s
,
”
F
o
r
u
m
f
o
r
L
i
n
g
u
i
st
i
c
S
t
u
d
i
e
s
,
v
o
l
.
7
,
n
o
.
1
0
,
p
p
.
6
5
8
–
6
6
8
,
S
e
p
.
2
0
2
5
,
d
o
i
:
1
0
.
3
0
5
6
4
/
f
l
s.
v
7
i
1
0
.
1
0
9
4
3
.
[
3
0
]
B
.
Er
d
e
n
,
“
T
h
e
r
o
l
e
o
f
mo
d
e
l
t
e
x
t
u
s
e
i
n
w
r
i
t
i
n
g
i
n
st
r
u
c
t
i
o
n
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
n
g
l
i
s
h
L
a
n
g
u
a
g
e
S
t
u
d
i
e
s
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
3
9
–
5
1
,
2
0
2
2
,
d
o
i
:
1
0
.
5
2
8
1
/
z
e
n
o
d
o
.
8
1
8
3
6
9
0
.
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
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
2
8
5
2
-
2
8
6
0
2860
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Mo
ld
ir
E.
To
i
g
a
n
b
e
k
o
v
a
is
a
Ph
.
D
.
d
o
c
to
ra
l
stu
d
e
n
t,
De
p
a
r
tme
n
t
o
f
R
u
ss
ian
Lan
g
u
a
g
e
a
n
d
L
it
e
ra
tu
re
,
A
b
a
i
K
a
z
a
k
h
Na
ti
o
n
a
l
P
e
d
a
g
o
g
ica
l
Un
iv
e
rsity
,
Alm
a
ty
,
Ka
z
a
k
h
sta
n
.
He
r
re
se
a
r
c
h
in
tere
sts
in
c
lu
d
e
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
p
ro
fe
ss
io
n
a
l
p
h
il
o
l
o
g
ica
l
c
o
m
p
e
ten
c
e
o
f
tea
c
h
e
rs
o
f
Ru
ss
ian
lan
g
u
a
g
e
a
n
d
li
tera
tu
re
wit
h
i
n
a
c
o
m
p
e
ten
c
e
-
b
a
se
d
a
n
d
te
x
t
-
c
e
n
tere
d
a
p
p
ro
a
c
h
.
S
h
e
f
o
c
u
se
s
o
n
t
h
e
p
e
d
a
g
o
g
ica
l
p
o
ten
ti
a
l
o
f
te
x
t
a
n
d
m
o
d
e
rn
m
e
th
o
d
s
o
f
tea
c
h
in
g
Ru
ss
ian
in
th
e
e
d
u
c
a
ti
o
n
a
l
p
r
o
c
e
ss
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
n
5
9
8
9
7
4
4
@g
m
a
il
.
c
o
m
.
G
u
lm
ira
A.
K
a
z
h
i
g
a
l
iy
e
v
a
is
a
P
ro
fe
ss
o
r
in
th
e
De
p
a
rt
m
e
n
t
o
f
Ru
ss
ian
Lan
g
u
a
g
e
a
n
d
L
it
e
ra
tu
re
,
A
b
a
i
K
a
z
a
k
h
Na
ti
o
n
a
l
P
e
d
a
g
o
g
ica
l
Un
iv
e
rsity
,
Alm
a
ty
,
Ka
z
a
k
h
sta
n
.
He
r
re
se
a
r
c
h
in
tere
sts
fo
c
u
s
o
n
th
e
m
e
th
o
d
o
lo
g
y
o
f
tea
c
h
in
g
th
e
Ru
ss
ian
lan
g
u
a
g
e
i
n
se
c
o
n
d
a
ry
a
n
d
h
ig
h
e
r
e
d
u
c
a
ti
o
n
.
He
r
re
se
a
rc
h
a
lso
a
d
d
re
ss
e
s
m
o
d
e
rn
p
e
d
a
g
o
g
ica
l
tec
h
n
o
l
o
g
ies
,
e
ffe
c
ti
v
e
tea
c
h
in
g
stra
teg
ies
,
a
n
d
c
o
m
p
e
ten
c
y
-
b
a
se
d
a
p
p
r
o
a
c
h
e
s
in
R
u
ss
ia
n
lan
g
u
a
g
e
e
d
u
c
a
ti
o
n
.
T
h
e
re
se
a
rc
h
a
lso
a
d
d
re
ss
e
s
li
n
g
u
isti
c
a
n
d
d
i
d
a
c
ti
c
a
n
a
ly
sis
o
f
e
d
u
c
a
ti
o
n
a
l
tex
ts
a
n
d
m
e
th
o
d
s
fo
r
d
e
v
e
l
o
p
i
n
g
stu
d
e
n
ts’
lan
g
u
a
g
e
a
n
d
c
o
m
m
u
n
ica
ti
v
e
sk
il
ls.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
g
m
a
u
le
n
o
v
a
2
0
@g
m
a
il
.
c
o
m
.
Ain
u
r
A.
Bizha
n
o
v
a
is
a
lec
tu
re
r
o
f
t
h
e
De
p
a
rtme
n
t
o
f
Lan
g
u
a
g
e
Disc
ip
l
i
n
e
s,
As
fe
n
d
iy
a
ro
v
Ka
z
a
k
h
Na
ti
o
n
a
l
M
e
d
ica
l
Un
i
v
e
rsity
,
Alm
a
ty
,
Ka
z
a
k
h
sta
n
.
He
r
re
se
a
rc
h
in
tere
sts
in
c
l
u
d
e
th
e
th
e
o
ry
a
n
d
m
e
th
o
d
o
l
o
g
y
o
f
tea
c
h
in
g
fo
re
i
g
n
lan
g
u
a
g
e
s,
m
e
th
o
d
s
a
n
d
m
e
a
n
s
o
f
tea
c
h
in
g
,
m
e
th
o
d
s
a
n
d
u
p
b
rin
g
in
g
b
a
se
d
o
n
th
e
m
a
teria
l
o
f
a
fo
re
ig
n
lan
g
u
a
g
e
,
a
lso
tea
c
h
in
g
th
e
c
u
lt
u
re
,
h
ist
o
ry
a
n
d
trad
it
io
n
s,
a
n
d
d
e
v
e
lo
p
in
g
lea
rn
e
rs’
a
b
il
it
y
to
c
o
m
m
u
n
ica
te
e
ffe
c
ti
v
e
ly
i
n
re
a
l
-
li
fe
situ
a
ti
o
n
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
li
y
a
.
z
h
a
k
u
p
o
v
a
.
2
0
2
4
@m
a
il
.
ru
.
Evaluation Warning : The document was created with Spire.PDF for Python.