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Co
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a
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Emp
lo
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g
a
q
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a
li
tati
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3
6
Ba
c
h
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lo
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f
Arts
in
En
g
li
sh
Lan
g
u
a
g
e
(BAEL
)
stu
d
e
n
ts.
Th
e
a
n
a
ly
sis
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v
e
a
led
t
h
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t
in
t
h
e
p
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g
s
su
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e
st
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d
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m
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m
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ta
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ts
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imp
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r
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ti
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o
m
m
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ti
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sp
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a
k
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g
a
c
ti
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it
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.
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u
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th
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rm
o
re
,
imp
ro
m
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sp
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k
in
g
tas
k
s
se
rv
e
a
s
a
n
e
ffe
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ti
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e
d
iag
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t
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o
l
f
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d
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ti
fy
i
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g
lea
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li
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isti
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c
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ll
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d
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u
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c
ti
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l
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a
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d
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t
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sp
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k
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lan
g
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g
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p
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ficie
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y
.
K
ey
w
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r
d
s
:
C
o
n
ten
t a
n
aly
s
is
E
n
g
lis
h
lan
g
u
a
g
e
lear
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E
r
r
o
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a
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aly
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is
I
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p
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p
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p
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Ph
o
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r
r
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s
Sy
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tactica
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T
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u
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d
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CC B
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SA
li
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C
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r
r
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s
p
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A
uth
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r
:
Ma
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lin
a
S.
Deip
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in
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Facu
lty
o
f
C
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lleg
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o
f
Ar
ts
an
d
Scien
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s
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C
eb
u
T
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n
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lo
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n
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s
ity
,
Ar
g
ao
C
am
p
u
s
C
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u
C
ity
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C
eb
u
,
Ph
ilip
p
in
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E
m
ail:
m
er
cy
s
ar
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2
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g
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c
o
m
1.
I
NT
RO
D
UCT
I
O
N
E
n
g
lis
h
lan
g
u
ag
e
lear
n
er
s
ar
e
ex
p
ec
ted
to
b
e
f
lu
en
t
s
p
ea
k
er
s
wh
o
ca
n
u
s
e
th
e
la
n
g
u
a
g
e
e
f
f
ec
tiv
ely
,
esp
ec
ially
in
r
ea
l
-
tim
e
c
o
m
m
u
n
icatio
n
.
Sab
at
[
1
]
p
o
in
ted
o
u
t
th
at
f
lu
en
cy
is
s
h
o
wn
wh
en
a
s
p
ea
k
er
s
m
o
o
th
ly
d
eliv
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s
s
p
ee
ch
with
o
u
t
d
elay
o
r
h
esit
atio
n
,
ex
p
r
ess
es
th
o
u
g
h
ts
an
d
id
ea
s
co
h
er
en
tly
,
an
d
p
r
o
d
u
ce
s
ac
cu
r
ate
u
tter
an
ce
s
r
eg
ar
d
less
o
f
tim
e
co
n
s
tr
ain
ts
.
Mo
r
eo
v
e
r
,
E
n
g
lis
h
p
r
o
g
r
am
s
aim
to
cu
ltiv
ate
s
t
u
d
en
ts
’
p
r
o
f
icien
cy
an
d
m
aster
y
o
f
o
r
al
co
m
m
u
n
i
ca
tio
n
th
r
o
u
g
h
im
p
r
o
m
p
tu
s
p
ea
k
in
g
.
I
m
p
r
o
m
p
tu
s
p
ea
k
in
g
in
v
o
lv
es
d
eliv
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in
g
a
s
p
ee
ch
with
o
u
t
p
r
i
o
r
p
lan
n
in
g
[
2
]
.
Stu
d
en
ts
wh
o
e
n
g
ag
e
in
an
d
p
r
ac
tice
im
p
r
o
m
p
tu
s
p
ea
k
in
g
r
eg
u
lar
ly
en
h
an
ce
th
eir
s
p
ea
k
in
g
ab
ilit
ies,
in
clu
d
in
g
v
o
ca
b
u
lar
y
u
s
e
an
d
co
h
er
en
ce
[
3
]
.
I
n
th
is
r
eg
ar
d
,
th
e
B
ac
h
elo
r
o
f
Ar
ts
in
E
n
g
lis
h
L
an
g
u
ag
e
(
B
AE
L
)
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
im
p
r
o
m
p
tu
s
p
ea
k
in
g
an
d
p
r
ac
tical
co
m
m
u
n
icatio
n
s
k
ills
f
o
r
s
tu
d
en
ts
in
th
e
p
r
o
g
r
am
.
Yet,
alth
o
u
g
h
im
p
r
o
m
p
tu
s
p
e
ak
in
g
im
p
r
o
v
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f
lu
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i
n
o
r
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co
m
m
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,
s
tu
d
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s
till
s
tr
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g
le
to
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p
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tan
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s
ly
in
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Sp
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ta
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at
u
r
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ch
a
r
ac
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is
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Stu
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tactic
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r
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T
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is
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th
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lan
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af
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o
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m
in
s
p
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tan
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p
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[
4
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.
T
h
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s
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if
ican
tly
r
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izes
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in
d
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th
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Mo
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et
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[
5
]
in
d
icate
d
th
at
p
r
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en
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p
h
o
n
o
lo
g
ical
er
r
o
r
s
am
o
n
g
C
eb
u
an
o
-
Vis
ay
an
s
tu
d
en
ts
ar
e
r
elate
d
to
s
eg
m
e
n
tal
an
d
s
u
p
r
aseg
m
en
tal
asp
ec
t
s
.
Ad
d
itio
n
ally
,
R
ay
m
u
n
d
o
[
6
]
id
en
tifie
d
th
at
th
e
m
o
s
t
f
r
eq
u
en
tly
en
co
u
n
ter
e
d
s
p
o
k
en
lan
g
u
a
g
e
e
r
r
o
r
s
am
o
n
g
s
tu
d
en
ts
a
r
e
m
o
s
tly
s
y
n
tact
ic,
p
ar
ticu
lar
l
y
in
v
er
b
s
,
p
r
e
p
o
s
itio
n
s
,
ar
ticles,
p
r
o
n
o
u
n
s
,
co
n
ju
n
ctio
n
s
,
wo
r
d
s
tr
u
ctu
r
e,
n
o
u
n
s
,
an
d
n
o
u
n
p
h
r
a
s
es.
T
h
is
h
ig
h
lig
h
ts
th
e
d
if
f
icu
lties
Fil
ip
in
o
s
f
r
eq
u
en
tly
en
co
u
n
ter
in
lear
n
in
g
an
d
u
s
in
g
a
n
o
n
-
n
ativ
e
lan
g
u
ag
e,
p
a
r
ticu
lar
ly
E
n
g
lis
h
,
f
o
r
p
r
ac
tical
co
m
m
u
n
icatio
n
,
wh
ich
ex
p
lain
s
wh
y
er
r
o
r
s
in
s
p
o
n
ta
n
eo
u
s
s
p
ee
ch
a
r
e
ev
id
en
t.
W
h
ile
th
er
e
ar
e
ex
is
tin
g
s
tu
d
ies
th
at
an
aly
ze
er
r
o
r
s
,
p
ar
ticu
lar
ly
in
th
e
Ph
ilip
p
in
es,
th
e
y
ar
e
m
ain
ly
f
o
cu
s
ed
o
n
an
al
y
zin
g
w
r
itten
o
u
tp
u
ts
.
T
h
e
r
e
is
a
lim
ited
s
tu
d
y
th
at
in
v
esti
g
ates
an
d
an
aly
ze
s
p
h
o
n
o
-
s
y
n
tactic
p
atter
n
s
o
f
er
r
o
r
in
im
p
r
o
m
p
tu
s
p
ea
k
in
g
.
Mo
s
t
ex
is
tin
g
s
t
u
d
ies
f
o
cu
s
o
n
eith
er
p
h
o
n
o
l
o
g
ical
o
r
s
y
n
tactic
er
r
o
r
s
s
ep
ar
ately
,
an
d
f
ew
in
teg
r
ate
b
o
th
lin
g
u
is
tic
d
im
e
n
s
io
n
s
in
s
p
o
n
tan
e
o
u
s
o
r
al
c
o
m
m
u
n
icatio
n
.
T
h
is
s
tu
d
y
ex
am
in
es
p
h
o
n
o
lo
g
ical
an
d
s
y
n
tactic
er
r
o
r
s
co
n
c
u
r
r
en
tly
in
im
p
r
o
m
p
t
u
s
p
ea
k
i
n
g
to
p
r
o
v
id
e
an
in
teg
r
ated
ac
c
o
u
n
t
o
f
lear
n
er
s
’
lan
g
u
ag
e
p
er
f
o
r
m
an
ce
in
r
ea
l
-
tim
e
co
m
m
u
n
icatio
n
,
h
ig
h
li
g
h
tin
g
h
o
w
f
lu
en
cy
d
em
an
d
s
,
v
o
w
e
l
i
n
s
t
a
b
i
l
it
y
,
a
n
d
p
a
r
t
i
a
l
g
r
a
m
m
a
t
i
c
al
c
o
n
t
r
o
l
c
o
l
l
e
c
ti
v
e
l
y
s
h
a
p
e
l
e
a
r
n
e
r
s
’
s
p
o
n
t
a
n
e
o
u
s
l
a
n
g
u
a
g
e
p
er
f
o
r
m
an
ce
.
T
h
u
s
,
th
is
s
tu
d
y
an
aly
ze
s
th
e
p
h
o
n
o
lo
g
ical
an
d
s
y
n
tactica
l
er
r
o
r
s
m
a
d
e
b
y
B
AE
L
s
tu
d
en
ts
in
th
eir
im
p
r
o
m
p
tu
s
p
ea
k
i
n
g
ac
ti
v
ity
.
Sp
ec
if
ically
,
it a
im
s
to
an
s
wer
th
e
f
o
llo
win
g
r
esear
c
h
q
u
esti
o
n
s
:
−
W
h
at
p
h
o
n
o
l
o
g
ical
an
d
s
y
n
tac
tic
er
r
o
r
s
o
cc
u
r
in
im
p
r
o
m
p
tu
s
p
ee
ch
p
er
f
o
r
m
an
ce
am
o
n
g
B
AE
L
s
tu
d
en
ts
?
−
W
h
ich
ty
p
e
o
f
p
h
o
n
o
lo
g
ical
an
d
s
y
n
tactica
l e
r
r
o
r
s
o
cc
u
r
m
o
s
t f
r
eq
u
en
tly
in
im
p
r
o
m
p
tu
s
p
ea
k
in
g
?
−
W
h
at
p
ed
ag
o
g
ical
im
p
licatio
n
s
ca
n
b
e
d
er
i
v
ed
f
r
o
m
th
e
id
en
tifie
d
p
h
o
n
o
-
s
y
n
tactic
er
r
o
r
p
a
tter
n
s
?
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
s
p
ec
if
ic
lin
g
u
is
tic
d
em
an
d
s
o
f
im
p
r
o
m
p
tu
s
p
ea
k
in
g
,
esp
ec
ially
th
e
r
ea
l
-
tim
e
co
g
n
itiv
e
p
r
o
ce
s
s
in
g
n
ee
d
ed
f
o
r
s
p
o
n
tan
eo
u
s
o
r
al
co
m
m
u
n
icatio
n
,
an
d
ex
a
m
in
es
h
o
w
th
ese
co
n
d
itio
n
s
co
n
tr
i
b
u
te
to
p
h
o
n
o
lo
g
ical
an
d
s
y
n
tactic
er
r
o
r
s
am
o
n
g
E
n
g
lis
h
lan
g
u
ag
e
lear
n
er
s
.
Pre
v
io
u
s
r
esear
ch
in
th
e
Ph
ilip
p
in
es
h
as
lar
g
ely
n
eg
lecte
d
th
ese
in
teg
r
ated
p
h
o
n
o
-
s
y
n
tactic
p
atter
n
s
in
u
n
p
lan
n
ed
s
p
ee
ch
,
f
o
c
u
s
in
g
p
r
im
ar
ily
o
n
wr
itten
lan
g
u
ag
e
o
r
o
n
is
o
lated
lin
g
u
is
tic
asp
ec
ts
.
B
y
ex
p
l
o
r
in
g
th
e
c
h
allen
g
es
o
f
s
p
o
n
tan
e
o
u
s
s
p
ea
k
in
g
,
th
is
r
esear
ch
u
n
d
e
r
s
co
r
es
th
e
o
n
g
o
in
g
n
ee
d
to
i
m
p
r
o
v
e
b
o
t
h
p
r
o
n
u
n
ciatio
n
ac
cu
r
ac
y
an
d
g
r
am
m
atica
l
co
n
tr
o
l
in
E
n
g
lis
h
as
a
s
ec
o
n
d
lan
g
u
a
g
e
(
E
SL
)
in
s
tr
u
ctio
n
.
I
n
a
n
ac
ad
e
m
ic
an
d
p
r
o
f
ess
io
n
al
en
v
ir
o
n
m
en
t
wh
er
e
ef
f
ec
tiv
e
o
r
al
co
m
m
u
n
icatio
n
is
cr
u
cial
f
o
r
p
a
r
ticip
atio
n
,
c
o
llab
o
r
atio
n
,
a
n
d
ca
r
ee
r
r
ea
d
in
ess
,
th
e
ab
ilit
y
to
d
eli
v
er
ac
cu
r
ate,
co
h
e
r
en
t
s
p
ee
ch
u
n
d
er
tim
e
p
r
ess
u
r
e
is
in
cr
ea
s
in
g
ly
im
p
o
r
tan
t.
Ov
er
all,
th
is
s
tu
d
y
tim
ely
in
v
esti
g
ates
h
o
w
th
e
co
n
tex
ts
o
f
im
p
r
o
m
p
tu
s
p
ea
k
in
g
cr
ea
t
e
p
h
o
n
o
-
s
y
n
tactic
d
if
f
icu
lties
an
d
s
ee
k
s
to
o
f
f
er
p
r
ac
tical
in
s
ig
h
ts
f
o
r
im
p
r
o
v
in
g
p
r
o
n
u
n
ciatio
n
tr
ai
n
in
g
,
g
r
am
m
ar
-
f
o
cu
s
ed
s
tr
ateg
ies,
an
d
co
m
m
u
n
icativ
e
cu
r
r
icu
la.
2.
M
E
T
H
O
D
2
.
1
.
Desig
n
T
h
is
s
tu
d
y
u
s
ed
a
q
u
alitativ
e
d
esig
n
,
s
p
ec
if
ically
co
n
te
n
t
an
aly
s
is
,
to
ex
am
in
e
th
e
p
h
o
n
o
l
o
g
ical
an
d
s
y
n
tactic
er
r
o
r
s
in
B
AE
L
s
tu
d
en
ts
’
im
p
r
o
m
p
tu
s
p
ea
k
in
g
p
er
f
o
r
m
an
ce
s
.
C
o
n
ten
t
a
n
aly
s
is
allo
wed
th
e
r
esear
ch
er
s
to
id
en
tify
,
class
if
y
,
an
d
q
u
an
tify
r
ec
u
r
r
i
n
g
er
r
o
r
p
atter
n
s
.
Acc
o
r
d
i
n
g
to
L
u
o
[
7
]
,
th
is
m
eth
o
d
h
elp
s
d
etec
t
p
atter
n
s
in
r
ec
o
r
d
ed
co
n
v
er
s
atio
n
s
b
y
co
d
in
g
co
n
ce
p
ts
an
d
an
al
y
zin
g
th
eir
f
r
eq
u
e
n
cy
a
n
d
s
ig
n
if
ican
ce
.
Alth
o
u
g
h
q
u
alita
tiv
e
in
n
at
u
r
e,
t
h
e
s
tu
d
y
also
u
s
ed
f
r
eq
u
en
cy
co
u
n
ts
an
d
p
er
c
en
tag
es
to
d
escr
ib
e
th
e
o
cc
u
r
r
en
ce
o
f
er
r
o
r
s
.
T
h
es
e
n
u
m
er
ical
d
ata
wer
e
u
s
ed
o
n
ly
to
illu
s
tr
ate
p
atter
n
s
,
n
o
t
t
o
p
r
o
d
u
ce
s
tatis
tical
g
en
er
aliza
tio
n
s
[
8
]
.
T
h
r
o
u
g
h
th
is
,
th
e
r
esear
ch
er
s
wer
e
ab
le
to
p
in
p
o
in
t
th
e
s
ig
n
if
ican
t
er
r
o
r
s
s
tu
d
en
ts
m
ad
e
in
im
p
r
o
m
p
t
u
s
p
ee
ch
es.
2
.
2
.
E
nv
iro
nm
ent
T
h
e
s
tu
d
y
’
s
d
ata
wer
e
co
llect
ed
at
a
s
tate
u
n
iv
er
s
ity
in
th
e
Ph
ilip
p
in
es.
T
h
e
ca
m
p
u
s
o
f
f
er
s
a
B
AE
L
p
r
o
g
r
a
m
in
th
e
De
p
ar
tm
en
t o
f
th
e
C
o
lleg
e
o
f
Ar
ts
an
d
Scien
c
es,
wh
ich
d
ev
elo
p
s
s
tu
d
en
ts
’
lin
g
u
is
tic,
r
esear
ch
,
an
d
cr
itical
th
in
k
in
g
p
r
o
f
icien
cy
.
T
h
is
in
s
titu
tio
n
is
d
ed
icate
d
to
p
r
o
v
id
in
g
q
u
ality
ed
u
ca
tio
n
an
d
lead
in
g
in
p
r
o
d
u
cin
g
g
lo
b
ally
c
o
m
p
eten
t
lear
n
er
s
.
2
.
3
.
P
a
rt
icipa
nts
T
h
e
p
a
r
ticip
an
ts
in
th
is
s
tu
d
y
wer
e
3
6
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
t
s
en
r
o
lled
in
th
e
B
AE
L
p
r
o
g
r
am
.
T
h
e
y
wer
e
s
elec
ted
th
r
o
u
g
h
p
u
r
p
o
s
i
v
e
s
am
p
lin
g
b
ased
o
n
th
eir
ac
tiv
e
en
g
ag
em
en
t
in
im
p
r
o
m
p
t
u
s
p
ea
k
in
g
,
wh
ich
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
3
6
4
6
-
3
6
5
7
3648
alig
n
s
with
th
e
s
tu
d
y
’
s
o
b
jectiv
es.
At
th
is
s
tag
e,
s
tu
d
en
ts
ar
e
ex
p
o
s
ed
to
co
m
p
le
x
lan
g
u
a
g
e
s
tr
u
ctu
r
es
an
d
ar
e
lik
ely
to
ex
h
i
b
it p
h
o
n
o
lo
g
ical
an
d
s
y
n
tactic
er
r
o
r
s
d
u
e
t
o
th
e
r
ea
l
-
tim
e
d
em
an
d
s
o
f
s
p
o
n
tan
eo
u
s
s
p
ee
ch
[
9
]
.
T
o
en
s
u
r
e
v
alid
ity
an
d
r
eliab
i
lity
,
ex
p
er
t
v
ali
d
atio
n
was
em
p
lo
y
ed
.
T
h
e
co
d
in
g
s
ch
e
m
e
a
n
d
s
am
p
le
an
aly
s
es
wer
e
r
ev
iewe
d
b
y
f
ield
ex
p
er
ts
,
p
ar
ticu
lar
ly
t
h
e
r
esear
ch
p
an
elis
ts
,
to
en
s
u
r
e
ac
cu
r
ac
y
an
d
co
n
s
is
ten
cy
in
er
r
o
r
id
e
n
tific
atio
n
.
All
3
6
s
p
ee
c
h
es
wer
e
an
aly
ze
d
f
o
r
p
h
o
n
o
lo
g
ical
e
r
r
o
r
s
.
Fo
r
s
y
n
tactic
an
aly
s
is
,
1
5
s
p
e
e
c
h
e
s
w
e
r
e
s
e
le
c
t
e
d
d
u
e
t
o
t
h
e
in
ten
s
iv
e
n
a
t
u
r
e
o
f
s
t
r
u
c
t
u
r
a
l
c
o
d
i
n
g
a
n
d
t
h
e
a
t
t
a
i
n
m
e
n
t
o
f
d
a
t
a
s
atu
r
atio
n
,
wh
er
e
n
o
n
ew
er
r
o
r
ca
teg
o
r
ies
em
er
g
ed
[
1
0
]
.
So
m
e
r
ec
o
r
d
in
g
s
wer
e
ex
clu
d
ed
d
u
e
to
in
co
n
s
is
ten
t
s
p
e
e
c
h
f
l
o
w
a
n
d
e
x
ce
s
s
i
v
e
f
i
l
ler
s
,
w
h
ic
h
li
m
i
t
e
d
a
n
a
l
y
z
a
b
le
s
en
t
e
n
c
e
s
t
r
u
c
t
u
r
es
.
T
h
is
e
n
s
u
r
e
d
t
h
a
t
o
n
l
y
c
o
h
e
r
e
n
t
s
am
p
les we
r
e
in
clu
d
ed
,
c
o
n
s
is
ten
t w
ith
q
u
alitativ
e
r
esear
ch
s
tan
d
ar
d
s
p
r
i
o
r
itizin
g
d
e
p
th
o
v
er
q
u
an
tity
.
2
.
4
.
I
ns
t
rum
ent
Sev
er
al
in
s
tr
u
m
en
ts
wer
e
u
tili
ze
d
in
th
is
s
tu
d
y
.
T
h
e
p
r
i
m
ar
y
in
s
tr
u
m
en
t
o
f
th
e
s
tu
d
y
was
th
e
r
esear
ch
er
s
th
em
s
elv
es.
R
esea
r
ch
er
s
ar
e
o
f
ten
co
n
s
id
er
e
d
in
s
tr
u
m
en
ts
,
as
th
ey
ca
n
s
er
v
e
a
s
a
p
r
im
ar
y
m
ea
n
s
o
f
co
llectin
g
an
d
a
n
aly
zin
g
d
ata
[
1
1
]
.
I
n
th
e
c
o
n
tex
t
o
f
th
e
s
tu
d
y
,
th
e
r
esear
ch
er
s
co
llected
th
e
im
p
r
o
m
p
t
u
s
p
ee
ch
es
th
r
o
u
g
h
au
d
i
o
r
ec
o
r
d
in
g
.
T
h
e
s
ec
o
n
d
in
s
tr
u
m
en
t
was
No
tta
.
I
t
is
an
ap
p
licatio
n
th
at
ca
n
tr
an
s
cr
ib
e
au
d
io
f
o
r
m
ats
in
to
tex
t.
Usi
n
g
th
e
to
o
l
h
elp
ed
th
e
r
esear
c
h
er
s
ef
f
icien
tly
co
n
v
er
t
th
e
r
ec
o
r
d
ed
im
p
r
o
m
p
tu
s
p
ea
k
in
g
d
ata
in
to
wr
itten
tex
t
f
o
r
d
ata
an
aly
s
is
.
L
astl
y
,
t
h
e
r
esear
ch
er
u
tili
ze
d
Gr
am
m
ar
l
y
.
I
t
is
a
la
n
g
u
a
g
e
ch
ec
k
er
to
o
l th
at
an
aly
ze
s
wr
it
ten
wo
r
k
a
n
d
d
etec
ts
er
r
o
r
s
in
g
r
am
m
ar
,
s
p
ellin
g
,
an
d
s
en
ten
ce
s
tr
u
ctu
r
e.
2
.
5
.
Da
t
a
g
a
t
hering
pro
ce
du
re
R
ig
h
t
af
ter
th
e
s
ch
o
o
l
au
th
o
r
ities
ap
p
r
o
v
ed
th
e
r
e
q
u
est
to
c
o
n
d
u
ct
th
e
s
tu
d
y
,
th
e
r
esear
ch
er
s
b
eg
an
th
e
d
ata
g
ath
er
in
g
f
r
o
m
s
ec
o
n
d
-
y
ea
r
B
AE
L
s
tu
d
e
n
ts
.
Af
ter
war
d
,
th
e
r
esear
ch
er
s
ap
p
r
o
ac
h
ed
a
s
p
ec
if
ic
p
r
o
f
ess
o
r
to
r
eq
u
est
co
llab
o
r
atio
n
an
d
co
n
s
en
t
to
co
n
d
u
c
t
an
im
p
r
o
m
p
tu
s
p
ee
ch
ac
ti
v
ity
in
th
eir
class
.
Simu
ltan
eo
u
s
ly
,
th
e
r
esear
ch
e
r
atten
d
e
d
th
e
p
r
o
f
ess
o
r
’
s
cla
s
s
f
o
r
f
o
u
r
s
ess
io
n
s
to
co
n
d
u
ct
o
b
s
er
v
atio
n
s
an
d
co
llect
d
ata.
Mo
r
eo
v
e
r
,
th
e
r
es
ea
r
ch
er
e
x
p
lain
ed
th
e
s
tu
d
y
to
th
e
p
a
r
ticip
an
ts
,
o
b
tain
ed
i
n
f
o
r
m
ed
c
o
n
s
en
t,
a
n
d
ass
u
r
ed
th
em
th
at
th
eir
v
o
lu
n
t
ar
y
p
ar
ticip
atio
n
wo
u
ld
b
e
k
e
p
t
co
n
f
id
e
n
tial.
All
s
tu
d
en
ts
in
th
e
s
ec
tio
n
wer
e
in
v
ited
to
p
ar
ticip
ate
in
th
e
i
m
p
r
o
m
p
tu
s
p
ee
ch
ac
tiv
ity
.
T
h
is
allo
wed
th
e
r
esear
ch
er
s
to
o
b
tain
a
v
ar
iety
o
f
s
p
o
n
tan
eo
u
s
s
p
ee
ch
s
am
p
les.
At
th
e
s
am
e
tim
e,
th
e
s
tu
d
y
estab
lis
h
ed
an
ex
clu
s
io
n
cr
iter
io
n
to
o
b
tain
v
alu
ab
le
s
am
p
les
an
d
ac
h
ie
v
e
s
atis
f
ac
to
r
y
f
in
d
in
g
s
.
T
h
is
in
clu
d
es
:
i
)
th
e
s
p
ee
ch
th
at
is
s
h
o
r
ter
th
an
25
s
ec
o
n
d
s
will
b
e
ex
clu
d
ed
to
g
u
ar
an
tee
th
at
th
e
s
am
p
les
ar
e
s
u
b
s
tan
tial
an
d
s
u
f
f
icien
t
f
o
r
th
e
an
al
y
s
is
;
ii
)
t
h
e
s
p
ee
ch
th
at
is
f
ar
f
r
o
m
wh
at
is
th
e
co
n
tex
t
was
o
m
itted
to
m
ain
tain
th
e
r
elev
a
n
ce
to
th
e
in
ten
d
ed
lin
g
u
is
tic
an
aly
s
is
;
an
d
iii
)
to
f
o
cu
s
o
n
p
h
o
n
o
-
s
y
n
tactic
er
r
o
r
s
,
s
p
ee
ch
es
th
at
u
s
e
ex
ce
s
s
iv
e
co
d
e
-
s
witch
in
g
b
ey
o
n
d
o
cc
asio
n
al
wo
r
d
was
ex
clu
d
ed
.
R
ig
h
t
af
ter
,
th
e
r
ec
o
r
d
in
g
o
f
th
e
s
tu
d
en
ts
’
im
p
r
o
m
p
tu
s
p
ea
k
in
g
p
er
f
o
r
m
an
ce
s
b
e
g
an
.
T
h
e
r
ec
o
r
d
i
n
g
was
m
ad
e
d
u
r
in
g
a
r
eg
u
lar
cl
ass
,
wh
ich
allo
w
s
f
o
r
ca
p
tu
r
in
g
an
au
th
en
tic
ex
p
e
r
ien
ce
o
f
lan
g
u
ag
e
u
s
e.
T
h
e
r
ec
o
r
d
in
g
was tr
an
s
cr
ib
ed
d
ig
i
tally
f
o
r
d
ata
a
n
aly
s
is
.
2
.
6
.
Da
t
a
a
na
ly
s
i
s
T
h
e
d
ata
was
an
aly
ze
d
u
s
in
g
C
o
r
d
er
’
s
er
r
o
r
an
aly
s
is
m
o
d
el
[
1
2
]
.
C
o
r
d
er
’
s
e
r
r
o
r
an
al
y
s
is
m
o
d
el
h
as
s
ix
s
tag
es
to
an
aly
ze
d
ata:
i
)
c
o
llectio
n
o
f
d
ata
s
am
p
les
;
ii
)
id
en
tific
atio
n
o
f
er
r
o
r
s
;
iii
)
class
if
icatio
n
o
f
er
r
o
r
s
;
iv
)
q
u
an
tific
atio
n
o
f
er
r
o
r
s
;
v
)
d
is
clo
s
u
r
e
o
f
er
r
o
r
s
;
an
d
vi
)
ev
alu
atio
n
o
f
e
r
r
o
r
s
.
Fo
r
th
e
f
ir
s
t
an
aly
s
is
s
tag
e,
th
e
s
tu
d
en
ts
’
im
p
r
o
m
p
tu
s
p
ea
k
in
g
au
d
io
r
ec
o
r
d
in
g
was
u
p
l
o
ad
ed
to
No
tta
f
o
r
tr
an
s
cr
ip
ti
o
n
.
T
h
e
tr
a
n
s
cr
ib
ed
tex
t
was
th
o
r
o
u
g
h
ly
r
ev
iewe
d
to
en
s
u
r
e
it
clo
s
ely
m
atch
es
t
h
e
r
ec
o
r
d
ed
im
p
r
o
m
p
tu
s
p
ee
c
h
.
Gr
am
m
a
r
ly
was
u
s
ed
to
id
en
tify
lan
g
u
ag
e
er
r
o
r
s
in
th
e
tr
an
s
cr
ib
ed
tex
t,
wh
ile
m
an
u
al
id
en
tific
atio
n
,
alo
n
g
with
T
o
p
h
o
n
etics
an
d
an
I
PA
ch
a
r
t,
was
u
s
ed
to
id
en
tify
p
h
o
n
o
lo
g
ical
er
r
o
r
s
.
Nex
t,
th
e
r
esear
ch
er
s
ca
teg
o
r
i
ze
d
co
m
m
o
n
ty
p
es
o
f
er
r
o
r
s
an
d
d
eter
m
i
n
ed
h
o
w
f
r
eq
u
e
n
tly
th
ey
o
cc
u
r
.
T
h
e
i
d
e
n
tifie
d
p
h
o
n
o
lo
g
ical
er
r
o
r
s
we
r
e
class
if
ied
b
ased
o
n
J
am
es’s
p
h
o
n
o
lo
g
ical
er
r
o
r
tax
o
n
o
m
y
[
1
3
]
.
I
t
h
as
two
m
ain
ca
teg
o
r
ies
:
s
eg
m
en
tal
a
n
d
s
u
p
r
aseg
m
en
tal
er
r
o
r
s
.
Su
b
s
eq
u
en
tly
,
th
e
s
y
n
t
ac
tic
er
r
o
r
s
wer
e
ca
teg
o
r
ize
d
ac
co
r
d
in
g
to
t
h
e
s
u
r
f
ac
e
s
tr
ateg
y
tax
o
n
o
m
y
[
1
4
]
.
T
h
ey
class
if
ied
er
r
o
r
s
in
t
o
f
o
u
r
ca
teg
o
r
ies:
o
m
is
s
io
n
,
ad
d
itio
n
,
m
is
f
o
r
m
atio
n
,
an
d
m
is
o
r
d
e
r
in
g
.
A
d
d
itio
n
ally
,
th
e
ca
teg
o
r
izatio
n
was
tab
u
lated
,
th
o
r
o
u
g
h
ly
ex
p
lain
ed
,
a
n
d
ev
alu
ated
,
alo
n
g
s
id
e
th
e
r
esu
lts
an
d
d
is
cu
s
s
io
n
.
Fin
ally
,
a
co
n
clu
s
io
n
was d
r
a
wn
f
r
o
m
t
h
e
s
tu
d
y
’
s
f
i
n
d
in
g
s
a
n
d
th
e
r
esear
c
h
er
s
’
r
ec
o
m
m
en
d
atio
n
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
P
ho
no
l
o
g
ica
l
er
ro
r
s
Ph
o
n
o
lo
g
ical
e
r
r
o
r
an
aly
s
is
was
co
n
d
u
cted
f
ir
s
t,
r
eq
u
ir
in
g
a
ca
r
ef
u
l
ex
am
i
n
atio
n
o
f
p
ar
ticip
an
ts
’
im
p
r
o
m
p
t
u
s
p
ee
ch
f
r
o
m
th
e
au
d
io
r
ec
o
r
d
in
g
.
E
ac
h
s
p
ee
ch
was
ca
r
ef
u
lly
r
ev
iewe
d
to
id
e
n
tify
p
h
o
n
o
lo
g
ical
er
r
o
r
s
,
an
d
th
r
o
u
g
h
o
u
t
th
e
an
a
ly
s
is
,
it
wa
s
d
eter
m
in
ed
th
at
s
t
u
d
en
ts
co
m
m
itted
s
eg
m
en
tal
a
n
d
s
u
p
r
aseg
m
en
tal
er
r
o
r
s
d
u
r
in
g
th
e
im
p
r
o
m
p
t
u
s
p
ee
ch
ac
tiv
ity
.
T
h
e
r
esear
ch
er
s
id
en
tifie
d
1
4
s
eg
m
e
n
tal
er
r
o
r
s
an
d
8
s
u
p
r
aseg
m
en
tal
er
r
o
r
s
.
T
ab
le
1
s
h
o
ws th
e
s
p
ec
if
ic
er
r
o
r
s
at
th
e
s
eg
m
en
tal
lev
el.
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
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h
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p
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in
imp
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mo
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n
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lis
h
… (
A
n
g
elie
V
.
Tema
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)
3649
T
ab
le
1
.
Seg
m
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tal
er
r
o
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s
o
f
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n
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lis
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lan
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6
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t
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l
1
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0
3
.
1
.
1
.
Seg
m
ent
a
l
er
r
o
rs
Seg
m
en
tal
er
r
o
r
s
ar
e
er
r
o
r
s
in
p
h
o
n
o
lo
g
y
,
s
p
ec
if
ically
i
n
th
e
p
r
o
n
u
n
ciatio
n
o
f
i
n
d
iv
id
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p
ee
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s
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d
s
in
th
e
E
n
g
lis
h
lan
g
u
ag
e,
s
p
ec
if
ically
v
o
wels
an
d
co
n
s
o
n
an
ts
.
T
o
s
y
s
tem
atica
lly
p
r
esen
t
th
e
id
en
tifie
d
s
eg
m
en
tal
p
h
o
n
o
lo
g
ical
e
r
r
o
r
s
,
th
e
s
p
ec
if
ic
v
o
wel
an
d
co
n
s
o
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an
t
s
u
b
s
titu
tio
n
s
o
b
s
er
v
e
d
in
th
e
p
a
r
ticip
an
ts
’
im
p
r
o
m
p
t
u
s
p
ee
ch
es
ar
e
s
u
m
m
ar
ized
in
T
ab
le
1
.
T
h
e
tab
le
lis
ts
th
e
er
r
o
n
eo
u
s
u
tter
an
ce
s
,
th
eir
ac
c
u
r
ate
I
n
ter
n
atio
n
al
Ph
o
n
etic
Alp
h
a
b
et
(
I
PA)
tr
an
s
cr
ip
tio
n
s
,
an
d
th
eir
co
r
r
esp
o
n
d
in
g
p
er
ce
n
tag
es
to
illu
s
tr
ate
th
e
d
is
tr
ib
u
tio
n
o
f
s
eg
m
e
n
tal
d
ev
iatio
n
s
.
T
o
f
u
r
t
h
er
co
n
te
x
tu
alize
th
e
id
en
tifie
d
s
eg
m
en
tal
d
ev
iatio
n
s
,
a
co
m
p
ar
ativ
e
a
n
aly
s
is
b
etwe
en
Ph
ilip
p
in
e
E
n
g
lis
h
(
PE)
an
d
Gen
er
al
Am
er
ican
E
n
g
lis
h
(
GAE
)
p
h
o
n
o
lo
g
ical
f
ea
tu
r
es
is
p
r
esen
ted
in
T
ab
l
e
2
.
T
h
is
tab
le
h
ig
h
lig
h
ts
s
y
s
tem
atic
p
h
o
n
em
e
s
u
b
s
titu
tio
n
s
an
d
ar
ticu
lato
r
y
ten
d
en
cies th
at
m
ay
e
x
p
lain
th
e
p
ar
ticip
an
ts
’
o
b
s
er
v
ed
p
r
o
n
u
n
ciatio
n
p
atter
n
s
.
a.
Vo
wel
s
u
b
s
titu
tio
n
an
d
ce
n
tr
al
v
o
wel
in
s
tab
ilit
y
On
e
o
f
th
e
m
o
s
t
r
ec
u
r
r
e
n
t
s
eg
m
en
tal
p
atter
n
s
in
th
e
p
ar
ticip
an
ts
’
im
p
r
o
m
p
tu
s
p
ee
ch
is
v
o
wel
s
u
b
s
titu
tio
n
,
p
ar
ticu
lar
l
y
in
v
o
l
v
in
g
ce
n
tr
al
a
n
d
l
o
w
v
o
wels.
A
p
r
o
m
i
n
en
t
e
x
am
p
le
is
th
e
r
ep
lace
m
en
t
o
f
th
e
m
id
-
ce
n
tr
al
v
o
wel
/ə/
with
th
e
o
p
en
-
b
ac
k
r
o
u
n
d
ed
v
o
wel
/ɒ
/,
as
in
co
m
m
u
n
ic
atio
n
p
r
o
n
o
u
n
ce
d
/k
əˌ
m
ju
ːn
ɪˈ
k
eɪʃ
ɒ
n
/
in
s
tead
o
f
/k
əˌ
m
j
u
ːn
ɪˈ
k
eɪʃ
ə
n
/.
Alth
o
u
g
h
s
ch
wa
o
cc
u
r
s
i
n
an
u
n
s
tr
ess
ed
s
y
llab
le,
s
u
b
s
titu
tin
g
it
with
a
m
o
r
e
p
r
o
m
in
en
t
v
o
wel
alter
s
th
e
r
h
y
th
m
ic
p
atter
n
o
f
t
h
e
wo
r
d
a
n
d
m
a
y
r
ed
u
ce
its
r
ec
o
g
n
izab
ilit
y
in
r
a
p
id
s
p
ee
c
h
.
Der
win
g
an
d
Mu
n
r
o
[
1
5
]
n
o
ted
th
at
n
o
n
-
n
ativ
e
lear
n
er
s
f
r
eq
u
e
n
tly
s
tr
u
g
g
le
with
ce
n
tr
al
v
o
wels
s
u
ch
as
/ə/,
esp
ec
ially
wh
en
s
u
ch
v
o
wels
ar
e
ab
s
en
t
in
th
eir
f
ir
s
t
lan
g
u
ag
e.
I
n
C
eb
u
an
o
-
Vis
ay
an
,
th
e
lack
o
f
a
t
r
u
e
s
c
h
wa
en
co
u
r
ag
es
s
u
b
s
titu
tio
n
with
m
o
r
e
f
am
iliar
v
o
wel
s
o
u
n
d
s
.
Deip
ar
in
e
[
1
6
]
f
u
r
th
er
em
p
h
asized
th
at
wid
e
r
p
h
o
n
o
lo
g
ical
g
a
p
s
b
etwe
en
th
e
n
ativ
e
an
d
tar
g
et
lan
g
u
a
g
e
in
cr
ea
s
e
n
eg
ativ
e
tr
an
s
f
er
.
Similar
ly
,
Mo
m
o
n
g
a
n
et
a
l.
[
5
]
o
b
s
er
v
ed
th
at
Fil
ip
in
o
/C
eb
u
an
o
E
n
g
lis
h
s
p
ea
k
er
s
f
r
eq
u
en
tly
ex
h
ib
it
v
o
wel
ce
n
tr
aliza
tio
n
an
d
s
u
b
s
titu
tio
n
in
s
p
o
n
tan
e
o
u
s
s
p
ee
c
h
.
T
h
e
p
er
s
is
ten
ce
o
f
s
ch
wa
s
u
b
s
titu
tio
n
s
u
g
g
ests
th
at
lear
n
er
s
m
ay
n
o
t
h
av
e
f
u
lly
in
ter
n
alize
d
E
n
g
lis
h
s
tr
ess
-
tim
ed
r
h
y
th
m
an
d
v
o
wel
r
ed
u
ctio
n
p
atter
n
s
.
Ped
ag
o
g
ically
,
th
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
ex
p
licit
in
s
tr
u
ctio
n
in
ce
n
tr
al
v
o
wel
p
r
o
d
u
ctio
n
an
d
r
ed
u
ce
d
v
o
wel
r
ec
o
g
n
itio
n
with
in
au
th
en
tic
s
p
ea
k
in
g
task
s
.
I
f
u
n
ad
d
r
ess
ed
,
co
n
tin
u
ed
v
o
wel
in
s
tab
ilit
y
m
ay
n
o
t
ca
u
s
e
co
m
m
u
n
icatio
n
b
r
ea
k
d
o
wn
b
u
t
co
u
ld
g
r
a
d
u
ally
in
f
lu
en
ce
lis
ten
er
p
er
ce
p
tio
n
s
o
f
f
lu
e
n
cy
,
p
r
ec
is
io
n
,
a
n
d
ac
ad
em
ic
co
m
p
ete
n
ce
in
f
o
r
m
al
d
is
co
u
r
s
e.
A
r
elate
d
s
u
b
s
titu
tio
n
ap
p
ea
r
s
in
in
co
r
p
o
r
ate,
p
r
o
d
u
ce
d
as
/ɪn
ˈ
k
ɜr
.
p
ʊ
.
r
ɪt/
in
s
tead
o
f
/ɪn
ˈ
k
ɔr
p
əˌ
r
eɪt/,
wh
er
e
/ɔː/
is
r
ep
lace
d
b
y
/ɜː/
.
Su
ch
s
h
if
ts
m
ay
ar
is
e
u
n
d
er
co
g
n
itiv
e
lo
ad
d
u
r
in
g
im
p
r
o
m
p
tu
p
r
o
d
u
ctio
n
,
r
ein
f
o
r
cin
g
th
e
in
ter
ac
tio
n
b
etwe
en
p
h
o
n
o
lo
g
ical
k
n
o
wle
d
g
e
an
d
p
r
o
ce
s
s
in
g
co
n
s
tr
ain
ts
.
I
n
au
d
ien
ce
,
m
is
p
r
o
n
o
u
n
ce
d
as
/ˈ
o
ʊ
d
iən
s
/
i
n
s
tead
o
f
/ˈ
ɑ
d
iən
s
/,
th
e
s
u
b
s
titu
tio
n
o
f
/ɑ
/
with
/o
ʊ
/
alter
s
a
k
ey
d
is
co
u
r
s
e
wo
r
d
in
p
u
b
lic
s
p
ea
k
in
g
.
Ma
r
elita
an
d
I
f
tan
ti
[
1
7
]
o
b
s
er
v
ed
t
h
at
v
o
wel
s
u
b
s
titu
tio
n
am
o
n
g
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL)
lear
n
er
s
is
o
f
ten
in
f
lu
en
ce
d
b
y
f
ir
s
t
-
lan
g
u
a
g
e
in
ter
f
er
en
ce
o
r
h
y
p
er
co
r
r
e
ctio
n
.
B
ec
au
s
e
th
e
wo
r
d
“a
u
d
ien
ce
”
f
r
eq
u
e
n
tly
f
u
n
ctio
n
s
as
a
d
is
co
u
r
s
e
an
c
h
o
r
in
p
r
esen
tatio
n
s
,
its
m
is
p
r
o
n
u
n
ciatio
n
m
ay
m
o
m
en
tar
ily
s
h
if
t a
tten
tio
n
f
r
o
m
m
ess
ag
e
to
f
o
r
m
.
R
ep
ea
te
d
in
ac
cu
r
ac
ies in
s
alien
t a
ca
d
e
m
ic
v
o
ca
b
u
la
r
y
m
ay
s
u
b
tly
wea
k
en
p
e
r
ce
iv
ed
a
u
th
o
r
ity
,
cr
e
d
ib
ilit
y
,
an
d
p
r
o
f
ess
io
n
al
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n
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er
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o
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v
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it
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e
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elate
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d
au
d
ien
ce
en
g
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en
t.
Similar
ly
,
in
ab
id
e,
p
r
o
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o
u
n
ce
d
/
ˈ
æ
b
.
aɪd
/
in
s
tead
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s
u
b
s
titu
tio
n
o
f
/æ
/
f
o
r
/ə/
r
ef
lects
a
p
r
ef
er
e
n
ce
f
o
r
m
o
r
e
p
r
o
m
in
en
t
v
o
wel
ar
ticu
l
atio
n
.
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h
is
im
p
lies
th
at
p
er
s
is
ten
t
r
ea
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o
f
f
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ll
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o
wels
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n
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ess
ed
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o
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it
io
n
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ay
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n
tr
ib
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te
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a
h
ea
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ier
s
p
ee
ch
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u
ality
.
W
h
ile
in
tellig
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ilit
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r
em
ain
s
lar
g
ely
in
tact,
cu
m
u
lativ
e
d
is
r
u
p
tio
n
o
f
r
h
y
th
m
m
ay
s
u
b
tly
r
e
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u
ce
co
m
m
u
n
icativ
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e
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icien
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a
n
d
p
er
ce
iv
ed
lin
g
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is
tic
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tr
o
l.
d.
C
o
n
s
o
n
an
t
s
u
b
s
titu
tio
n
an
d
ar
ticu
lato
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y
c
o
n
s
tr
ain
ts
Su
b
s
titu
tio
n
o
f
i
n
ter
d
en
tal
f
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i
ca
tiv
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was
ev
id
en
t
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th
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o
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g
h
,
p
r
o
n
o
u
n
ce
d
/tʃr
u
ː/
in
s
tead
o
f
/θr
u
ː/.
Saav
ed
r
a
[
2
4
]
ex
p
lain
e
d
th
at
/θ/
is
ab
s
en
t
in
m
an
y
Ph
ilip
p
in
e
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g
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ag
es,
p
r
o
m
p
tin
g
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ep
l
ac
em
en
t
with
m
o
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e
f
am
iliar
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ticu
latio
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s
.
Similar
l
y
,
s
u
b
s
titu
tio
n
o
f
/ð
/
with
/d
/
r
ef
lects
a
co
m
m
o
n
f
ea
tu
r
e
o
f
PE
p
h
o
n
o
l
o
g
y
[
2
5
]
.
T
h
is
en
tails
th
at
alth
o
u
g
h
s
u
ch
s
u
b
s
titu
tio
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s
m
ay
n
o
t
s
ev
er
ely
im
p
ed
e
i
n
tellig
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ilit
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lo
ca
l
co
n
tex
ts
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in
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ea
s
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g
g
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al
co
m
m
u
n
ica
tio
n
d
em
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d
s
m
ay
r
eq
u
i
r
e
g
r
ea
ter
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h
o
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e
m
ic
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r
ec
is
io
n
.
Pe
r
s
is
ten
t
in
ter
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en
tal
s
u
b
s
titu
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n
m
ay
in
f
lu
en
ce
in
ter
n
atio
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al
co
m
p
r
eh
en
s
ib
ilit
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d
p
r
o
f
ess
io
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al
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er
ce
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tio
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o
s
s
-
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ltu
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ettin
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s
.
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icin
g
alter
n
atio
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in
p
er
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o
n
(
/ˈ
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ɜ
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.
zə
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/
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ən
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r
ef
lects
u
n
co
n
tr
o
lled
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ilan
t
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o
icin
g
[
2
6
]
,
wh
ile
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a
r
ticu
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ef
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ec
ts
wer
e
o
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s
er
v
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tr
u
ly
(
/ˈ
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r
u
ːli
/
in
s
tead
o
f
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tr
u
ːli/
)
[
2
7
]
.
Ad
d
itio
n
ally
,
im
p
o
r
tan
t
was
p
r
o
n
o
u
n
ce
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ˈ
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t/
in
s
tead
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ɔr
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t
/,
r
e
f
lectin
g
L
1
-
i
n
f
lu
en
ce
d
p
h
o
n
em
e
s
u
b
s
titu
tio
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,
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u
g
g
esti
n
g
th
at
co
n
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t
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ay
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ir
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ely
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itiv
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g
s
p
o
n
ta
n
eo
u
s
d
is
co
u
r
s
e
[
2
8
]
.
W
h
ile
in
d
iv
i
d
u
al
in
s
tan
ce
s
m
ay
s
ee
m
m
in
o
r
,
r
ep
ea
ted
ar
ticu
lato
r
y
d
e
v
iatio
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s
ca
n
s
u
b
tly
af
f
ec
t
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r
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io
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,
c
o
n
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id
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n
ce
,
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d
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r
o
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io
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alis
m
,
p
ar
ticu
lar
ly
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ac
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d
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ic
o
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o
r
m
al
s
p
ea
k
in
g
en
v
ir
o
n
m
en
ts
.
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3651
3
.
1
.
2
.
Su
pra
s
eg
m
ent
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ro
r
s
Su
p
r
aseg
m
en
tal
r
ef
e
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s
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th
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ter
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al
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o
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h
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n
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ch
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s
tr
ess
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p
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h
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m
,
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in
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n
th
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co
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tex
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o
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th
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es,
p
ar
ticu
lar
ly
s
tr
ess
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an
d
ca
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f
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t
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o
w
u
n
d
er
s
tan
d
ab
le
a
wo
r
d
is
.
Yu
r
tb
asi
[
2
9
]
,
s
tated
th
at
m
is
p
lacin
g
s
tr
ess
o
n
a
s
y
llab
le
o
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ase
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a
s
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s
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m
is
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n
d
er
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tan
d
in
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f
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,
in
th
is
ca
s
e,
E
n
g
lis
h
.
T
h
is
m
a
k
es
wo
r
d
s
v
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d
if
f
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u
lt
to
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p
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ca
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is
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s
tan
d
in
g
.
T
ab
le
3
d
em
o
n
s
tr
ates
th
at
all
id
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tifie
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s
u
p
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to
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lace
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s
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ess
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with
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ch
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eq
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T
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if
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ests
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es
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p
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o
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g
u
a
g
e
lear
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e
r
s
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im
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m
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tex
ts
.
T
ab
le
3
s
h
o
ws
th
e
s
u
p
r
aseg
m
en
tal
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r
o
r
s
co
m
m
itted
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im
p
r
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m
p
tu
s
p
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k
in
g
b
y
E
n
g
lis
h
lan
g
u
ag
e
s
tu
d
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ts
.
T
h
e
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d
io
r
ec
o
r
d
in
g
s
r
ev
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led
s
ev
er
al
in
s
tan
ce
s
in
wh
ich
s
tr
ess
was
p
lace
d
o
n
th
e
wr
o
n
g
s
y
llab
le
o
r
was
in
co
n
s
is
ten
tly
ap
p
lied
.
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x
am
p
les
o
f
w
o
r
d
s
in
clu
d
e
m
a
n
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DAT
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in
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N
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SE,
an
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cr
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T
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in
s
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-
tic.
A
wo
r
d
u
s
u
ally
h
as
a
s
y
llab
le
th
at
n
ee
d
s
to
b
e
em
p
h
asized
.
L
asi
[
3
0
]
also
m
en
tio
n
ed
th
at
ev
er
y
E
n
g
lis
h
m
u
lti
-
s
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wo
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m
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ess
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d
th
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tr
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p
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f
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m
o
t
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s
e
it
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ep
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o
f
in
f
o
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m
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th
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th
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u
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h
t
g
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p
.
T
h
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s
u
p
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m
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m
ay
b
e
lin
k
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d
to
th
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p
ar
ticip
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ts
’
u
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f
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s
tr
ess
p
atter
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o
f
E
n
g
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h
wo
r
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s
.
T
ab
le
3
.
Su
p
r
aseg
m
en
tal
er
r
o
r
s
Th
e
m
e
s
S
u
b
-
c
a
t
e
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o
r
y
W
o
r
d
Er
r
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o
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s
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t
t
e
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a
n
c
e
A
c
c
u
r
a
t
e
u
t
t
e
r
a
n
c
e
%
To
t
a
l
(
%)
S
u
p
r
a
se
g
me
n
t
a
l
W
o
r
d
st
r
e
ss
M
a
n
d
a
t
e
H
o
n
e
st
y
M
a
n
n
e
r
I
n
f
o
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mat
i
o
n
R
e
s
p
e
c
t
f
u
l
D
i
l
e
mm
a
s
D
i
v
e
r
s
e
C
r
i
t
i
c
man
-
D
A
TE
h
o
n
-
ES
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ty
man
-
N
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IN
-
f
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r
-
ma
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t
i
o
n
re
-
sp
e
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t
-
F
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DI
-
l
e
m
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mas
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v
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se
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i
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TI
C
M
A
N
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d
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t
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HON
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es
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ty
M
A
N
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n
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in
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f
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MA
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t
i
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-
f
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di
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LE
M
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m
a
s
di
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V
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CRI
-
tic
1
2
.
5
1
2
.
5
1
2
.
5
1
2
.
5
1
2
.
5
1
2
.
5
1
2
.
5
1
2
.
5
1
0
0
To
t
a
l
1
0
0
3
.
2
.
Sy
nt
a
ct
ic
er
ro
rs
Af
ter
th
e
p
h
o
n
o
lo
g
ical
er
r
o
r
a
n
aly
s
is
,
15
s
p
ee
ch
es
we
r
e
ch
o
s
en
f
o
r
s
y
n
tactic
er
r
o
r
a
n
aly
s
is
.
T
h
r
o
u
g
h
th
e
len
s
o
f
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Du
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1
4
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1
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[
1
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.
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[
3
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.
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2
.
2
.
Addi
t
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n
Ad
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er
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r
th
at
is
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m
is
s
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n
,
wh
ich
Gh
o
r
ian
f
ar
et
a
l.
[
3
5
]
,
citin
g
Du
lay
et
a
l.
[
1
4
]
,
d
ef
i
n
es
as
an
ad
d
-
o
n
lin
g
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is
tic
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2
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O
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l.
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1
4
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tated
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m
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p
leten
ess
.
T
h
e
ab
s
en
ce
o
f
ess
en
tial
elem
en
ts
lik
e
ar
ticles
an
d
p
r
e
p
o
s
itio
n
s
s
h
o
ws g
ap
s
i
n
lear
n
e
r
s
’
co
n
tr
o
l
o
f
f
u
n
ctio
n
wo
r
d
s
,
wh
ich
ar
e
g
r
am
m
atica
lly
n
ec
ess
ar
y
b
u
t
o
f
ten
s
u
b
tle
in
m
ea
n
in
g
.
T
h
i
s
s
u
g
g
ests
lear
n
er
s
m
ay
p
r
io
r
itize
co
n
v
ey
i
n
g
m
ea
n
in
g
o
v
er
s
tr
u
ctu
r
al
ac
c
u
r
ac
y
in
s
p
o
n
tan
eo
u
s
s
p
ee
ch
.
C
o
m
m
u
n
icativ
ely
,
s
u
ch
o
m
is
s
io
n
s
ca
n
af
f
e
ct
clar
ity
,
co
h
esio
n
,
a
n
d
p
er
ce
iv
e
d
p
r
o
f
icien
cy
,
esp
ec
ially
i
n
f
o
r
m
al
co
n
tex
ts
.
E
v
en
if
m
ea
n
in
g
is
u
n
d
er
s
to
o
d
,
r
ep
ea
ted
o
m
is
s
io
n
s
r
ed
u
ce
p
r
ec
is
io
n
an
d
p
o
lis
h
.
Ped
ag
o
g
ically
,
th
is
h
ig
h
lig
h
ts
th
e
n
ee
d
to
r
ein
f
o
r
ce
awa
r
en
ess
o
f
f
u
n
ctio
n
wo
r
d
s
an
d
v
er
b
–
p
r
ep
o
s
itio
n
co
llo
ca
tio
n
s
in
co
m
m
u
n
icativ
e
task
s
to
im
p
r
o
v
e
g
r
am
m
atica
l c
o
m
p
let
en
ess
with
o
u
t sacr
if
icin
g
f
lu
en
cy
.
3
.
2
.
4
.
M
is
o
rder
ing
Miso
r
d
er
in
g
is
an
er
r
o
r
t
h
at
is
f
o
r
m
ed
th
r
o
u
g
h
th
e
wr
o
n
g
p
lace
m
en
t
o
f
lin
g
u
is
tic
elem
en
ts
in
an
u
tter
an
ce
[
1
4
]
.
T
h
is
ca
s
e
o
f
er
r
o
r
,
wh
er
e
th
e
w
o
r
d
s
i
n
a
n
u
tter
an
ce
a
r
e
o
r
d
er
e
d
in
c
o
r
r
ec
tly
,
is
r
ar
e
in
th
e
s
tu
d
y
y
et
an
d
e
v
id
en
t
i
n
its
ef
f
ec
ts
o
n
co
m
m
u
n
icatio
n
f
lu
en
c
y
.
T
h
e
s
tu
d
y
f
in
d
s
two
ty
p
es o
f
cir
c
u
m
s
tan
ce
s
in
wh
ich
m
is
o
r
d
er
in
g
is
n
o
ticea
b
le:
th
e
wr
o
n
g
p
lace
m
en
t
o
f
wo
r
d
s
a
n
d
a
m
is
o
r
d
er
ed
p
h
r
ase.
T
h
is
is
o
b
s
er
v
ed
in
t
h
ese
s
ev
er
al
s
am
p
le
u
tter
an
ce
s
,
as sh
o
wn
in
T
a
b
le
8
.
T
ab
le
8
.
E
x
am
p
les o
f
m
is
o
r
d
e
r
in
g
er
r
o
r
s
U
t
t
e
r
a
n
c
e
s w
i
t
h
m
i
so
r
d
e
r
i
n
g
e
r
r
o
r
s
C
o
r
r
e
c
t
e
d
u
t
t
e
r
a
n
c
e
s
…N
o
w
,
a
n
d
a
l
s
o
e
m
o
t
i
o
n
a
l
i
n
t
e
l
l
i
g
e
n
c
e
.
.
[
…N
o
w
,
e
mo
t
i
o
n
a
l
i
n
t
e
l
l
i
g
e
n
c
e
a
l
s
o
…]
…i
n
t
e
g
r
i
t
y
,
a
n
d
a
s we
l
l
r
e
sp
e
c
t
…
[
…i
n
t
e
g
r
i
t
y
,
a
n
d
r
e
s
p
e
c
t
a
s w
e
l
l
…]
Mo
r
eo
v
er
,
an
o
n
-
th
e
-
s
p
o
t
r
esp
o
n
s
e
to
a
q
u
esti
o
n
h
eig
h
ten
s
t
h
e
r
is
k
o
f
m
is
o
r
d
er
in
g
,
as
lear
n
er
s
h
av
e
to
th
in
k
a
n
d
f
o
r
m
u
late
a
s
en
te
n
ce
in
r
ea
l
tim
e
.
T
h
at
le
d
lear
n
er
s
to
o
v
er
lo
o
k
th
e
ac
c
u
r
ate
s
y
n
tactica
l
p
atter
n
s
[
3
8
]
.
T
h
u
s
,
th
er
e
is
an
in
cr
e
asin
g
r
is
k
o
f
m
is
o
r
d
er
in
g
u
n
d
er
tim
e
p
r
ess
u
r
e
d
u
e
to
lim
ited
p
lan
n
in
g
tim
e
.
I
n
s
tr
u
ctio
n
s
h
o
u
l
d
p
r
o
m
o
te
c
o
n
cise,
in
f
o
r
m
atio
n
-
d
e
n
s
e
tu
r
n
s
an
d
m
in
im
al
-
r
e
p
air
p
r
ac
ti
ce
to
h
elp
lear
n
er
s
av
o
id
s
u
c
h
er
r
o
r
s
.
Alth
o
u
g
h
in
f
r
eq
u
e
n
t,
m
is
o
r
d
er
in
g
r
ev
ea
ls
v
u
ln
er
ab
ilit
y
i
n
s
en
ten
ce
o
r
g
an
izatio
n
d
u
r
i
n
g
r
ea
l
-
tim
e
s
p
ee
ch
,
as
lear
n
e
r
s
m
ay
ex
p
er
ien
ce
b
r
ief
b
r
ea
k
d
o
wn
s
in
s
y
n
tactic
p
lan
n
in
g
wh
ile
b
alan
cin
g
id
ea
s
an
d
g
r
am
m
ar
.
W
h
ile
m
ea
n
in
g
is
u
s
u
ally
p
r
eser
v
ed
,
th
ese
er
r
o
r
s
ca
n
d
is
r
u
p
t
s
p
ee
ch
r
h
y
th
m
an
d
co
h
e
r
en
ce
,
af
f
ec
tin
g
p
er
ce
i
v
ed
clar
ity
a
n
d
co
n
f
id
en
ce
in
ac
a
d
em
ic
o
r
p
r
o
f
ess
io
n
al
co
n
tex
ts
.
I
n
s
tr
u
ctio
n
ally
,
th
is
h
ig
h
lig
h
ts
th
e
n
ee
d
to
d
ev
elo
p
s
y
n
tactic
au
to
m
aticity
th
r
o
u
g
h
s
tr
u
ctu
r
ed
d
r
ills
,
g
u
id
ed
r
ef
o
r
m
u
latio
n
,
a
n
d
ex
p
o
s
u
r
e
to
n
atu
r
al
w
o
r
d
o
r
d
e
r
p
atter
n
s
to
im
p
r
o
v
e
f
lu
en
c
y
an
d
s
tr
u
ctu
r
al
s
tab
ilit
y
.
4.
CO
NCLU
SI
O
N
Sp
ea
k
in
g
s
k
ills
ar
e
ess
en
tial
f
o
r
E
n
g
lis
h
lan
g
u
ag
e
lear
n
er
s
as
th
ey
en
a
b
le
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
o
f
th
o
u
g
h
ts
,
id
ea
s
,
an
d
o
p
i
n
io
n
s
;
h
o
wev
er
,
d
if
f
icu
lties
an
d
e
r
r
o
r
s
ca
n
a
f
f
ec
t
th
e
clar
ity
an
d
q
u
ality
o
f
s
p
ee
ch
.
T
h
is
s
tu
d
y
a
n
aly
ze
d
er
r
o
r
ty
p
es
in
im
p
r
o
m
p
tu
s
p
ee
ch
am
o
n
g
E
n
g
lis
h
lan
g
u
ag
e
s
tu
d
en
ts
at
th
e
p
h
o
n
o
lo
g
ical
an
d
s
y
n
tactic
lev
els,
id
e
n
tify
i
n
g
2
2
p
h
o
n
o
lo
g
ical
er
r
o
r
s
an
d
1
6
4
s
y
n
tactic
er
r
o
r
s
.
Ph
o
n
o
lo
g
ical
er
r
o
r
s
wer
e
class
if
ied
in
to
s
eg
m
en
tal
a
n
d
s
u
p
r
aseg
m
en
tal,
wh
ile
s
y
n
tactic
er
r
o
r
s
in
clu
d
ed
o
m
is
s
io
n
,
ad
d
itio
n
,
m
is
f
o
r
m
atio
n
,
a
n
d
m
is
o
r
d
er
in
g
.
Fin
d
in
g
s
i
n
d
icate
th
at
e
r
r
o
r
s
ar
e
in
f
lu
e
n
ce
d
b
y
L
1
tr
an
s
f
er
an
d
in
co
m
p
lete
m
aster
y
o
f
tar
g
et
-
lan
g
u
a
g
e
s
tr
u
ctu
r
es.
T
h
e
p
r
e
d
o
m
in
a
n
ce
o
f
s
u
b
s
titu
tio
n
er
r
o
r
s
in
p
h
o
n
o
l
o
g
y
a
n
d
m
is
f
o
r
m
atio
n
er
r
o
r
s
in
s
y
n
tax
s
u
g
g
ests
r
elian
ce
o
n
f
am
iliar
lin
g
u
is
tic
p
atter
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s
d
u
r
in
g
r
ea
l
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tim
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s
p
ee
ch
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er
e
s
p
o
n
tan
eo
u
s
p
r
o
d
u
ctio
n
i
n
cr
ea
s
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in
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ile
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