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6 individual learner differences in sla reseach
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
[Group 7] Stages of ESP Course Design: Identifying and Conducting Steps of Ne...
Group 7 analyzed the need assessment process for an ESP course. They identified the target population as students, teachers, and school personnel. The steps included identifying purposes, describing the population and environment, finding problems and solutions, assessing needs through classroom and extracurricular activities, and reaching conclusions. The analysis considered environmental, personal, language, and professional factors about learners as well as their current skills, lacks, needs, and how to communicate in their target situation. Instruments were used to assess these needs.
Describing learners presentationfinal
The document discusses different factors to consider when teaching language learners of various ages and backgrounds. For children, it notes they learn quickly through seeing, hearing, and touching, and enjoy talking about themselves. Teenagers are described as sometimes problematic but capable of abstract thought, and motivated by peer approval. Adults are said to engage well with abstract concepts but may have difficulties with pronunciation. Individual differences and motivation are important regardless of age. The document emphasizes understanding learners' perspectives to effectively teach different groups.
Individual differences in l2 acquisition
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
CH 1_Introducing Second Language Acquisition.pdf
Define and distinguish a few SLA key terms;
Briefly examine different perspectives to answer the three foundational questions “What, How and Why”;
Discuss the ways in which the second language acquisition processes of individuals may vary.
How to Teach Reading Skills
The document outlines key concepts for teaching reading, including:
- Defining reading as an active process of constructing meaning from text.
- Emphasizing the importance of teaching reading strategies over just testing comprehension. Strategies include skills like skimming, scanning, making predictions, and inferring meaning.
- Explaining schema theory and how readers use prior knowledge to understand new information in a text.
- Describing cognitive models of reading including top-down, bottom-up, and interactive approaches.
- Providing principles for teaching reading such as choosing appropriate texts and explicitly teaching reading strategies.
- Discussing components of an effective reading lesson plan such as setting objectives, and incorporating pre-reading,
Teaching reading with technology
The document discusses using technology to enhance reading instruction. It describes software like Kidspiration and Timeliner that make learning fun. It also discusses using Alphasmarts keyboards and digital cameras in lessons. One article discusses the Soliloquy reading program that helps struggling readers through speech recognition. Another discusses using simulations to help teaching reading diagnosis skills. Overall, the document argues that technology can make reading more engaging for students and help teachers assess and improve reading skills.
4 external factors of SLA
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Recommended
6 individual learner differences in sla reseach
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
[Group 7] Stages of ESP Course Design: Identifying and Conducting Steps of Ne...
Group 7 analyzed the need assessment process for an ESP course. They identified the target population as students, teachers, and school personnel. The steps included identifying purposes, describing the population and environment, finding problems and solutions, assessing needs through classroom and extracurricular activities, and reaching conclusions. The analysis considered environmental, personal, language, and professional factors about learners as well as their current skills, lacks, needs, and how to communicate in their target situation. Instruments were used to assess these needs.
Describing learners presentationfinal
The document discusses different factors to consider when teaching language learners of various ages and backgrounds. For children, it notes they learn quickly through seeing, hearing, and touching, and enjoy talking about themselves. Teenagers are described as sometimes problematic but capable of abstract thought, and motivated by peer approval. Adults are said to engage well with abstract concepts but may have difficulties with pronunciation. Individual differences and motivation are important regardless of age. The document emphasizes understanding learners' perspectives to effectively teach different groups.
Individual differences in l2 acquisition
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
CH 1_Introducing Second Language Acquisition.pdf
Define and distinguish a few SLA key terms;
Briefly examine different perspectives to answer the three foundational questions “What, How and Why”;
Discuss the ways in which the second language acquisition processes of individuals may vary.
How to Teach Reading Skills
The document outlines key concepts for teaching reading, including:
- Defining reading as an active process of constructing meaning from text.
- Emphasizing the importance of teaching reading strategies over just testing comprehension. Strategies include skills like skimming, scanning, making predictions, and inferring meaning.
- Explaining schema theory and how readers use prior knowledge to understand new information in a text.
- Describing cognitive models of reading including top-down, bottom-up, and interactive approaches.
- Providing principles for teaching reading such as choosing appropriate texts and explicitly teaching reading strategies.
- Discussing components of an effective reading lesson plan such as setting objectives, and incorporating pre-reading,
Teaching reading with technology
The document discusses using technology to enhance reading instruction. It describes software like Kidspiration and Timeliner that make learning fun. It also discusses using Alphasmarts keyboards and digital cameras in lessons. One article discusses the Soliloquy reading program that helps struggling readers through speech recognition. Another discusses using simulations to help teaching reading diagnosis skills. Overall, the document argues that technology can make reading more engaging for students and help teachers assess and improve reading skills.
4 external factors of SLA
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
How goals become realized through instructional plans
This document discusses how general goals are translated into instructional plans through syllabus objectives. It explains that a curriculum deals with abstract general goals, while a syllabus provides the instructional plans to guide teachers and learners. The presentation contains information on translating general goals into syllabus objectives, and how language content, process, and product are included in syllabus design. Specifically, it discusses how theoretical and philosophical views provide a link between goals and objectives, and how course designers consider language content, process, and expected outcomes when developing a syllabus.
Chapter 4 explaining second language learning
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
Total physical response
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher that uses physical movements and actions in response to verbal commands to help students learn a new language. It is based on the theory that language is best learned through physical motor activity that traces memory connections in the brain. TPR focuses on beginner language learning through interactive physical activities but may have limitations for teaching abstract concepts or engaging shy students.
Literature review on the role of mother tongue in learning and teaching engli...
The document discusses the role of mother tongue in learning and teaching English for Specific Purposes. It reviews previous studies that have found both positive and negative effects of language transfer when learning a new language. The similarities and differences between a learner's native language and the target language can influence how easily concepts and structures are acquired. While exclusive use of the target language is emphasized in communicative methods, many learners still benefit from occasional use of their mother tongue for instructions, checking understanding, or discussing difficult texts. The influence of the native language depends on various factors and individual learning strategies.
Communicative approach presentation
The communicative approach focuses on using language as a medium for communication rather than just studying its structure. It emphasizes meaningful interaction and real-life language use over rote learning of grammar rules. Classroom activities aim to simulate real-world situations through techniques like role-plays, information gaps, and group projects. While grammar is still taught, the goal is practical communication skills rather than academic knowledge of the language.
Input, interaction, and second language acquisition
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
teaching writing in L2
it is a comprehensive slide of the important details about necessary things which need to be incorporated in teaching writing in a language classroom
Assessing Speaking
This document discusses key considerations for assessing speaking skills. It addresses why a 60-70% score is usually passing, what makes speaking difficult to test, different types of speaking tasks, and factors that affect task fairness. It emphasizes that speaking involves many subskills performed automatically, and that tests need a clear purpose and a range of task types matched to the construct. Raters should use suitable assessment scales and criteria to reliably score performances.
Communicative competence
Communicative competence refers to an individual's pragmatic ability to use language effectively and appropriately based on context. It involves multiple dimensions including grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Theorists like Hymes, Savignon, and Cummins contributed to the understanding of communicative competence, distinguishing between basic interpersonal skills and cognitive academic language proficiency. Pragmatics is the study of how context contributes to meaning. It involves sociopragmatics, pragmalinguistics, and examines language use across situations, cultures, and through nonverbal channels.
Age and Acquisition
1) When the brain matures during childhood, it lateralizes language functions to different hemispheres, with the left hemisphere controlling language.
2) The optimal time period for acquiring different aspects of a second language varies, from lower-order processes like pronunciation in early ages to higher-order functions like semantics later in maturation.
3) Both children and adults can acquire a second language successfully, though younger children may have an advantage due to increased plasticity and less developed self-identity and social awareness.
Looking at-interlanguage-processing99999
This document discusses several concepts related to second language acquisition including:
1. Automaticity and restructuring which refer to developing control over linguistic knowledge and changes made to internal representations with new learning.
2. U-shaped learning where performance initially improves, then declines before recovering in areas like grammar.
3. Psycholinguistic constructs like attention, working memory, syntactic priming which influence language learning.
4. Different types of knowledge like acquisition vs learning, declarative vs procedural, and implicit vs explicit knowledge.
5. Factors that influence what language aspects get noticed like frequency, affect, prior knowledge.
6. Stages of comprehension like apperceived input, comprehended input, and enriched input which involve
SOCIAL CONTEXTS OF SECOND LANGUAGE ACQUISITION
This document discusses factors that influence second language variation and acquisition at both the micro and macro social levels. At the micro level, it discusses how contextual dimensions, linguistic contexts like phonology, psychological contexts like attention, and microsocial contexts like formality influence variation. It also discusses how input, interaction, and modifications to interaction are essential for language learning. At the macro level, it discusses how global and national status of languages, boundaries and identities, social institutions, social categories of learners, and circumstances of learning like prior knowledge, social development, and formal vs informal training impact second language acquisition.
Summary of all the chapters
The document summarizes key points from chapters in a book on language assessment principles and classroom practices. It discusses informal and formal assessment, norm-referenced versus criterion-referenced tests, designing classroom language tests, standardized testing, standards-based assessment, and alternatives to testing such as portfolios. The principles of practicality, reliability, validity, authenticity and washback are explained in relation to test design and evaluation of student language skills. Different types of tasks for assessing the skills of listening, speaking, reading and writing are also outlined.
the principles of teaching speaking
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
Changing Approach to Teaching Grammar
The presentation briefly reviews the change of approach used in English language teaching and grammar teaching particularly.
Assessment and testing language
The document discusses assessment and language testing. It defines assessment as making a judgment after considering something carefully. It discusses different forms of assessment including tests, activities, and self-assessment. It also discusses the impact that tests can have on teaching (washback effect) and lists some hypotheses about how high-stakes tests may influence what and how teachers teach. The document also discusses issues in language testing like standards, politics, and the use of alternative forms of assessment.
Learner differences in second language acquisition
1. aptitude
2. learning styles
3. language levels
4. individual variations
5. good learner characteristics
Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
Thesis: The Use Of Grammar Translation Method(GTM) In The Subject Of English ...
The Use Of Grammar Translation Method(GTM) In The Subject Of English At The Primary Level by Sabah Rafique
Using L1 in the L2 Classroom
This document summarizes research on using students' L1 (Spanish) in L2 (English) classrooms in Puerto Rico. It finds that both students and teachers support limited use of Spanish to explain concepts, check comprehension, and help students feel comfortable. While exclusive L2 use forces output, judicious L1 incorporation affirms students' identity and facilitates learning through cross-linguistic awareness. Overall, the research suggests Spanish has a role to play in English classes to support students' language development and affective state.
談開啟菲律賓僑校學生學習華語文動機
本文發表於2009年11月27.28日菲律賓「首屆華文教育論壇」論文集。筆者將從菲律賓社會環境因素及學校體制因素切入，分析問題來源，再針對菲律賓僑校學生學習華語動機低落的原因進行論述。最後，筆者將提出若干解決方針和相關建議事項，期盼能替菲律賓僑校華語文教育盡一份微薄之力，注入新活水，帶來新氣象。
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How goals become realized through instructional plans
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Chapter 4 explaining second language learning
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
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Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher that uses physical movements and actions in response to verbal commands to help students learn a new language. It is based on the theory that language is best learned through physical motor activity that traces memory connections in the brain. TPR focuses on beginner language learning through interactive physical activities but may have limitations for teaching abstract concepts or engaging shy students.
Literature review on the role of mother tongue in learning and teaching engli...
The document discusses the role of mother tongue in learning and teaching English for Specific Purposes. It reviews previous studies that have found both positive and negative effects of language transfer when learning a new language. The similarities and differences between a learner's native language and the target language can influence how easily concepts and structures are acquired. While exclusive use of the target language is emphasized in communicative methods, many learners still benefit from occasional use of their mother tongue for instructions, checking understanding, or discussing difficult texts. The influence of the native language depends on various factors and individual learning strategies.
Communicative approach presentation
The communicative approach focuses on using language as a medium for communication rather than just studying its structure. It emphasizes meaningful interaction and real-life language use over rote learning of grammar rules. Classroom activities aim to simulate real-world situations through techniques like role-plays, information gaps, and group projects. While grammar is still taught, the goal is practical communication skills rather than academic knowledge of the language.
Input, interaction, and second language acquisition
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
teaching writing in L2
it is a comprehensive slide of the important details about necessary things which need to be incorporated in teaching writing in a language classroom
Assessing Speaking
This document discusses key considerations for assessing speaking skills. It addresses why a 60-70% score is usually passing, what makes speaking difficult to test, different types of speaking tasks, and factors that affect task fairness. It emphasizes that speaking involves many subskills performed automatically, and that tests need a clear purpose and a range of task types matched to the construct. Raters should use suitable assessment scales and criteria to reliably score performances.
Communicative competence
Communicative competence refers to an individual's pragmatic ability to use language effectively and appropriately based on context. It involves multiple dimensions including grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Theorists like Hymes, Savignon, and Cummins contributed to the understanding of communicative competence, distinguishing between basic interpersonal skills and cognitive academic language proficiency. Pragmatics is the study of how context contributes to meaning. It involves sociopragmatics, pragmalinguistics, and examines language use across situations, cultures, and through nonverbal channels.
Age and Acquisition
1) When the brain matures during childhood, it lateralizes language functions to different hemispheres, with the left hemisphere controlling language.
2) The optimal time period for acquiring different aspects of a second language varies, from lower-order processes like pronunciation in early ages to higher-order functions like semantics later in maturation.
3) Both children and adults can acquire a second language successfully, though younger children may have an advantage due to increased plasticity and less developed self-identity and social awareness.
Looking at-interlanguage-processing99999
This document discusses several concepts related to second language acquisition including:
1. Automaticity and restructuring which refer to developing control over linguistic knowledge and changes made to internal representations with new learning.
2. U-shaped learning where performance initially improves, then declines before recovering in areas like grammar.
3. Psycholinguistic constructs like attention, working memory, syntactic priming which influence language learning.
4. Different types of knowledge like acquisition vs learning, declarative vs procedural, and implicit vs explicit knowledge.
5. Factors that influence what language aspects get noticed like frequency, affect, prior knowledge.
6. Stages of comprehension like apperceived input, comprehended input, and enriched input which involve
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This document discusses factors that influence second language variation and acquisition at both the micro and macro social levels. At the micro level, it discusses how contextual dimensions, linguistic contexts like phonology, psychological contexts like attention, and microsocial contexts like formality influence variation. It also discusses how input, interaction, and modifications to interaction are essential for language learning. At the macro level, it discusses how global and national status of languages, boundaries and identities, social institutions, social categories of learners, and circumstances of learning like prior knowledge, social development, and formal vs informal training impact second language acquisition.
Summary of all the chapters
The document summarizes key points from chapters in a book on language assessment principles and classroom practices. It discusses informal and formal assessment, norm-referenced versus criterion-referenced tests, designing classroom language tests, standardized testing, standards-based assessment, and alternatives to testing such as portfolios. The principles of practicality, reliability, validity, authenticity and washback are explained in relation to test design and evaluation of student language skills. Different types of tasks for assessing the skills of listening, speaking, reading and writing are also outlined.
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Changing Approach to Teaching Grammar
The presentation briefly reviews the change of approach used in English language teaching and grammar teaching particularly.
Assessment and testing language
The document discusses assessment and language testing. It defines assessment as making a judgment after considering something carefully. It discusses different forms of assessment including tests, activities, and self-assessment. It also discusses the impact that tests can have on teaching (washback effect) and lists some hypotheses about how high-stakes tests may influence what and how teachers teach. The document also discusses issues in language testing like standards, politics, and the use of alternative forms of assessment.
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2. learning styles
3. language levels
4. individual variations
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Thesis: The Use Of Grammar Translation Method(GTM) In The Subject Of English ...
The Use Of Grammar Translation Method(GTM) In The Subject Of English At The Primary Level by Sabah Rafique
Using L1 in the L2 Classroom
This document summarizes research on using students' L1 (Spanish) in L2 (English) classrooms in Puerto Rico. It finds that both students and teachers support limited use of Spanish to explain concepts, check comprehension, and help students feel comfortable. While exclusive L2 use forces output, judicious L1 incorporation affirms students' identity and facilitates learning through cross-linguistic awareness. Overall, the research suggests Spanish has a role to play in English classes to support students' language development and affective state.
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香港六合彩
,我原以为的那片无云的天空,在我尚未察觉的时候,原来已经在下着四季豆般大的雨
3.这真的仍是我所熟悉不过的那个雨儿吗?我有点不敢相信.
作为对比,我倒述一下我和秦雨在中学时的情景吧瞧,偶还会倒述手法呢!不错吧.
偶在小说一开头就说过我那时很喜欢象洞洞七一样跟踪秦雨这个邦德女郎.我会来来回回碰巧路过香港六合彩家门口,一天总得有个那么七八趟吧.第一二趟香港六合彩会不予理睬,基本上持观望态度.到七八趟时香港六合彩就卟哧笑起来,问:喂,你是不是迷路了?
我不知道香港六合彩家现在搬了没有,反正那时香港六合彩家住的是平房,空间很小,不过秦雨说香港六合彩就喜欢小房子.香港六合彩常常对我说最好是一个小竹楼,屋前是潺潺的流水,屋后是摇曳的凤尾竹.我会问香港六合彩,厕所在哪里?
不管香港六合彩理想中的小竹楼的屋前屋后是什么,反正现实中香港六合彩家屋子与厨房间隔着条小路,而偶正是在这条小路上彷徨呐喊以及螌蝥.
而这个时候香港六合彩往往站在香港六合彩家厨房里忙着准备
六合彩
又将因为某奇男子的出现而整日沉浸在意淫之中了!
晚自习时间一到,我便带着胜利的笑容迈着矫健的步伐,雄赳赳气昂昂地来到了外语楼.我在各个教室都逡巡了一通,让无数的外语妹们因突然间见到呕像而倒吸一口凉气.
不过没有赵玉,到处都没有.难道可怜的香港六合彩被那因为失败而疯狂的熊给分尸后塞在各个抽屉里了吗?那可就是我害了你了!赵玉!你死得好惨哪!
我胆战心惊地翻了几个抽屉,没有,还是没有!天哪,难道香港六合彩被熊给生吞了?
还好在我因极度失意而走到外语楼后的小树林中想找棵粗壮些的树自缢的时候,我突然听到了香港六合彩的娇斥,李能刚!既然你已经认输了,你就退场吧!
原来香港六合彩是来与熊刚学长致道别辞了,我不禁大乐,躲在暗处边听边傻笑.
赵玉,我爱你,我不能没有你
我拷!又是这两句!这孩子可能还有失语症,得找个心理医生给香港六合彩看看.
我看你之所以不能没有我只是尊严上过不去罢了!
赵玉的这个观点跟我完全一致嘛,可见咱俩真是天猫配地狗,蠓子配虹虹（方言,不知其究竟为何虫也）.
熊刚同志又言:那个唐飞没出现之前,香港六合彩多快乐啊
说实在的,我并不是很快乐.这是赵玉的声音.
玉儿姑娘的言语也很犀利嘛!我在黑暗处乐得抓耳挠腮.
为什么!?为什么!?
这人开始问傻问题了.我真想冲出去替赵玉回答了:因为香港六合彩一看到你就饱了,就节约粮食了.你李熊刚同志真应该去灾区为那些饥饿的同胞们作贡献去!
你不说话了,这说明你还是爱我的
这叫什么逻辑!?
果然赵玉矢口否认有这么回事儿,香港六合彩说:不,其实我不爱你.对不起
我不信!我不信!
完了,这人开始耍赖了!
我不信!让我吻你一下,我就会知道你到底爱不爱我!
有这种检验方法么?李熊刚同学可以去申请专利了!
赵玉又一次断然
香港六合彩 » SlideShare
,现在就抓紧时间办手续吧.
是这样的,我老爸来这儿上班两个多月一分钱都没拿到,这里的王副经理朝三暮四,昨天拖到今天,今天拖到明天,明天拖到后天,拖来拖去就是不给钱,每天晚上香港六合彩哥几个放弃休息时间过来跟香港六合彩沟通,那个王经理呢,鸟影子都没有.我说.
沟通?赶走我的客人,影响我正常营业,这也叫沟通?
这小时同志还挺尖牙厉嘴的,说话愠怒的样子还满性感.我说,香港六合彩错在先,香港六合彩是受害者,香港六合彩要香港六合彩应得的,罗嗦没用.
我不卑不亢,旁征博引,陈述过程,摆出事实.时若芝甩头扭进收银台对收银员说,给香港六合彩算帐.然后又冲香港六合彩说,帐给香港六合彩算好,明天给老板过目签字,明晚香港六合彩过来拿钱.
还是这妞办事效率高,都这么说了,香港六合彩还有什么意见.我说,那好,明晚再跑一趟,应该是两个半月工钱,香港六合彩过完年不上了,钱一并算好,拜拜.
也不知道这浴池背后老板是谁,不但有那个猪头三王经理管理日常事务,还有这么年轻貌美的丫
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