An investigation into teachers and students attitudes toward the use of mother tongue in english language classrooms at hongai high school

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An investigation into teachers and students attitudes toward the use of mother tongue in english language classrooms at hongai high school

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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  TRẦN NGỌC THƯỜNG AN INVESTIGATION INTO TEACHERS’ AND STUDENTS’ ATTITUDES TOWARD THE USE OF MOTHER TONGUE IN ENGLISH LANGUAGE CLASSROOMS AT HON GAI HIGH SCHOOL ( Điều tra thái độ giáo viên học sinh việc sử dụng tiếng mẹ đẻ lớp học tiếng Anh trường THPT Hòn Gai) M.A MINOR PROGRAMME THESIS FIELD: METHODOLOGY CODE: 601410 HANOI - 2010 vi TABLE OF CONTENTS Page Declaration i Acknowledgement ii List of table iii List of abbreviations iv Abstract v Table of contents vi PART A: INTRODUCTION 1 Rationale 2 Scope of the study Aims of the study Method of the study Design of the study PART B: DEVELOPMENT Chapter I: Literature review I.1 An overview on the history of the mother tongue used in EFL classroom I.2 Arguments against and for L1 use I.2.1 Arguments against L1 use I.2.1.1 The L1 Acquisition Argument I.2.1.2 The language Compartmetalization Argument I.2.1.3 Provision of the Maximum Target Language Argument I.2.2 Arguments Favouring L1 Use I.2.2.1 The Pedagogical Role I.2.2.2 The Psychological Role 10 I.2.2.3 The Socio- cultural Role 10 I.3 Uses of mother tongue in L2 acquisition 11 I.4 Theoretical and Research Evidence Favoring and Disfavoring L1 Use 13 I.5 Amount of L1 and the Learners’ Level 13 vii Chapter II The study 16 II.1 Participants 16 II Data Collection Instruments 16 II.2.1 The student questionnaire 16 II.2.2 Classroom observations 16 II.2.3 Interviews 17 II.3 Procedures for data collection 17 II.4 Results 17 II.4.1 Student questionnaire 17 II.4.2 Classroom observations 23 II.4.3 Interviews 25 II.5 Discussion 27 PART C: Conclusion and Recommendation 31 Conclusions 31 Recommendations 32 Limitations 34 Suggestions for further research 34 Reference 35 Appendix I Appendix III Appendix IV iii LIST OF TABLES Table Students’ preference for L1 use in the classroom Table Students’ self- report on Teacher’ L1 use Table Students’ self – report on the purpose of Teacher’s L1 use Table Students’ hypothetical opinions of Teachers’ reactions to their use of L1 in the classroom Table The frequency of teachers’ use of L1 in various lessons iv LIST OF ABBRIVIATIONS L1: First language L2: Second language EFL: English as a foreign language GMT: Grammar Translation Method PART A: INTRODUCTION This part presents the rationale, scope, aims, method, design and research questions Rationale The role of mother tongue or L1 in L2 classrooms is a controversial issue in L2 education Different researchers, teachers and students hold different attitudes towards this issue Advocates of a monolingual approach suggest that the target language should be the sole medium of communication In other words, L1 should be prohibited in the classroom for optimal use of the target language As Atkinson (1993) has pointed out “every second spent using L1 is a second not spent using English” (p.12) The mother tongue has been treated as a taboo subject, source of guilt and a hint of teachers‟ weakness to teach properly (Prodromou, 2001), a waste of time (Januleviciene and Kavakiauskiene, 2002) This position has been influential and often assumed to be the hallmarks of good language teaching (Atkinson, 1995) In contrast, scholars such as Schweers (1999), Kramsch (1993), Atkinson (1987) argue that classroom use of the learners‟ native language has certain advantages in some ways L1 can have productive pedagogical, affective and sociocultural roles Atkinson (1987) claims that “the potential of mother tongue, as a classroom resource is so great that its role should merit considerable attention and discussion in any attempt to develop a „post- communicative approach‟ to TEFL for adolescents and adults”(p.241) Therefore, the use of students native language should not be banned From my personal experience both as a student and teacher of English as a foreign language, I believe that the appropriate use of the students‟ native language is of some benefits to students‟ learning This belief motivates me to carry out this study, which aims to examine how the L1 is used in the English language classroom Hopefully, the current study‟s findings will partially help more people especially foreign language teachers acknowledge the role of L1 in the EFL classroom as well as know how to balance L1 and L2 use in the EFL classroom appropriately Scope of the study The study limits itself to the use of students‟ native language as well as the teachers and students‟ attitudes towards the use of L1 in the English language classroom The study is conducted at Hon Gai Upper Secondary School in Quang Ninh Aims of the study The study aims to investigate the use of students‟ mother tongue- Vietnamese- in the English classroom at Hon Gai Upper Secondary School More specifically, the study tries to seek answers to the following basic questions: What is the attitude of teachers and students towards using Vietnamese in the English classroom? How often teachers and students use Vietnamese in EFL classroom? What teachers and students use Vietnamese in EFL classroom for ? Methods of the study Both qualitative and quantitative research methods are used, including classroom observations, interviews, and questionnaire  Classroom observations Six conveniently- selected classes (of about 45 minutes in length) taught by three different teachers were observed to find out how frequently and on what occasions Vietnamese is used  Interviews Post- observation interviews were conducted in order to gain insights into the teachers‟ rationale of using L1 in the classroom The interviews were transcribed fully and analyzed qualitatively according to emerging themes  Questionnaire A questionnaire (see Appendix 1) was administered to 190 students to find out their attitudes towards using Vietnamese in the English classroom The questionnaire items were developed with reference to the literature on the benefits and limitations of using students‟ L1 in an L2 classroom Design of the study The thesis consists of three parts: Part A is the introduction, which presents the rationale, the scope, the aims, the methods and the design of the study Part B consists of two chapters Chapter I, the literature review, starts with a brief review of the literature on the role of mother tongue in EFL classrooms This includes major arguments against and for the use of L1, and the pedagogic purposes for which student‟s native language could be employed in the L2 classroom Finally, an insight into the theoretical and research evidence favoring and disfavoring the use of L1 are presented Chapter II, the study, presents the participants, the data collection instruments, the results and the discussion of the findings Part C is the conclusion of the study In this part, some recommendations on the use of mother tongue in EFL classroom, the limitation of the study and some suggestions on further research are presented The appendixes are the last part of the study following the reference PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW This chapter reviews briefly the literature on the role of mother tongue in EFL classrooms Major arguments against and for the use of L1 and the pedagogic purposes for which students‟ native language could be employed in the L2 classrooms are discussed in order to create a theoretical framework for the current study I.1 An overview on the history of the mother tongue used in EFL classroom Looking at the history of mother tongue (L1) used in the L2 classroom, it can be easily seen that the use of L1 keeps changing periodically and regularly Several hundred years ago, bilingual teaching was favoured, with students learning through translation Howatt (1984) tells us that the ideas of using L1 in the L2 classroom was a respected view during the era of The Grammar Translation Method-“GTM” GTM had dominated late 19th and early 20th century teaching, and saw language learning as a means towards intellectual development rather than as being for utilitarian, communicative purpose- the method in which nearly all phrases of the lesson employ the use of students‟ L1 and translation technique The use of L1 to study L2 was almost universal and readily accepted, partly because language teaching placed an emphasis on the written word above the spoken words However, right after the First World War, L1 use was seriously objected due to GTM resulting in the lack of everyday realistic spoken language content Moreover, the mass migration of people to other countries particular from Europe to America slowly reversed this trend toward a monolingual approach “It was important for educators then to refocus their lesson from students with a common L1 to students with mixed L1” (Hawks, 2001, p47) No longer could teacher rely on using L1 to help them The solution to such linguistically- mixed classes was using the L2 as the medium of teaching and the language teaching placed an emphasis on the spoken language A sudden and immediate removal of L1 from the classroom happened at the time of the Direct Method of the early 20 th century This approach aimed at oral competence and believed languages were best learnt in a way that emulated the “natural” language learning of the child Therefore, there was no place for translation in the classroom, i.e with no analysis of translation The Direct Method would soon be discredited when it failed in the public education system (Brown, 1994, p44), but it would have a lasting influence on ESL/ EFL classrooms The move away from L1 use was later reinforced by Audiolingualism (1940s1960s) which saw language as a matter of habit formation L1 was seen as a collection of already established linguistic habits which would “interfere” with the establishment of the new set of linguistic habits that constituted the target language, and was thus to be avoided at all costs This theoretical opposition to the use of L1 was compounded by the development of the TEFL “industry”- there are now many situations in which the teacher simply doesn‟t speak or even understand the students‟ language, simply because the teacher is an English native speaker who does not speak the students‟ native language In the last thirty years or so, there have continued to be some methodologies which avoid the use the L1, with Total Physical Response being one of these methodologies But others, like Suggestopaedia and Counselling Language Learning have included it as an integral part of classroom pedagogy Recently though support for an English only policy has been declining, and some researchers and teachers have begun to advocate more bilingual approach to teaching , which would incorporate the students‟ L1 as a learning tool Others have even gone far as saying the use of L1 in the classroom is necessary (Schweers, 1999, p6) Additionally,, new empirical findings of bilingual research have recently supported the use of L1 in the classroom with a central argument that the side-effect of L1 may be unwanted, resulting from the attitude of disaffected teacher (Butzcam,2003) In short, the pendulum of L1 use swings with the methodological change For example, during the heydays of the communicative approach, L1 use tended to be discouraged (Cole,1998; Cook,1999; 2001a, 2001b; Prodromou, 2001) The avoidance of learners‟ L1 was also reflected in most of the L2 teaching material during this period (Atkinson,1987, 1995; Buckmaster, 2002; G Cook, 2001 b; Hawks, 2001) I.2 Arguments against and for L1 use I.2.1 Arguments against L1 use There is a variety of arguments against using the students‟ mother tongue (L1) in the ESL or EFL classroom Cook,V (2001b) presents three main arguments for avoiding using L1 in the target language classroom 29 Though both teacher and student participants had positive attitudes towards L1 use, there was some mismatches between teachers and students participants in the study in terms of the occasions when L1 was used in the classroom Students reported that they preferred using L1 in pair work or group work However, according to students report, about two thirds of teachers discouraged their L1 use Additionally, the majority of the students reported that their teachers used L1 to give corrective feedback Nevertheless, during my observations, the teachers showed their reluctance to avoid using L1 for giving corrective feedback, classroom management or building good rapports with the students Their teachers seemed strict about using Vietnamese Their restriction about using Vietnamese for such purposes might be related to the fact that teachers in this school not receive sufficient and clear guidance on how to use Vietnamese effectively and systematically in EFL classrooms, especially using L1 in pair or group work- a point which was raised by Ur (1996: 121) Neither the course books nor the teachers‟ guide books include any helpful tips on the issue of employing Vietnamese It can be inferred that teachers‟ reason for discouraging students‟ L1 use in the classroom was to provide students with sufficient opportunities to practice English It‟s true that students need to practice the new language as much as possible, especially in the context like Vietnam, where English is hardly spoken outside the EFL classroom However, teachers should bear in mind that they should try to create meaningful learning environments and Vietnamese acts as a helpful tool for clarifying any ambiguity or confusion that occur during communication as pointed out by (Auerbach, 1993) All what discussed above can be drawn to some conclusions and recommendations which will be presented in the next part 30 PART C: CONCLUSION AND RECOMENDATION Conclusions The study was conducted with the aim of examining the attitude of teachers and students towards the use of the mother tongue in Hon Gai Upper Secondary school More specifically, it attempted to answer the three following questions: What is the attitude of teachers and students towards using Vietnamese in the English classroom? How often teachers and students use Vietnamese in EFL classroom? What teachers and students use Vietnamese in EFL classroom for ? To obtain the data, three instruments were employed: classroom observation, interview and questionnaire From the data, the following conclusions could be drawn: Firstly, both teachers and students have positive attitude towards the use of Vietnamese at upper secondary school level They shared the view that teachers‟ occasional use of the mother tongue played a supportive and facilitating role in the students‟ learning of English The study also revealed that teachers believed in the various pedagogic uses of Vietnamese, the major ones being explaining meanings of words and complex grammar rules, giving instruction and checking students‟ comprehension as well as the psychological roles of Vietnamese Secondly, the students approved their teachers‟ occasional use of L1 in the classroom The observed teachers themselves actually resorted to English whenever L2 failed to work Mother tongue played only a supportive, facilitating role and being used as a meaning- making tool The idea of total avoidance of L1 in the EFL classroom was disapproved by the majority of the teachers and students Teachers were also found to reject the common argument (mentioned in the Literature Review) that using students‟ first language may reduce students‟ exposure to English because the exclusive use of English during the English lesson period could perhaps minimize the effectiveness of students‟ learning of English Judicious use of the mother tongue in the EFL does not reduce students‟ exposure to English but supports the English teaching and learning This is not to overstate the role of the L1 or advocate its great use in the EFL classroom, but rather to clarify some misconceptions that causes no less trouble for foreign language teachers for 31 years such as on what occasions they are allowed to use the L1 and vise versa Thirdly, the teachers‟ and students‟ use of Vietnamese appeared to be systematic, though there were a few cases in which they did not make the best use of it the teachers were aware of the disadvantages of excessive use of Vietnamese, as their use of Vietnamese depended on their students‟ specific needs most of the time They tended to use it with low achieving students to help them understand the new language Moreover, the study revealed some situations for which the teachers used Vietnamese Explaining abstract words and grammar rules, giving instruction and checking comprehension were the main areas for employing Vietnamese by teachers Besides, Vietnamese was less frequently used for comparing and contrasting the two languages Despite the teachers‟ flexibility in using Vietnamese in some situations, they appeared to be strict about allowing their students to use L1 in the classrooms such as discussing in pair or group work and asking and answering questions, as previously mentioned, contradicted the recommendation of some studies and didn‟t match students‟ desire Regarding the students application of Vietnamese, the majority of the students were in favour of the occasional use of Vietnamese and expressed their feeling of comfort that L1 can create, especially when used for certain purposes such as translating new vocabulary items - some abstract words, explaining grammar rules, giving instruction and checking comprehension L1 use enhanced their comprehension and released their stress The students‟ main uses of Vietnamese applied to pair or group work, asking and answering question and using bilingual dictionaries The first two areas were in contrast to the teachers‟ view The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students‟ exposure to English, but rather can assist in the teaching and learning process L1 use is an unavoidable phenomenon and the advantages of doing so outweigh any disadvantages However, it should bear in mind that “use English where possible and L1 when necessary” (Ur, 1997: 5) Hopefully, these findings will partially help make more language learners and teachers acknowledge the role of the mother tongue in the EFL classroom and stimulate further study in this area Recommendations Originating from the study findings together with my teaching experience, the following recommendations should be made: 32 Firstly, findings of the study indicate that the use of students‟ L1 meet the students‟ expectations They also show that teachers in this study hold a positive attitude towards L1 use and they are aware of the purposes of L1 use in the English language classrooms Therefore, it is recommended that a monolingual approach is not appropriate to the reality of English language teaching in the upper secondary school L1, if used appropriately, can be beneficial to students in some ways For example, it reduces the students‟ anxiety, thereby encouraging them to participate in classroom activities, especially it may enhance students‟ involvement in group work and pair work L1 use also helps the students to understand grammar better Also, it saves time explaining abstract vocabulary It is a means of checking students‟ understanding as well as drawing students‟ attention to the lessons, too Teachers should be encouraged to use Vietnamese where necessary The frequency use of L1 depends on students‟ levels and the purposes of different learning activities As a result, teachers should be aware of their students‟ needs and the complexity of learning activities to decide whether L1 or L2 would be more appropriate More importantly, it is recommended that the use of L1 is to facilitate the learning of L2, not the goal of the L2 lessons Therefore overuse of L1 should be avoided Secondly, it happens to me that teachers of English sometimes seems reluctant to avoid using the mother tongue in some cases such as giving corrective feedback or managing the class This might imply that they are obsessed by the monolingual method and appear to be unaware of the role of the mother tongue in teaching and learning a foreign language Thus, it‟s suggested that the Ministry of Education and other concerned bodies ought to give teachers proper training (workshops, seminars, etc.) on the role of the native language in the EFL classroom as well as when to use and not to use it appropriately Last but not least, textbook or course book writers should take into account the students‟ mother tongue where appropriate while preparing English language teaching materials Limitations While the study went smoothly, there is always room for improvement The study was conducted in one upper secondary school with a small number of students and teachers being involved Therefore, generalization of the findings should be cautioned Another limitation is that although the teachers in this study were observed and interviewed, the number of observations was limited while the interviews did not yield 33 sufficient in-depth information All these limitations affect both the external and internal validity of the study For example, the teacher‟s L1 use in the classroom may be affected by the presence of the observer Longitudinal studies should therefore be conducted in the future Teachers should be observed more frequently and the observed lessons should be video-taped to record the significant episodes where L1 is used Then in –depth interviews should be conducted with both the teachers and the students Suggestions for further research On the basis of the findings and the limitations of the study, the following suggestions are made for further research As mentioned above, the teachers and students‟ attitudes towards the use of mother tongue in English language classroom needs more in-depth and rigorous study It is recommended that further studies be undertaken on larger scales to develop more understanding of teachers‟ and learners‟ attitudes towards applying Vietnamese in EFL classrooms in the Vietnamese context Moreover, this study could encourage further research to investigate the relationship between using 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TESOL Quarterly, 37, 760-770 53 Swan, M.(1985) A Critical Look at the Communicative Approach (2), ELT Journal, 39(2),pp.76-87 54 Tang, J.(2002) Using L1 in the English Classroom English Teaching Forum, 40(1), 36-44 55 Tomasello, M and Herron, C.(1989) Feedback for Language Transfer Errors: The Garden path Technique, Studies in Second language Acquisition, 11,pp.385395 56 Towel, R and Hawkins, R.(1994) Approaches to Second Language Acquisition UK, Clevedon:Multilingual Matters Ltd 38 57 Turnbull, M.(2001) There is a Role for the L1 in Second and Foreign language Teaching, But , The Canadian Modern Language Review, 57(4),pp 531-540 58 Ur, P.(1996) A Course in Language Teaching Cambridge Cambridge University Press 59 Wallace,M.J.(1998) Action Research for Language Teachers Cambridge University Press 60 Weschler, R (1997) Uses of Japanese (L1) in the English classroom: Introducing the functional translation method The Internet TESL Journal, 3(11) Retrieved on August 25, 2008 from http://iteslj.org/Articles/Weschler-UsingL1.html I Appendix STUDENT QUESTIONNAIRE Dưới câu hỏi điều tra thái độ học sinh việc sử dụng tiếng Việt lớp học tiếng Anh Các câu trả lời sử dụng cho mục đích nghiên cứu Cảm ơn giúp đỡ bạn! 1.Theo bạn, có nên sử dụng tiếng Việt lớp học tiếng Anh bậc học phổ thông khơng? a Có b Khơng Khi bạn thích sử dụng tiếng Việt lớp học ? a Trong thực hành nhóm cặp b Khi đặt câu hỏi trả lời c Khi sử dụng từ điển Anh- Việt d Các trường hợp khác ( Hãy cụ thể) _ Tại bạn cho việc sử dụng tiếng Việt quan trọng lớp học tiếng Anh? Bởi : a Nó giúp bạn hiểu từ ( ví dụ từ trừu tượng) b Nó giúp bạn hiểu khái niệm c Nó giúp bạn cảm thấy thoải mái, bớt căng thẳng d Bạn cảm thấy tự tin e Các lý khác ( Hãy cụ thể) _ Theo ý kiến bạn, việc cô giáo dạy tiếng Anh sử dụng tiếng Việt có tác dụng việc học tiếng Anh bạn nào? a Rất nhiều b Một chút c Rất II Bạn cho tiết học tiếng Anh dài 45 phút cô giáo nên giành thời gian nói tiếng Việt ? a Ít 10% b 11- 20% c 21- 30% d 31- 40% e 40- 50% Nếu cô giáo sử dụng tiếng Anh lớp học bạn nghĩ để hiểu học khó thể ? a Cực kỳ khó b Rất khó c Khó c Khơng khó Cơ giáo tiếng Anh bạn có sử dụng tiếng Việt lớp học khơng? a Có b Khơng Nếu có, cô thường xuyên sử dụng tiếng Việt nào? a Khá thường xuyên b Thỉnh thoảng c Hiếm Cô giáo bạn thường sử dụng tiếng Việt để làm gì? a giải thích từ b giải thích khái niệm c So sánh đối chiếu tiếng Anh tiếng Việt ( ví dụ như: âm vị, hình vị, ngữ pháp) d Để dạy ngữ pháp e Để kiểm tra mức độ hiểu f Để đưa lời hướng dẫn g Để gợi mở ( ví dụ, Bạn diễn đạt “X” tiếng Anh ?) h Để sửa lỗi sai III i Để đưa gợi ý cách học tiếng Anh hiệu j Để củng cố lại k Các trường hợp khác ( cụ thể) 10 Khi bạn sử dụng tiếng Việt lớp học, giáo dạy tiếng Anh bạn có phản ứng nào? a Cô giáo thường khuyến khích bạn sử dụng tiếng Việt b Cơ giáo thường khơng khuyến khích bạn sử dụng tiếng Việt c Cơ giáo khuyến khích bạn khơng khên khích bạn sử dụng tiếng Việt d Cơ giáo khơng khuyến khích chẳng phản đối bạn sử dụng tiếng Việt IV Appendix CLASSROOM OBSERVATION CHECKLIST Teacher: _ Date _ Time Lesson _ Events In Vietnamese a to explain new vocabulary items b to explain difficult concepts c to compare and/ or contrast English and Vietnamese language (e.g phonology, morphology, grammar) d to explain complex grammar rules e to check comprehension f to give complex instructions g to elicit language ( e.g, How we say X in English?) h to correct errors i to give suggestions on how to learn English effectively j to give feedback k other cases ( please specify) V Appendix The Teachers’ Interview questions Why you use English to explain vocabulary/ complex grammar rules or to check comprehension etc ? Do you use alternatives to L1? How you view the common criticism that using L1 may reduce student’s exposure to English? Do you think that the exclusive use of English in the English classroom has problem(s)? If yes, what are they? ... movement of promoting the use of the mother tongue in the language classroom Professionals in second language acquisition have become increasingly aware of the roles of the mother tongue in the EFL... the use of L1 in the English language classroom The study is conducted at Hon Gai Upper Secondary School in Quang Ninh Aims of the study The study aims to investigate the use of students mother. .. balance L1 and L2 use in the EFL classroom appropriately Scope of the study The study limits itself to the use of students native language as well as the teachers and students attitudes towards

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  • TABLE OF CONTENTS

  • LIST OF TABLES

  • LIST OF ABBRIVIATIONS

  • PART A: INTRODUCTION

  • 1. Rationale

  • 2. Scope of the study

  • 3. Aims of the study

  • 4. Methods of the study

  • 5. Design of the study

  • PART B: DEVELOPMENT

  • CHAPTER I: LITERATURE REVIEW

  • I.1. An overview on the history of the mother tongue used in EFL classroom

  • I.2. Arguments against and for L1 use

  • I.2.1. Arguments against L1 use

  • I.2.2. Arguments Favouring L1 Use

  • I.3. Uses of mother tongue in L2 acquisition.

  • I.4. Theoretical and Research Evidence Favoring and Disfavoring L1 Use

  • I.5. Amount of L1 and the Learners’ Level

  • CHAPTER II: THE STUDY

  • II.1. Participants

  • II.2. Data Collection Instruments

  • II.2.1. The student questionnaire

  • II.2.2 Classroom observations

  • II.2.3. Interviews

  • II.3. Procedures for data collection

  • II.4. Results

  • II.4.1. Student questionnaire

  • II.4.2. Classroom observations

  • II.4.3. Interviews

  • II. 5. Discussion

  • PART C: CONCLUSION AND RECOMENDATION

  • 1. Conclusions

  • 2. Recommendations

  • 3. Limitations

  • 4. Suggestions for further research

  • REFERENCES

  • Appendix 1 STUDENT QUESTIONNAIRE

  • Appendix 2 CLASSROOM OBSERVATION CHECKLIST

  • Appendix 3 The Teachers’ Interview questions

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