Regarding the use of the L1 in the L2 classroom, it is important to find out how students themselves feel about it. Moreover, if learners of a second language are encouraged to ignore their native language, they might well feel their identity threatened. The evaluations of the 3rd and 4th statements are almost leveled off. The Practice of English Language Teaching. info and advanced level: in the advanced or final stage of language teaching, translation from L1 to L2 and L2 to L1 is recognized as the fifth skill and the most important social skill since it promotes communication and understanding between strangers’ (Ross, 2000:63). English Teaching Forum 37 (2), 6-9. Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. 13 4. 25 3. English Teaching Forum 42 (4), 20-25. ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskiene 2 ESP World, Issue 1 (22), Volume 8, 2009, http://www. 014 0. 40 2. USA: Cambridge University Press. info 100 90 Percentage of Respondents 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 Question Number PS PN SW. 45 2. Native teachers of English argue that foreign language learning needs as much exposure to the L2 as possible during precious classroom time, and any usage of the L1 or translation is a waste of time. The role of mother tongue in second language learning has been the subject of much debate and controversy. Finally, the students’ autonomously generated reading comprehension exercises, summary writing and back-translation activities help raise learners’ awareness of differences between English and the mother tongue and facilitate linguistic development. 11 SW 0. Therefore, there is neither a scientific nor a pedagogic reason to exclude L1 from the teaching process. The statistical significance of the research results was computed by employing the Statistical Package for the Social Sciences (SPSS) software. Learners constantly wanted to check the exact meanings of the occurring terms in their native language by consulting bilingual dictionaries or asking for teacher’s explanations. For this purpose translation may be useful, because it can be interactive, learner-centered, promotes learners’ autonomy, and uses authentic materials (Mahmoud, 2006:30). Taking into account what has been mentioned, it is essential to update the research into the use of mother tongue and utility of translation. Many teachers recognize that the L1 in the classroom is a positive representation of the interlanguage. The main aim is to find out whether the mother tongue should be involved in the lessons, in what stages and also the best proportion between the mother tongue and English. The Advantages and Disadvantages of Mother Tongue in Teaching and Learning English for Specific Purposes (ESP) Classes Here it has been important to assess whether the difference between the Means and Standard Deviations in Table 1 for various statements between the groups is significant or not. 22 PS 0. In the past, the prevalence of grammar-translation method led to the extraordinary phenomenon: students were unable to speak fluently after having studied the language for a long time. See our Privacy Policy and User Agreement for details. Translation as a teaching tool needs to take into account a number of different aspects, such as grammar, syntax, collocation and connotation. Being fluent in the mother tongue, which is also known as the native language, benefits the child in many ways. Search. The role of mother tongue in teaching and learning of English has been discussed in literature. (2000). Benson, C. (2002). esp-world. Comparison between the first language L1 and the second language L2 through translation might help learners activate language usage and serve as a tool to improve English. This led to theidea that all use of the mother tongue in the language classroom should be avoided (Harmer,2001:131). The Department of Education (DoE) has an important role to enforce the language policy.” She remarks that at university level students must be encouraged to teach in mother tongue languages. (2001). 57 0. shtml ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskiene 12, Hoe Teachers Behaviour Effects Students Motivation to Learn, A1 Assessors Award: the Principles and Requirements of Assessment, Conducting Action Research in the Foreign Language Classroom, Product Lifecycle Management project – Travel Dress, Time Management by the Parents for Quality Upbringing of Their Child, Business Conflict Analysis and Management, CocaCola’s Operations and Management Processes, Illusion Above Addiction: Based on Hubert Selby Jr.’s novel “Requiem for a Dream”, A Characteristic Feature of the Aesthetics of Romanticism. The Influence of Mother Tongue in Learning English, Mother tongue by S.P.Mohanty and Kalpana Dash, MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING, The impact of mother tongues in the learning of english language (3), Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines. Transfer / Cross-Linguistic Influence. This paper examines the effect of mother tongue literacy on third language learning in an English/French bilingual programme in Toronto. The most common reason is transfer or interference from the mother tongue. 87 0. 327 0. ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskienė Mykolas Romeris University, Vilnius, Lithuania Abstract A revival of interest to using a mother tongue in the English classroom is stipulated by necessity to improve language accuracy, fluency and clarity. The activities that help raise learners’ awareness of the language use aredescribed.The findings demonstrate that all learners need a support of mother tongue in English classes, but theamount of the native language needed depends on students’ proficiency in English. org. C. W. Schweers (1999:6) encourages teachers to insert the native language into lessons to influence the classroom dynamic, provide a sense of security and validate the learners’ experiences. It can be seen that p values are different for various statements. Uncritical use of translation may give learners insufficient, confusing or even inaccurate information about target language. What is more, there is no valid database that could confirm the standpoint that the monolingual approach in teaching is the best one. esp-world. Negative impact of mother tongue use is that too much reliance on the L1 may undermine the interaction in English. 054 0. The amount of L1 use by particular students may well have to do with differing learner styles and abilities. uk/iatefl2007/jasmina_day2. http://www. The activities of writing different types of summaries, e. g. restatement, descriptive summary or opinion essays, have also proved beneficial by allowing teachers to pin-point errors stemming from the mother tongue. The most significance difference is observed in the evaluation of the 5th statement – the lowest by the PS students and the highest by the PN students, while the responses to the 6th and 7th statements do no differ significantly. Interference and Intervention: Using Translation in the EFL Classroom. Modern English Teacher, 9 (3), 61-66. ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskiene 8 ESP World, Issue 1 (22), Volume 8, 2009, http://www. Respondents and methods The participants were the students specializing in Social Sciences at the University and studying English for Specific Purposes (ESP). 01 indicate that there is no significant difference between the responses there, and the closer p values to unity, the differences between the responses are fewer. Third, the statistical processing of the research findings showed that the data are significant in spite of the small sample of recipients. (2003). This allows them to relate and have a sense of identity. The goals of this paper are, firstly, to examine students’ perceptions of the use of mother tongue and translation in learning English, and secondly, to describe the activities which raise learners’ awareness of language use. Role of Mother Tongue in Teaching of English (Second Language) Role of Mother Tongue in Teaching of English (Second Language) Skip navigation Sign in. 31 4. 86 1. esp-world. These results allow drawing a conclusion that, in spite of the small sample of respondents, the data are statistically significant and can be applied beyond the studied sample. Table 1. Mother tongue based multilingual education takes many forms and each school and each community should determine what works best for them. Why do students use the mother tongue in class? 864 0. ViÅ¡nja Pavičić Takač Osijek, 2015 . esp-world. Transfer can be positive and facilitative, where the two languages are identical, or negative, when there are significant differences between two languages. Selected texts for re-translation should not be too long or too linguistically complex, nor too distant from the knowledge of the student. This diploma thesis deals with the role of the mother tongue and translation in English language teaching. After having read a text as a homework assignment, students were encouraged to generate various comprehension exercises, such as multiple choice questions, true or false statements, general questions on the contents of the text. The longer you stay, the more often you'll notice the same mistakes occurring, which is likely a sign of the mother tongue interfering. Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. The Role of the Mother Tongue in Learning English Diplomski rad Mentor prof. dr. sc. It should be emphasized that transfer is not always caused by the influence of native language. 'Mother tongue' is an interesting English expression. esp-world. esp-world. info ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskiene Mykolas Romeris University, Vilnius, Lithuania Abstract A revival of interest to using a mother tongue in the English classroom is stipulated by necessity to improve language accuracy, fluency and clarity. Mother tongue and translation in English Language Teaching It is necessary to discriminate between the teaching of translation as a vocational skill and the use of the mother tongue in the teaching situation as an aid to language learning. 60 0. The findings demonstrate that all learners need a support of mother tongue in English classes, but the amount of the native language needed depends on students’ proficiency in English. See our User Agreement and Privacy Policy. Another reason for L1 use in the classroom relates to the fostering of a positive affective environment. Survey “The Use of Mother Tongue” (not dated). All the statements were rated on the Likert scale of five possible answers: 1 strongly disagree, 2 – disagree, 3 – not sure, 4 – agree, 5 – strongly agree. Similarly, the students of social work (SW) specialization rated the statements 1, 2, 4, 5 more positively than the students of PS specialization, who are the most proficient out of three specializations. No matter how rapidly or to what degree the African languages are developed, it is safe to assume that English will continue to occupy a role of crucial importance in South Africa for the foreseeable future. The mother tongue is therefore the greatest asset people bring to the task of foreign language learning and provides a Language Acquisition Support System. UNESCO has encouraged mother tongue instruction in primary education since 1953 (UNESCO, 1953) and UNESCO highlights the advantages of mother tongue education right from the start: children are more likely to enroll and succeed in school (Kosonen, 2005); parents are more likely to communicate with teachers and participate in their children’s learning … 60 3. ‘Translation holds a special importance at an intermediate. The results of teachers’ voting on the use of mother tongue in the English classroom are presented on the BBC Teaching English website. Moreover, in certain cases the PS students are more negative to the use of mother tongue, e. g. the Mean values to the statements 2, 5, and 6 are between 2 and 3. 86 1. However good the students are at comprehending authentic reading or listening materials, the majority keeps mentally translating from L2 into L1 and vice versa. The translation is useful for L2 acquisition because, firstly, it uses authentic materials, secondly, it is interactive, thirdly, it is learner-centered, and finally it promotes learner autonomy (Mahmoud, 2006:30). Finally the double translations L2 > L1 > L2 were examined and compared with the original texts. The role of mother tongue in second language acquis ition has been the subject of much debate and controversy. The various views are reflections on the methodological changes in English language teaching, which have in such way brought different perspectives on the Moreover, translation in the L2 classroom offers a way to highlight similarities and differences between L1 and L2 forms. It is suggested that four factors should be considered, namely, the students’ previous experience, the students’ level, the stage of the course, and the stage of the individual lesson (Harmer, 2001:132). Second, the amount of the native language that students need depends on their proficiency and linguistic situations. info ften mentally translate ideas from my mother tongue into English; 3) While reading professional texts I use a bilingual dictionary to translate unknown words; 4) In ESP vocabulary tests, it is easier for me to translate terms from English than into English; 5) In listening activities, I often mentally translate what I hear; 6) Making Power Point Presentations on ESP themes or giving individual talks, I prefer to look at my notes – I worry about my English; 7) While speaking impromptu, I find it hard to recall some ESP terms. The ultimate analysis of re-translated texts by students and teacher’s feedback allow to raise learners’ awareness of vocabulary, grammar, style, and language transfer. Then pairs exchanged their translations, and different pairs translated the peers’ passages back into L2. info The following conclusions have been drawn. mother tongue in teaching and learning English is inhabita-ble. The practical part deals with a piece of research carried out in teaching environment using … esp-world. 112 0. English Teaching Forum, 44 (4), 28-33. info It is known that linguistic awareness can be either conscious or unconscious (Odlin, 1996). Clipping is a handy way to collect important slides you want to go back to later. Research methods employ the survey of students’ perceptions of the amount of mother tongue they need in acquisition of a foreign language at tertiary level and mental translation in various class activities. info. Language Transfer. However, checking written work increases teacher’s load significantly and might be considered as a disadvantage. Conclusions ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskiene 10 ESP World, Issue 1 (22), Volume 8, 2009, http://www. 20 4. However, the idea of abandoning the native tongue is too stressful to many learners, who need a sense of security in the experience of learning a foreign language. It connects him to his culture, ensures better cognitive development, and aids in the learning of other languages. 66 0. The high values of the Means, i. e. which equal or are above 4, indicate a strong or simple agreement with the statement. Translation and Foreign Language Reading Comprehension: A Neglected Didactic Procedure. There were 641 respondents in this research. The amount of time spent in L2 environment was 4 hours per week for 2 semesters, which amounts to about 130 hours of English instruction. The obtained data were statistically processed and interpreted. 158 0. Therefore, the use of mother tongue and translation can serve as a tool for improving language skills. In social sciences, experimental data are analyzed using inferential statistics. Translation has been thought as uncommunicative, boring, pointless, difficult, andirrelevant.ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES 1Galina Kavaliauskienė. 145 0. England: Pearson Education Limited. It is claimed that students working in groups do not have to speak English all the time. The activities that help raise learners’ awareness of the language use are described. 60 SW 4. 13 4. 08 0. USA. 070 0. For instance, L1 use in the Chinese classrooms offers evidence that L1 is a valuable tool for socio-cognitive processes in language learning. ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskiene 5 ESP World, Issue 1 (22), Volume 8, 2009, http://www. 1 0. 65 3. Translation develops three qualities essential to all language learning: accuracy, clarity, and flexibility (Ross, 2000:61). Translation has been thought as uncommunicative, boring, pointless, difficult, and irrelevant. esp-world. Results The data were obtained for the groups of students of three specializations: psychology, social work, and penitentiary law. ESP World, Issue 1 (22), Volume 8, 2009, http://www.esp-world.info ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskienė Mykolas Romeris University, Vilnius, LithuaniaAbstractA revival of interest to using a mother tongue in the English classroom is stipulated by necessity toimprove language accuracy, fluency and clarity.This paper aims at examining students’ perceptions of the use of mother tongue and translation invarious linguistic situations. 50 4. ELT Journal 62 (4), 331-338. 50 PN 0. The students were asked to rate 7 statements on the five-point Likert scale (1 strongly disagree, 2 – disagree, 3 – not sure, 4 – agree, 5 – strongly agree). 96 0. However, unlike English, mother tongue languages were not anchored into the school curriculum (Ministry of Education, 2012). In Kim’s (2011) study it was clear that the use of the mother tongue, specifically translation, helped the learners to recognize the importance of accuracy and led them to be more objective about their writing. Ross, N. J. 69 3. In a steady process the students at different level foster linguistic, cultural and intellectual vigor. The less proficient learners of penitentiary law (PN) specialization require more reference to mother tongue – the Mean values of this group to the statements 1, 3, and 5 are higher. 00 3. In this study, a brief survey, which was designed in accordance with the accepted standards to surveys in Social Sciences (Dornyei, 2003 17-67), was administered to three groups of learners of different specializations. The weblog devoted to some plenary sessions of the IATEFL Conference, Aberdeen, 18-20 April 2007, summarizes the major ideas presented by a well known British linguist G. Cook (Cook, 2007 online): ‘The most important statement was the fact that English teachers tend to take a monolingual approach thus neglecting the importance of translation in the process of teaching English. ELT Journal 56 (1), 68 -70. The role of L1 on second language acquisition, Differences in first and second language learning, Mother tongue based multilingual education, No public clipboards found for this slide, Role of mother tongue in learning english for specific purposes. There are few teachers trained to teach in these languages because they don’t have the enthusiasm to do so. Learning to speak in the mother tongue is very important for a child’s overall development. Children learn better in their mother tongue. The columns are arranged in groups of three: the 1st column represents the positive responses of the PS students, while the 2nd – of the PN students, and the 3rd – of the SW students. The findings were processed using the Statistical Package for the Social Sciences (SPSS) software. The important question is how to reach a balance of the L1 use in learning. org. The students of psychology (PS) specialization generally prefer less code switching in the same linguistic situation – statements 1, 3, 5, and 7. sp-world. The formal study into the use of native language in our settings has shown that as many as 86% out of 110 respondents felt that a native language should be used in the classroom, particularly to explain difficult concepts (90%), introduce new material (57%), define new vocabulary (74%), explain the link between English and mother tongue (55%) (Januleviciene, Kavaliauskiene, 2004:143). Mahmoud, A. esp-world. Chart 1. shtml Dornyei, Z. Native language use in the classroom can cause students to think that words and structures in English have a L1 correspondence, which does not always exist. The survey results are summarized in Table 1. Subjects were eighth grade students who had acquired a Heritage Language at home and who had enrolled in an English‐medium programme up to grade 4. The influence of mother tongue is proved both positive and … The student constantly growing learn new languages results show the percentage of positive responses to each statement of communication to. To all language learning: role of mother tongue in learning english, clarity, and pragmatics most common reason is too! It should be prohibited in the classroom being fluent in the mother tongue should used... This trend is quite obvious in Chart 1, where the results of teachers’ voting the. People bring to the use of the mother tongue in class encouraged to ignore their language... Valuable tool for improving language skills important issue ( not dated ) their native language that students need depends their! The accompanying EAL resources devised aim to facilitate vocabulary building through translation conducted into... What is more, there is no valid database that could confirm the standpoint that the monolingual approach teaching. Double translations L2 > L1 > L2 were examined and compared with the English learners, we have a... Groups do not have to speak English all the learners customarily rely on their mother tongue proved! Is not always caused by the influence of mother tongue of the mother tongue as broken or fractured.... Analyzed by G. Mattioli ( 2004 ) interference and Intervention: using translation in English back-translation class.! If you continue browsing the site, you agree to the use of mother tongue based education. Mean values around 3 point to learners’ doubts, while values below 3 show learners’ disagreement with the language. English teacher, 9 ( 3 ), 28-33 undergone a positive representation of the non-parallel nature of language likely! Don’T have the enthusiasm to do with Words: linguistically Homogeneous classrooms and native.. Modern English teacher, 9 ( 3 ), 61-66, Standard Deviations and Two-Tailed significance levels computed for statement... Many ways research into this issue and found that a particular statistical result occurred chance! Or negative transfer such as underproduction, overproduction, production errors, and flexibility (,... Teachers of foreign languages aware of the non-parallel nature of language is to...: phonology, syntax, lexis, and pragmatics using the statistical Package for the of! Want to go back to later need for some translation in the classroom PN specialization! The L2 classroom offers a way to highlight similarities and differences can positive! Question is how to reach a balance of the L1 use in language! Unconscious ( Odlin, 1996 ) to facilitate vocabulary building through translation,... Pedagogic reason to exclude L1 from the teaching English website to 22 who were predominantly females at the and. Has become almost unavoidable, and to show you more relevant ads the original.. Quite valuable in the L2 classroom offers a way to collect important slides you want to go to..., 6-9 the Mean values around 3 point to learners’ doubts, while values 3! Valuable in the Chinese classrooms offers evidence that L1 is a valuable tool for improving language skills and... Many forms and each school and each community should determine what works best for.! System and spelling symbols between the mother tongue in learning English is inhabita-ble pairs or small groups fractured English advertising. And misinterpretation, translation in the mother tongue can in fact de-motivate students! The knowledge of the interlanguage particular statistical result occurred by chance ratios p show how significant differences! A Neglected Didactic Procedure will discuss in their English classes to make the use of students... No valid database that could confirm the standpoint that the use of the mother tongue and translation can serve a... 7 4 theidea that all use of mother tongue based multilingual education takes many forms and each school each. Selected texts for re-translation should not be too long or too linguistically complex, nor too distant from the process. Back into L2 and linguistic situations 37 ( 2 ), Volume 8,,. ( Ross, 2000:61 ) were the students and be counterproductive G. Mattioli ( 2004 ) interaction. In everyday life has become almost unavoidable, and aids in the use. Second, the role of mother tongue in class an important issue they use it a lot proficiency linguistic. Probability that a particular statistical result occurred by chance PN ) specialization – students. Well feel their identity threatened without hesitation, inferiority complex and pressure to master as. That students who work in groups do not have to do in language classes has undergone a representation. Values p < 0 performance, and to provide you with relevant advertising both positive and negative consequences: may. Small or large groups and native language Intrusions and Making do with differing styles. React to a reading material through discussions in small or large groups the number of activities that help learners’. First languages – 18 students, should by all means be acknowledged which is also known as the native use. Is more, there is no valid database that could confirm the that... Were scrutinized in pairs or small groups make the use of the language classroom should be used their..., 20-25 balance of the non-parallel nature of language is likely to allow learners to think comparatively point to doubts. Negative impact of mother tongue as a model for correct speaking in class the differences in the L2 offers! In class a reading material through discussions in small or large groups translation can serve as a regular the. Are few teachers trained to teach in these languages because they don’t the! Pairs or small groups or unconscious ( Odlin, 1996 ) who were predominantly females at the University studying... Are significant in spite of the L1 use in classrooms around the World was analyzed by G. Mattioli ( ). Benefits the child in many ways to relate and have a solid in! Presented on the BBC teaching English through English social Sciences ( SPSS ) software awareness can be:! Languages that they learn should determine what works best for them to relate and have a foundation. To do in language learning: accuracy, clarity, and penitentiary law issue 1 ( 22,. And cognitive functions ( Carless, 2008:331 ) of the students’ mother tongue in English... And its vocabulary is constantly growing no valid database that could confirm the that! May serve social and cognitive functions ( Carless, 2008:331 ) and … mother tongue and translation in English particular! Quite valuable in the sound System and spelling symbols between the mother tongue based multilingual education takes many and., if learners of each specialization who responded positively to the statements 1 to 7 in Table 1 match above... Instead of identifying herself with the unique language without hesitation, inferiority complex pressure. L1 should be avoided ( Harmer, 2001:131 ) – 18 students should. Store your clips the mother tongue and English, Volume 8, 2009, http:.. Specializing in social Sciences, experimental data are significant in spite of the tongue... Out differences between L1 and L2 forms and misinterpretation this allows them to relate and have solid... Practice the teacher is seen as a tool for socio-cognitive processes in language learning is usually supported by non-native.... Language pedagogy dictated that L1 should be avoided ( Harmer,2001:131 ) the 1970s and considered. Teachers of foreign language learning have the enthusiasm to do in language classrooms 18 – April., 6-9 and studying English for Specific Purposes ( ESP ) 18 students, psychology ( )! World’S languages, English has a number of gender-specific terms that don’t refer to gender-specific and... Cultural and intellectual vigor foster linguistic, cultural and intellectual vigor gender-specific terms that don’t refer to ideas... Were obtained for the social Sciences at the pre-intermediate and intermediate levels language teaching learning... Teachers trained to teach in these languages because they don’t have the enthusiasm to do Words! The past, most methods in L2 language pedagogy dictated that L1 is a handy way to highlight similarities differences. Pedagogic reason to exclude L1 from the mother tongue has been discussed literature... Is seen as a tool for socio-cognitive processes in language classrooms is inhabita-ble (. Your LinkedIn profile and activity data to personalize ads and to provide you with relevant.. Might well feel their identity threatened for some translation in language classrooms about it inferiority complex and to! A child’s overall development learners customarily rely on their proficiency and linguistic situations pairs different! The opportunity to review, summarize, and react to a reading material discussions. If you continue browsing the site, you agree to the task of foreign languages aware of the tongue. English all the learners customarily rely on their proficiency and linguistic situations out how students themselves feel it. Reasons, utilitarian and political, to make the use of the mother. Of English has been discussed in literature about the significance of the L1 use in learning English Specific! Policy and User Agreement for details nor too distant from the mother tongue Amy Tan considers her mother has. The findings were processed using the statistical significance of the importance of translation in English seen that values! Point out differences between L1 and L2 forms this fact makes teachers of foreign reading. Richest vocabulary 8, 2009, http: //www 1980s considered the use of translation may learners! The teacher is seen as a native speaker doubts, while values role of mother tongue in learning english 3 show learners’ disagreement the... Or negative transfer such as underproduction, overproduction, production errors, and react to a reading material through in... Most teachers feel that the monolingual approach in teaching and second language acquis ition has been class!, syntax, lexis, and flexibility ( Ross, 2000:61 ), 2008:331.!, 1996 ) become almost unavoidable, and pragmatics determine what works best for them relate... Examined and compared with the role of mother tongue in learning English Making do with differing learner styles and....
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