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21.yüzyılda Türkiye'de Yabancı Dil Konuşma Kaygısı Üzerine Yapılan Çalışmaların Derlemesi

Yıl 2021, Cilt: 4 Sayı: 1, 30 - 44, 24.06.2021

Şenay Akkuş

https://doi.org/10.35207/later.892775
Cited By: 1

Öz

Yabancı dil kaygısı, öğrenme sürecinde kaçınılmaz bir faktördür ve yabancı dil kaygısının, çoğunlukla üretken becerilerde hatta yabancı dilde en zor beceri olarak algılandığı için, özellikle konuşma becerilerinde yaşandığına inanılmaktadır. Yabancı dil öğrenme alanında, yabancı dil öğrenme kaygısı üzerine çeşitli amaçlarla çok sayıda çalışma yapılmıştır ve zamanla SLA alanındaki çalışmaların çoğu hem ulusal hem de uluslararası düzeyde yabancı dil konuşma kaygısını incelemeye yönelmiştir. Bu çalışma, 21.yüzyılda Türkiye'de yabancı dil konuşma kaygısının araştırılması üzerine yapılan araştırmaların mevcut durumunu ortaya koymayı ve şimdiye kadar neler yapıldığını tespit etmeyi ve gelecekteki araştırmacılar tarafından doldurulacak araştırma boşluğunu bulmayı amaçlamaktadır. Bu çalışma meta-sentez yöntemini benimsemiştir, bu nedenle tematik analiz yoluyla analiz edilen 24 adet Türkiye bağlamında yapılan nitel araştırma incelenmiştir. Çalışmalar yayın yılına göre seçilmiş ve 21. yüzyılda yapılan çalışmalar alınmıştır. İncelenen çalışmaların bulguları dikkate alınarak tematik analiz sonucunda başlıca altı tema tespit edilmiştir: konuşma kaygısının kaynakları, yabancı dil konuşma kaygısını azaltma teknikleri, öğretmen görüşleri, kaygıyla başa çıkma stratejileri, yabnacı dil konuşma kaygısının öğrenenlerin iletişimi ve performansı üzerindeki etki ve sonuçları, ideal ve kaygısız sınıf ortamının tanımlanması. Bu alanda öğretmenlerin, yabancı dil öğrenen öğrencilerinin çoğunluğunun yüksek düzeyde yaşadığı yabancı dil konuşma kaygısına yönelik algılarını araştırmak, bunun farkında olup olmadıklarını ortaya çıkarmak, sorunsuz ve kaygısız bir öğretim-öğrenme ortamı yaratabilmek ve çözümler bulmak için daha fazla araştırma yapılabilir. Başka bir öneri, öğretmenleri, öğrencilerine öğrenme sürecinin başlangıcında üstesinden gelme stratejilerini öğretmek için eğitmek olabilir.

Anahtar Kelimeler

meta-sentez nitel araştırma yabancı dil konuşma kaygısı

Destekleyen Kurum

Sivas Cumhuriyet University

Kaynakça

  • Akkakoson, S. (2016). Speaking Anxiety in English Conversation Classrooms among Thai Students. Malaysian Journal of Learning and Instruction, 13(1), 63-82.
  • Altın, M., & Saracaloğlu, A. S. (2019). The effect of Quantum learning model on foreign language speaking skills, speaking anxiety and self-efficacy of secondary school students. Journal of Language and Linguistic Studies, 15(3).
  • Atas, M. (2015). The reduction of speaking anxiety in EFL learners through drama techniques. Procedia-Social and Behavioral Sciences, 176, 961-969.
  • Ay, S. (2010). Young adolescent students’ foreign language anxiety in relation to language skills at different levels. The Journal of International Social Research, 3(11), 83-92.
  • Balemir, S. H. (2009). The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety (Doctoral dissertation, Bilkent University).
  • Bozer, Elif Nur & Çalişkan, Muhittin. (2016). Secondary School Students’ Foreign Language Speaking Anxiety Levels and the Source of Foreign Language Speaking Anxiety. 10.3726/b1, 0636.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
  • Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446.
  • Csizer, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89(1), 19-36.
  • Dalkiliç, N. (2001). The role of foreign language classroom anxiety in English speaking courses. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(8).
  • Debreli, E., & Demirkan, S. (2015). Sources and levels of foreign language speaking anxiety of English as a foreign language university students with regard to language proficiency and gender. International Journal of English Language Education, 4(1), 49-62.
  • Dörnyei, Z. & Clément, Richard. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey. Motivation and Second Language Acquisition. 399-432.
  • Finfgeld, D. L. (2003). Metasynthesis: The state of the art—so far. Qualitative health research, 13(7), 893-904.
  • Gardner, R. C., & Lambert, W. E. (1972).Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
  • Gkonou, C. (2014). The sociolinguistic parameters of L2 speaking anxiety. In Classroom- oriented Research (pp. 15-32). Springer, Heidelberg.
  • Güvendir, E., Kocabiyik, O. O., & Dündar, S. (2020). The Influence of Counsellor Trainee Support on Public Speaking and Foreign Language Speaking Anxiety in the Class Setting. International Journal of Psychology and Educational Studies, 7(1), 11-26.
  • Han, T., Tanriöver, A. S., & Sahan, Ö. (2016). EFL Students' and Teachers' Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs. International Education Studies, 9(3), 1-11.
  • Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. Gist: Education and Learning Research Journal, (12), 29-50.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986).Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125-132.
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Huang, H. (2004). The relationship between learning motivation and speaking anxiety among EFL non-English major freshmen in Taiwan. Unpublished master's thesis, Chaoyang University of Technology.
  • Kasap, S. & Power, K. M. (2019). Anxiety in the EFL Speaking Classrooms. The Journal of Language Teaching and Learning, 9(2), 23-­‐‑36.
  • Kasbi, S., & Shirvan, M. E. (2017). Ecological understanding of foreign language speaking anxiety: emerging patterns and dynamic systems. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 2.
  • Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ perceptions of language anxiety in speaking classes. Journal of History Culture and Art Research, 2(2), 142-160.
  • Koch, A. S. & Terrell T. D. (1991). Affective reactions of foreign language students to natural approach activities and teaching procedures. In E. K. Horwitz & D. J.
  • Young (Eds.), Language anxiety (pp. 109-125). London: Prentice Hall International.
  • Koçak, M. (2010). A novice teacher's action research on EFL learners’ speaking anxiety. Procedia-Social and Behavioral Sciences, 3, 138-143.
  • Köroğlu, Z. Ç. (2019). Interventionist Dynamic Assessment’s Effects on Speaking Skills Testing: Case of Elt Teacher Candidates. Advances in Language and Literary Studies, 10(3), 23-31.
  • Luo, H. (2014) Foreign language speaking anxiety: A study of Chinese language learners. Journal of the National Council of Less Commonly Taught Languages, 15 99-117.
  • MacIntyre, P. & Gardner, R. C. (1994) ’The Stable Effects of Language Anxiety on Cognitive Processing in the Second Language’, Language Learning, Vol. 44 (2), 283-305.
  • Maguire M., & Delahunt B. (2017). Doing a thematic analysis: a practical, step-by-step guide for learning and teaching scholars. The All Ireland Journal of Teaching and Learning in Higher Education, 8, 3351–3354.
  • Mestan, T. (2017). Speaking Anxiety among Different Grades of K12: 6th, 8th, 10th and 12th Grades. Journal of Foreign Language Education and Technology, 2(1), 55-82.
  • Okay, A., & Balçikanli, C. (2017). Belief Patterns and Anxiety Levels of Turkish EFL Students in Relation to Level of Instruction. Journal on Educational Psychology, 11(2), 18-28.
  • Ortega, L. (2014). Understanding second language acquisition. Routledge.
  • Öztürk, G., & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia-Social and Behavioral Sciences, 70, 654-665.
  • Öztürk, G., & Gürbüz, N. (2013, November). A0050-EFL Speaking Anxiety: Feelings, Teachers’s Role and Ideal Classroom for Turkish University Students. In INTERNATIONAL SYMPOSIUM ON CHANGES AND NEW TRENDS IN EDUCATION (p. 213).
  • Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of language and Linguistic Studies, 10(1), 1-17.
  • Rafieyan, V. (2016). Discovering factors of foreign language speaking anxiety and coping strategies. Journal for the Study of English Linguistics, 4(1), 111-125.
  • Phillips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. Modern Language Journal, 76, 14–26.
  • Price, M. L. (1991). The Subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety, (pp. 101-108).
  • Saltan, F. (2003). EFL speaking anxiety: How do students and teachers perceive it? Unpublished Master’s Thesis, METU, Ankara.
  • Scovel, T. (1991) ‘The effect of Affect on Foreign Language Learning: A Review of the Anxiety Research’, in Horwitz, E.K. and Young, D. J. (eds.) Language Anxiety: from Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall, pp. 15-24
  • Subaşı, Gonca. (2010). What are the Main Sources of Turkish EFL Students’ Anxiety in Oral Practice?. Turkish Online Journal of Qualitative Inquiry. 1.
  • Tianjian, W. (2010). Speaking Anxiety: More of a Function of Personality than Language Achievement. Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 33(5).
  • Tran, T. T. T., & Moni, K. (2015). Management of foreign language anxiety: Insiders’ awareness and experiences. Cogent Education, 2(1), 992593.
  • Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.
  • Tum, D., & Kunt, N. (2013). Speaking Anxiety Among Efl Student Teachers İngilizce Öğretmen Adaylarının Konuşma Kaygısı. HU Journal of Education, 28(3), 385-399.
  • Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.
  • Yalçın, Ö., & İnceçay, V. (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia-Social and Behavioral Sciences, 116(2620-2 624).
  • Yaman, I. (2016). What if There Is Nobody Around to Speak English? Then Keep Your Voice Diary. English Language Teaching, 9(3), 160-166.
  • Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.Englewood Cliffs, NJ: Prentice Hall.
  • Zerey, Ö. G. (2008). Impact of theatre production on elt students' foreign language speaking anxiety. Tiyatro uygulamasinin öğrencilerin yabanci dil konuşma kaygisi üzerindeki etkisi, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü, Yayımlanmamış Yüksek lisans Tezi, Hatay.
  • Zerey, Ozge. (2010). Voices from Students: A Study on Some Possible Sources of Foreign Language Speaking Anxiety. Romanian Journal of English Studies.

Research Perspectives on Foreign Language Speaking Anxiety in Turkish EFL Context: A Systematic Review

Yıl 2021, Cilt: 4 Sayı: 1, 30 - 44, 24.06.2021

Şenay Akkuş

https://doi.org/10.35207/later.892775
Cited By: 1

Öz

Foreign language anxiety is an inevitable factor in the learning process, and it is believed that it is experienced mostly in productive skills especially in speaking since it is perceived
as the most challenging skill in a foreign language. This study aims to reveal the current situation of research conducted in the 21st century upon investigating foreign language
speaking anxiety (FLSA) in Turkey in order to identify what has been done so far and to find the research gap to be filled by future researchers. This study adopts the meta-synthesis
method which is an intentional approach aiming to bring studies together to synthesize and interpret data through qualitative studies. 24 Turkish-context qualitative studies,
chosen according to their publication year, and the ones conducted in the 21st century were analysed thematically in order to reach new interpretations. The findings revealed six
main themes as sources of anxiety, i.e., exploring some techniques and methods to decrease foreign language anxiety, teachers’ perceptions towards FLSA, overcoming
strategies against speaking anxiety, the effect and results of speaking anxiety upon learners and their communication & performance and identifying an ideal anxiety-free
classroom setting.

Anahtar Kelimeler

meta-synthesis qualitative research speaking anxiety EFL

Kaynakça

  • Akkakoson, S. (2016). Speaking Anxiety in English Conversation Classrooms among Thai Students. Malaysian Journal of Learning and Instruction, 13(1), 63-82.
  • Altın, M., & Saracaloğlu, A. S. (2019). The effect of Quantum learning model on foreign language speaking skills, speaking anxiety and self-efficacy of secondary school students. Journal of Language and Linguistic Studies, 15(3).
  • Atas, M. (2015). The reduction of speaking anxiety in EFL learners through drama techniques. Procedia-Social and Behavioral Sciences, 176, 961-969.
  • Ay, S. (2010). Young adolescent students’ foreign language anxiety in relation to language skills at different levels. The Journal of International Social Research, 3(11), 83-92.
  • Balemir, S. H. (2009). The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety (Doctoral dissertation, Bilkent University).
  • Bozer, Elif Nur & Çalişkan, Muhittin. (2016). Secondary School Students’ Foreign Language Speaking Anxiety Levels and the Source of Foreign Language Speaking Anxiety. 10.3726/b1, 0636.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
  • Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446.
  • Csizer, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89(1), 19-36.
  • Dalkiliç, N. (2001). The role of foreign language classroom anxiety in English speaking courses. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(8).
  • Debreli, E., & Demirkan, S. (2015). Sources and levels of foreign language speaking anxiety of English as a foreign language university students with regard to language proficiency and gender. International Journal of English Language Education, 4(1), 49-62.
  • Dörnyei, Z. & Clément, Richard. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey. Motivation and Second Language Acquisition. 399-432.
  • Finfgeld, D. L. (2003). Metasynthesis: The state of the art—so far. Qualitative health research, 13(7), 893-904.
  • Gardner, R. C., & Lambert, W. E. (1972).Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
  • Gkonou, C. (2014). The sociolinguistic parameters of L2 speaking anxiety. In Classroom- oriented Research (pp. 15-32). Springer, Heidelberg.
  • Güvendir, E., Kocabiyik, O. O., & Dündar, S. (2020). The Influence of Counsellor Trainee Support on Public Speaking and Foreign Language Speaking Anxiety in the Class Setting. International Journal of Psychology and Educational Studies, 7(1), 11-26.
  • Han, T., Tanriöver, A. S., & Sahan, Ö. (2016). EFL Students' and Teachers' Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs. International Education Studies, 9(3), 1-11.
  • Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. Gist: Education and Learning Research Journal, (12), 29-50.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986).Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125-132.
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Huang, H. (2004). The relationship between learning motivation and speaking anxiety among EFL non-English major freshmen in Taiwan. Unpublished master's thesis, Chaoyang University of Technology.
  • Kasap, S. & Power, K. M. (2019). Anxiety in the EFL Speaking Classrooms. The Journal of Language Teaching and Learning, 9(2), 23-­‐‑36.
  • Kasbi, S., & Shirvan, M. E. (2017). Ecological understanding of foreign language speaking anxiety: emerging patterns and dynamic systems. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 2.
  • Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ perceptions of language anxiety in speaking classes. Journal of History Culture and Art Research, 2(2), 142-160.
  • Koch, A. S. & Terrell T. D. (1991). Affective reactions of foreign language students to natural approach activities and teaching procedures. In E. K. Horwitz & D. J.
  • Young (Eds.), Language anxiety (pp. 109-125). London: Prentice Hall International.
  • Koçak, M. (2010). A novice teacher's action research on EFL learners’ speaking anxiety. Procedia-Social and Behavioral Sciences, 3, 138-143.
  • Köroğlu, Z. Ç. (2019). Interventionist Dynamic Assessment’s Effects on Speaking Skills Testing: Case of Elt Teacher Candidates. Advances in Language and Literary Studies, 10(3), 23-31.
  • Luo, H. (2014) Foreign language speaking anxiety: A study of Chinese language learners. Journal of the National Council of Less Commonly Taught Languages, 15 99-117.
  • MacIntyre, P. & Gardner, R. C. (1994) ’The Stable Effects of Language Anxiety on Cognitive Processing in the Second Language’, Language Learning, Vol. 44 (2), 283-305.
  • Maguire M., & Delahunt B. (2017). Doing a thematic analysis: a practical, step-by-step guide for learning and teaching scholars. The All Ireland Journal of Teaching and Learning in Higher Education, 8, 3351–3354.
  • Mestan, T. (2017). Speaking Anxiety among Different Grades of K12: 6th, 8th, 10th and 12th Grades. Journal of Foreign Language Education and Technology, 2(1), 55-82.
  • Okay, A., & Balçikanli, C. (2017). Belief Patterns and Anxiety Levels of Turkish EFL Students in Relation to Level of Instruction. Journal on Educational Psychology, 11(2), 18-28.
  • Ortega, L. (2014). Understanding second language acquisition. Routledge.
  • Öztürk, G., & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia-Social and Behavioral Sciences, 70, 654-665.
  • Öztürk, G., & Gürbüz, N. (2013, November). A0050-EFL Speaking Anxiety: Feelings, Teachers’s Role and Ideal Classroom for Turkish University Students. In INTERNATIONAL SYMPOSIUM ON CHANGES AND NEW TRENDS IN EDUCATION (p. 213).
  • Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of language and Linguistic Studies, 10(1), 1-17.
  • Rafieyan, V. (2016). Discovering factors of foreign language speaking anxiety and coping strategies. Journal for the Study of English Linguistics, 4(1), 111-125.
  • Phillips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. Modern Language Journal, 76, 14–26.
  • Price, M. L. (1991). The Subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety, (pp. 101-108).
  • Saltan, F. (2003). EFL speaking anxiety: How do students and teachers perceive it? Unpublished Master’s Thesis, METU, Ankara.
  • Scovel, T. (1991) ‘The effect of Affect on Foreign Language Learning: A Review of the Anxiety Research’, in Horwitz, E.K. and Young, D. J. (eds.) Language Anxiety: from Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall, pp. 15-24
  • Subaşı, Gonca. (2010). What are the Main Sources of Turkish EFL Students’ Anxiety in Oral Practice?. Turkish Online Journal of Qualitative Inquiry. 1.
  • Tianjian, W. (2010). Speaking Anxiety: More of a Function of Personality than Language Achievement. Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 33(5).
  • Tran, T. T. T., & Moni, K. (2015). Management of foreign language anxiety: Insiders’ awareness and experiences. Cogent Education, 2(1), 992593.
  • Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.
  • Tum, D., & Kunt, N. (2013). Speaking Anxiety Among Efl Student Teachers İngilizce Öğretmen Adaylarının Konuşma Kaygısı. HU Journal of Education, 28(3), 385-399.
  • Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.
  • Yalçın, Ö., & İnceçay, V. (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia-Social and Behavioral Sciences, 116(2620-2 624).
  • Yaman, I. (2016). What if There Is Nobody Around to Speak English? Then Keep Your Voice Diary. English Language Teaching, 9(3), 160-166.
  • Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.Englewood Cliffs, NJ: Prentice Hall.
  • Zerey, Ö. G. (2008). Impact of theatre production on elt students' foreign language speaking anxiety. Tiyatro uygulamasinin öğrencilerin yabanci dil konuşma kaygisi üzerindeki etkisi, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü, Yayımlanmamış Yüksek lisans Tezi, Hatay.
  • Zerey, Ozge. (2010). Voices from Students: A Study on Some Possible Sources of Foreign Language Speaking Anxiety. Romanian Journal of English Studies.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları, Alan Eğitimleri, Eğitim Üzerine Çalışmalar
Bölüm Derleme Makaleler
Yazarlar

Şenay Akkuş 0000-0002-3696-5651

Yayımlanma Tarihi 24 Haziran 2021
Kabul Tarihi 25 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 4 Sayı: 1

Kaynak Göster

APA Akkuş, Ş. (2021). Research Perspectives on Foreign Language Speaking Anxiety in Turkish EFL Context: A Systematic Review. Language Teaching and Educational Research, 4(1), 30-44. https://doi.org/10.35207/later.892775

Cited By

The Effect of Computer-Assisted Pronunciation Training on EFL Learners’ Use of Suprasegmental Features and Foreign Language Speaking Anxiety
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https://doi.org/10.1007/s42321-023-00159-4
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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