ࡱ>  =bjbj ǹ8!Lm!^ " "" #       $$' Q#"""##  H!<<<#  <# <<6# 2s#S`)+  ^!0!K (<4(8n(uH##<#####  <###!####(######### : TASK-BASED LANGUAGE LEARNING, TEACHING, AND ASSESSMENT: SELECTED REFERENCES (Last updated 27 December 2016) Ahmadian, M. J. (2012). The relationship between working memory capacity and L2 oral performance under task-based careful online planning condition. TESOL Quarterly, 46(1), 165-175. Ahmed, M. I., & Hussnain, S. R. U. (2013). Is task-based language teaching 'the answer'? Language in India, 13(3), 447-463. Ajideh, P. (2003). Schema theory-based pre-teaching tasks: A neglected essential in the ESL reading class. The Reading Matrix, 3(1), 1-14. HYPERLINK "http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Alvarez-Torres+Maria+Jose%22" \o "New Search for Author Alvarez-Torres, Maria Jose"Alvarez-Torres, M. J., &HYPERLINK "http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Fernandez-Garcia+Marisol%22" \o "New Search for Author Fernandez-Garcia, Marisol"Fernandez-Garcia, M. (1999). The effects of task repetition on linguistic output. Language Learning, 49(4), 549-581. Appel, G., & Lantolf, J. P. (1994). Speaking as mediation: A study of L1 and L2 text recall tasks. The Modern Language Journal, 78, 437-452. Bachman, L. F. (2002). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-476. Bachman, L. F., Lynch, B. K., & Mason, M. (1995). Investigating variability in tasks and rater judgments in a performance test of foreign language speaking. Language Testing, 12(2), 239-257. Barkaoui, K., Brooks, L., Swain, M., & Lapkin, S. (2013). Test-takers strategic behaviors in independent and integrated speaking tasks. Applied Linguistics, 34(3), 304-324. Beglar, D., & Hunt, A. (2002). Implementing task-based language teaching. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 96-106). Cambridge, UK: Cambridge University Press. Bowler, B., & Parminter, S. (2002). Mixed-level teaching: Tiered tasks and bias tasks. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 59-64). Cambridge, UK: Cambridge University Press. Breen, M. (1987). Learner contribution to task design. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 23-46). London, UK: Prentice Hall. Brunfaut, T., & Rvsz, A. (2014). The role of task and listener characteristics in second language listening. TESOL Quarterly, 49(1), 141-165. Breen, M. (1987). Learner contributions to task design. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 23-46). Englewood Cliffs, NJ: Prentice-Hall. Breen, M. P. (1989). The evaluation cycle for language learning tasks. In R. K. Johnson (Ed.), The second language curriculum (pp. 187-206). Cambridge: Cambridge University Press. Brindley, G. (1987). Factors affecting task difficulty. In D. Nunan (Ed.), Guidelines for the development of curriculum resources (pp. 45-56). Adelaide, Australia: National Curriculum Resource Centre. Brooks, F., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77(2), 262-274. Retrieved from HYPERLINK "http://www.jstor.org/stable/344508"http://www.jstor.org/stable/344508 Used for CLT Brown, A., Iwashita, N., & McNamara, T. (2005). An examination of rater orientations and test-taker performance on English-for-academic-purposes speaking tasks (TOEFL Monograph Series No. 29). Princeton, NJ: Educational Testing Service. Brown, J. D., Hudson, T., Norris, J., & Bonk, W. J. (2002). An investigation of second language task-based performance assessments. Honolulu, HI: University of Hawaii Press. Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-57. Butler, Y. G., & Zeng, W. (2015). Young learners' interactional development in task-based paired-assessment in their first and foreign languages: A case of English learners in China. Education 3-13, 43(3), 292-321. Bygate, M. (1996). Effects of task repetition: Appraising the developing language of learners. In D. Willis & J. Willis (Eds.), Challenge and change in language teaching (pp. 136146). London, England: Heinemann. Bygate, M. (1999). Task as context for the framing, reframing and unframing of language. System, 27, 33-48. Bygate, M. (1999). Quality of language and purpose of task: Patterns of learners' language on two oral communication tasks. Language Teaching Research 3, 3, 185-214. Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain, (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 23-48). Harlow, UK: Longman. Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks: Second language learning, teaching and testing. London, UK: Longman. Bygate, M., & Samuda, V. (2005). Integrative planning through the use of task repetition. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 37-74). Amsterdam: John Benjamins. Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum. Language Testing, 19(4), 419-437. Byrnes, H. (2014). Linking task and writing for language development: Evidence from a genre-based curricular approach. In H. Byrnes & R. M. Manchon (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 235-261). Philadelphia/Amsterdam: John Benjamins. Byrnes, H. (2014). Theorizing writing development at the intersection of task and L2 writing: Reconsidering complexity. In H. Byrnes & R. M. Manchon (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 79-103). Philadelphia/Amsterdam: John Benjamins. Byrnes, H. (2015). Linking task and curricular thinking: An affirmation of the TBLT educational agenda. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 237-253).Philadelphia/Amsterdam: John Benjamins. Byrnes, H., & Manchn, R. M. (Eds.). (2014). Task-based learning Insights from and for L2 writing. Amsterdam, the Netherlands: John Benjamins Publishing. Byrnes, H., & Manchon, R. M. (2014). Task, task performance, and writing development: Advancing the constructs and the research agenda. In H. Byrnes & R. M. Manchon (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 265-296). Philadelphia/Amsterdam: John Benjamins. Byrnes, H., Manchon, R. M. (2014). Task-based language learning: Insights from and for L2 writing: An introduction. In H. Byrnes & R. M. Manchon (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 1-24). Philadelphia/Amsterdam: John Benjamins. Calvert, M., & Sheen, Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226-244. Candlin, C. (1987). Toward task-based learning. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 5-22). Englewood Cliffs, NJ: Prentice-Hall. Candlin, C. N. (2001). Afterword: taking the curriculum to task. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 229-243). London, UK: Pearson. Candlin, C., & Murphy, D. (Eds.). (1987). Language learning tasks. Englewood Cliffs, NJ: Prentice-Hall International. Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal, 56(4), 389-396. doi: 10.1093/elt/56.4.389 Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19, 49-66. Carmichael,S. Wu, K-Y., & Lee, J. (2103). Designing andevaluatingagenre-based technical communication course incorporating a task-based model of instruction. Hong Kong Journal of Applied Linguistics, 14(2), 20-44. Carrell, P. L. (2007). Notetaking strategies and the relationship to performance on listening comprehension and communicative assessment tasks (TOEFL Monograph Series No. 35). Princeton, NJ: Educational Testing Service. Centeno-Cortes, B., & Jimenez-Jimenez, A. (2004). Problem-solving tasks in a foreign language: The importance of the L1 in private verbal thinking. International Journal of Applied Linguistics, 14, 7-35. Chalhoub-Deville, M. (2001). Task-based assessments: Characteristics and validity evidence. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks (pp. 210-228). London, UK: Longman. Chaudron, C., Doughty, C. J., Kim, Y., Kong, D-K., Lee, J., Lee, Y-G., Long, M. H., Rivers, R., & Urano, K. (2005). A task-based needs analysis of a tertiary Korean as a foreign language program. In M. H. Long (Ed.), Second language needs analysis (pp. 225-261). Cambridge, UK: Cambridge University Press. Choi, Y. & Kilpatrick, C. (2013-2014). Hypothesis learning in task-based interaction. Applied Language Learning, 23-24, 1-22. Cohen, A. (2003). The learners side foreign language learning: Where do styles, strategies, and tasks meet? International Review of Applied Linguistics in Language Teaching, 41(4), 279-292. Cohen, A. D., & Upton, T. A. (2006). Strategies in responding to the new TOEFL reading tasks [Monograph No. 33]. ETS: Princeton, NJ. Retrieved from http://www.ets.org/Media/Research/pdf/RR-06-06.pdf Colpin, M., & Gysen, S. (2006). Developing and introducing task-based language tests. In K. van de Branden (Ed.), Task-based language education: From theory to practice (pp. 151-174). Cambridge, UK: Cambridge University Press. Coughlan, P., & Duff, P. A. (1994). Same task different activities: Analysis of SLA task from an activity theory perspective. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 173-194). Norwood, NJ: Ablex. Coulson, D. (2005). Collaborative tasks for cross-cultural communication. In C. Edwards & J. Willis (Eds.), Teachings exploring tasks in English language teaching (pp. 127-38). Basingstoke, UK: Palgrave Macmillan. Cox, D. (2005). Can we predict language items for open tasks? In C. Edwards & J. Willis (Eds.), teachings exploring tasks in English language teaching (pp. 171-86). Basingstoke, UK: Palgrave Macmillan. Crookes, G. (1986). Task classification: A cross-disciplinary review. Technical Report no. 4, Center for Second Language Classroom Research, Social Science Research Institute, University of Hawai'i. Crookes, G., & Gass, S.M. (1993). Tasks in a pedagogical context. Integrating theory & practice. Clevedon, UK: Multilingual Matters. Del Pilar Garcia Mayo, M. (Ed.). (2007). Investigating tasks in formal language learning. Clevedon, UK: Multilingual Matters. Doughty, C.,& Pica, T. (1986). Information gap tasks: Do they facilitate second language acquisition? TESOL Quarterly, 20(2), 305-325. doi:10.2307/3586546 Douglas, S. R., & Kim, M. (2015). Task-based language teaching and English for academic purposes: An investigation into instructor perceptions and practice in the Canadian context. TESL Canada Journal, 31(8), 1-22. Drnyei, Z., & Kormos, J. The role of individual and social variables in oral task performance. Language Teaching Research, 4(3), 275-300. Duff, P. (1986). Another look at interlanguage talk: Taking task to task. In R.R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 147-181). Rowley, MA: Newbury House. Duff, P. (1993). Tasks and interlanguage performance: An SLA [second language acquisition] research perspective. In G. Crookes & S. Gass (Eds.), Tasks in language learning: Integrating theory and practice (pp. 57-95). Clevedon, UK: Multilingual Matters. East, M. (2012). Task-based language teaching from the teachers perspective: Insights from New Zealand. Amsterdam, The Netherlands: John Benjamins. East, M. (2015). Taking communication to task again: What difference does a decade make? The Language Learning Journal, 43(1), 6-19. Eckerth, J., & Siekmann, S. (Eds.). (2008). Task-based language learning and teaching: Theoretical, methodological, and pedagogical perspectives. Frankfurt am Main: Peter Lang. Edwards, C., & Willis, J. (Eds.), (2005). Teachings exploring tasks in English language teaching. Basingstoke, UK: Palgrave Macmillan Elder, C., Iwashita, N., & McNamara, T. (2002). Estimating the difficulty of oral proficiency tasks: What does the test-taker have to offer? Language Testing, 19(4), 347-368. Ellis, R. (1996). Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87-105. Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3), 193-220. Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press. Ellis, R. (2005). Instructed language learning and task-based teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 713728). Mahwah, NJ: Erlbaum. Ellis, R. (Ed.). (2005). Planning and task performance in a second language. Amsterdam, The Netherlands: John Benjamins. Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8, 3. Retrieved from HYPERLINK "http://www.asian-efl-journal.com/Sept%206%20re.php"http://www.asian-efl-journal.com/Sept 6 re.php Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474-509. doi: 10.1093/applin/amp042 Ellis, R. J. (2012). Task-based language teaching in Asian primary schools: Policy, problems and opportunities. In H. Pillay & M. Yeo (Eds.) Teaching language to learners of different age groups (pp. 74-91). Singapore, Singapore: SEAMEO Regional Language Centre. Ellis, R. J. (2013). An options-based approach to doing task-based language teaching. In M. Eisenmann & T. Summer (Eds.), Basic issues in EFL teaching and learning (pp. 17-30). Heidelberg, Germany: Universittsverlag Winter Verlag. Ellis, R., & Yuan, F. (2005). The effects of careful within-task planning on oral and written task performance. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 167192). Amsterdam, the Netherlands: John Benjamins. Erickson, F. (1982). Classroom discourse as improvisation: relationships between academic task structure and social participation structure in lessons. In L. C. Wilkinson (Ed.), Communicating in the classroom (pp. 153-181). New York: Academic Press. Ferris, D., & Tagg, T. (1996). Academic listening/speaking tasks for ESL students: Problems, suggestions, and implications. TESOL Quarterly, 30(2), 297-320. Foley, J. (1991). A psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics, 12(1), 62-75. Fortune, A. (2005). Learners use of metalanguage in collaborative form-focused L2 output tasks. Language Awareness, 14(1), 21-38. Foster, P. (1996). Doing the task better: How planning time influences students' performance. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 126-35). Oxford, UK: Heinemann. Foster, P. (1999). Task-based learning and pedagogy. ELT Journal, 53, 69-70. Foster, P. (2001). Rules and routines: A consideration of their role in the task-language production of native and non-native speakers. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 75-94). Harlow, UK: Pearson Education. Foster, F., & Skehan, P. (1999). The influence of source of planning and focus of planning on task-based performance. Language Teaching Research, 3(3), 215-247. doi: 10.1177/13621 6889900300303 Foster, P., & Skehan, P. (1997). Modifying the task: The effects of surprise, time and planning type on task based foreign language instruction. Thames Valley University working papers in English language teaching, 4, 86-109. Foster, F., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18(3), 299-323. Foster, P., & Tavakoli, P. (2009). Native speakers and task performance: Comparing effects on complexity, fluency and lexical diversity. Language Learning, 59, 866896. doi:10.1111/j.1467-9922.2009.00528 Fotos, S., & Ellis, R. (1991). Communicating grammar: A task-based approach. TESOL Quarterly, 25(4), 605-628. Fotos, S. S. (1993). Consciousness-raising and noticing through focus on form: Grammar task performance versus formal instruction. Applied Linguistics, 14(4), 385-407. Fraser, C. A. (2007). Reading rate in L1 Mandarin Chinese and L2 English across five reading tasks. The Modern, 91(3), 372 394. Fulcher, G., & Mrquez Reiter, R. (2003). Task difficulty in speaking tests. Language Testing, 20(3), 321-344. Gass, S., Mackey, A., Alvarez-Torres, M. J., & Fernandez-Garcia, M. (1999). The effects of task repetition on linguistic output. Language Learning, 49, 549-581. Gass, S., Mackey, A., & Ross-Feldman, L. (2005). Task based interactions in classroom and laboratory settings. Language Learning, 55(4), 575-611. Gilbert, R. (2007). Effects of manipulating task complexity on self-repairs during L2 oral production. International Review of Applied Linguistics in Language Teaching, 45(3), 215-240. Gnzalez-Lloret, M. & Ortega, L. (2014). Technology and tasks. Philadelphia, PA: John Benjamins. Gonzlez-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks. Amsterdam, the Netherlands: John Benjamins Publishing. Guk, I., & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11(3), 281-299. Hadley, G. (2013). Task-based language teaching from the teachers' perspective. System, 41, 194-196. Hall, S. (2014).Gaining acceptance of task based teaching during Malaysian in service teacher training. In M. Thomas & H. Reinders (Eds.), Contemporary task based language learning and teaching in Asia (pp. 156-169). London UK: Bloomsbury Academic. Hawkes, M. L. (2012). Using task repetition to direct learner attention and focus on form. ELT Journal, 66, 327336. doi:10.1093/elt/ccr059 Hawkins, K. (1988). Interruptions in task-oriented conversations: Effects of violations of expectations by males and females. Women's Studies in Communication, 11(2), 1-20. Heift, T., & Rimrott, A. (2012). Task-related variation in computer-assisted language learning. Modern Language Journal, 96(4), 525-543. Helgesen, M. (2003). Bringing task recycling to the classroom. The English Connection, 7(3), 5-8. Hellermann, J. (2007). The development of practices for action in classroom dyadic interaction: Focus on task openings. Modern Language Journal, 91 (1), 83-96. doi:10.1111/j.1540-4781.2007.00503.x Hobbs, J. (2005). Interactive lexical phrases in pair review tasks. In C. Edwards & J. Willis (Eds.), Teachings exploring tasks in English language teachings (pp. 143-56). Basingstoke, UK: Palgrave Macmillan. Huang, S., Willson, V., & Eslami, Z. (2012). The effects of task involvement load on L2 incidental vocabulary learning: A meta-analytic study. Modern Language Journal, 96(4), 544-557. Hunt, A., & Beglar, D. (1998). Current research and practice in teaching vocabulary. The Language Teacher, 22(1), 7-25. 0l1n, G., 0nz, J., & Yumru, H. (2007). Teachers and learners perceptions of tasks: Objectives and outcomes. Journal of Theory and Practice in Education, 3(1), 60-68. Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition, 25(1), 1-36. Iwashita, N., McNamara, T., & Elder, C. (2001). Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information-processing approach to task design. Language Learning, 51(3), 401-436. Jefferson, G. (1990). List-construction as a task and resource. In G. Psathas (Ed.) Interaction competence (pp. 63-92). Washington, DC: International Institute for Ethnomethodology and Conversation Analysis & University Press of America. Joh, J. & Schallert, D.L. (2014). How conception of task influences approaches to reading: A study of Korean college students recalling an English text. TESOL Quarterly, 48(4), 715-737. Johnson, K. (2000). What task designers do. Language Teaching Research, 4(3), 301-321. Johnson, K. (2003). Designing language teaching tasks. Basingstoke, UK: Palgrave Macmillan. Kashif, S. A., & Sajjad, H. H. (2015). Task based language learning and teaching. Saarbrcken, Germany: Lambert Academic Publishing. Kenyon, D. M. (1998). An investigation of the validity of task demands on performance-based tests of oral proficiency. In A. J. Kunnan (Ed.), Validation in language assessment (pp. 19-40). Mahwah, NJ: Lawrence Erlbaum Associates. Kern, N. (2013). Technology-integrated English for specific purposes lessons: Real-life language, tasks, and tools for professionals. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching. (pp. 89115). London, UK: The British Council. Kessler, G., Oskoz, A., & Elola, I. (Eds.). (2012). Technology across writing contexts and tasks. San Marcos, TX: CALICO Monograph. Kim, Y. (2008). The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. Modern Language Journal, 92(1), 114-130. Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58(2), 285-325. Kim, Y. (2013). Effects of pretask modeling on attention to form and question development. TESOL Quarterly, 47(1), 8-35. Klapper, J. (2003). Taking communication to task? A critical review of recent trends in language teaching. Language Learning Journal, 27, 33-42. Koval, N.G. (2013-2014). Enriching students linguistic repertoires through text-based guided output tasks. The CATESOL Journal, 25(1), 95-105. Kuiken, F., & Vedder, I. (2007). Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics in Language Teaching, 45(3), 261-284. Lambert, C. (2004). Reverse-engineering communication tasks. ELT Journal, 58(1), 18-27. Lee, Y. W. (2005). Dependability of scores for a new ESL speaking test: Evaluating prototype tasks (TOEFL Monograph Series No. 28). Princeton, NJ: Educational Testing Service. Lee, Y. W. (2006). Dependability of scores for a new ESL speaking assessment consisting of integrated and independent tasks. Language Testing, 23, 131166. Leedham, M. (2005). Exam-oriented tasks: Transcripts, turn-taking and backchannelling. In C. Edwards & J. Willis (Eds.), Teachings exploring tasks in English language teaching (pp. 93-102). Basingstoke, UK: Palgrave Macmillan. Leung, C., Harris, R., & Rampton, B. (2004). Living with inelegance in qualitative research on task-based learning. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 242268). New York, NY: Cambridge University Press. Lin, T. B., & Wu, C. W. (2012). Teachers' perceptions of task-based language teaching in English classrooms in Taiwanese junior high schools. TESOL Journal, 3(4), 586-609. Littlewood, W. T. (1993). Cognitive principles underlying task-centered foreign language learning. In N. Bird, J. Harris & M. Ingham (Eds.), Language and content (pp. 39-55). Hong Kong: Institute of Language in Education. Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319-326. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 241-249. Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall. Long, M. H. (1990). Task, group, and task-group interactions. In S. Anivan (Ed.), Teaching methodology for the nineties. Anthology series 24 (pp. 31-50). Retrieved from HYPERLINK "http://eric.ed.gov/?id=ED366184"http://eric.ed.gov/?id=ED366184 Long, M. H. (2000). Focus on form in task-based language teaching. In R. L. Lambert & E. Shohamy (Eds.), Language policy and pedagogy (pp. 179-92). Philadelphia, PA: John Benjamins. Long, M. H. (2002). Taskbased language teaching. Oxford, UK: Basil Blackwell. Long, M. (2015). Second language acquisition and task-based language teaching. Hoboken, NJ: John Wiley & Sons. Long, M.H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-56. doi:10.2307/3587368 Loschky, L., & Bley-Vroman, R. (1993). Grammar and task-based methodology. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 123-167). Clevedon, UK: Multilingual Matters. Lumley, T., & Brown, A. (2004). Test-taker and rater perspectives on integrated reading and writing tasks in the Next Generation TOEFL. Language Testing Update, 35, 75-79. Lumley, T., & Brown, A. (2004b). Test taker response to integrated reading/writing tasks in TOEFL: Evidence from writers, texts, and raters (Final Report to ETS). Melbourne, Australia: Language Testing Research Centre, University of Melbourne. Loumpourdi, L. (2005). Developing from PPP to TBL: A focused grammar task. In C. Edwards & J. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 33-39). London, UK: Palgrave. Lumley, T., & Brown, A. (1996). Specific purpose language performance tests: Task and interaction. Australian Review of Applied Linguistics, 13, 105-136. Lynch, T. (1997). Nudge, nudge: Teacher interventions in task-based learner talk. ELT Journal 51, 4, 317-25. Lynch, T. (2009). The speaking log: A tool for posttask feedback. In T. Stewart (Ed.), Insights on teaching speaking in TESOL (pp. 171-178). Alexander, Virginia: Teachers of English to Speakers of Other Languages, Inc. Lynch, T., & Maclean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4(3), 221-250. Lynch, T., & Maclean, J. (2001). A case of exercising: Effects of immediate task repetition on learners' performance. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 141-62). Harlow, UK: Pearson Education. Markee, N., & Kunitz, S. (2013). Doing planning and task performance in second language acquisition: An ethnomethodological perspective. Language Learning, 63 (4), 1-36. Martyn, E., & Husain, P. (1993). A task-based negotiated syllabus for nurses. In T. Boswood, R. Hoffman & P. Tung (Eds.), Perspectives on English for professional communication (pp. 289-303). Hong Kong: City Polytechnic. McDonough, K., Crawford, W.J., & Mackey, A. (2014). Creativity and EFL students language use during a group problem-solving task. TESOL Quarterly, 49(1), 188-198. Mennim, P. (2003). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57(2), 130-138. Michel, M. C., Kuiken, F., & Vedder, I. (2007). The influence of complexity in monologic versus dialogic tasks in Dutch L2. International Review of Applied Linguistics in Language Teaching, 45(3), 241-259. Mislevy, R., Steinberg, L., & Almond, R. (2002). Design and analysis in task-based language assessment. Language Testing, 19(4), 477-496. Mori, J. (2002). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics, 23(3), 323-347. Muranoi, H. (2000). Focus on form through interaction enhancement: Integrating formal instruction into a communicative task in EFL classrooms. Language Learning, 50, 617-673. Nakamura, E. (2008). Effects of task repetition in poster carousel. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo, Japan: JALT. Nmeth, N., & Kormos, J. (2001). Pragmatic aspects of task-performance: The case of argumentation. Language Teaching Research, 5(3), 213-240. Netwon, J., & Kennedy, G. (1996). Effects of communicative tasks on the grammatical relations marked by second language learners. System 24, 3, 309-22. Niu, R. (2009). HYPERLINK "http://www.tandfonline.com/doi/full/10.1080/09658410903197256" \t "_blank"Effect of task-inherent production modes on EFL learners' focus on form. Language Awareness, 18(3-4), 384-402. Nobuyoshi, J., & Ellis, R. (1993). Focused communication tasks and second language acquisition. ELT Journal, 47, 203-210. Norris, J. M. (2002). Interpretations, intended uses and designs in task-based language assessment. Language Testing, 19(4), 337-346. Norris, J. M. (2002). Language testing: Special issue interpretations, intended uses, and designs in task-based language assessment. London, UK: Arnold. Norris, J. M. (2009). Task-based teaching and testing. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 578-594). Oxford, UK: Wiley-Blackwell. Norris, J., Brown, J.D., Hudson, T., & Bonk, W. (2002). Examinee abilities and task difficulty in task-based second language performance assessment. Language Testing 19(4), 395-418. Norris, J. M., Brown, J. D., Hudson, T. & Yoshioka, J. (1998). Designing second language performance assessments. Honolulu, HI: Second Language Teaching and Curriculum Center, University of Hawaii at Manao. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge, UK: Cambridge University Press. Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press. Nunan, D. (2006). Task-based language teaching in the Asia context: Defining task. Asian EFL journal, 8(3), Article 1. Retrieved from  HYPERLINK "http://www.asian-efl-journal.com/Sept_06_dn.php" \o "http://www.asian-efl-journal.com/Sept_06_dn.php" http://www.asian-efl-journal.com/Sept_06_dn.php Ogilvie, G., & Dunn, W. (2010). Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching. Language Teaching Research, 14(2), 161-181. Ortega, L. (2004). Aproximaciones cognitivo-interaccionistas al aprendizaje de segundas lenguas mediante tareas. ELIA (Estudios de Lingstica Inglesa Aplicada), 5. [Cognitive-interactionist approaches to the study of task-based language learning. Studies in English Applied Linguistics, 5, 15-38]. Ortega, L. (2009). What do learners plan? Learner-driven attention to form during pre -task planning. In K. van den Branden, M. Bygate, & J. M. Norris. (Eds.), Task-based language teaching: A reader (pp. 301-332). Amsterdam: John Benjamins. [Reprint, first published in R. Ellis (Ed.). (2005). Planning and task performance in a second language (pp. 77-109). Amsterdam: John Benjamins.] Ortega, L. (2005). What do learners plan? Learner-driven attention to form during pre-task planning. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 77-109). Amsterdam: John Benjamins. Oxford, R. L. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), Article 5. Retrieved from  HYPERLINK "http://www.asian-efl-journal.com/Sept_06_ro.php" http://www.asian-efl-journal.com/Sept_06_ro.php Payant, C., & Kim, Y. (2015). Language mediation in an L3 classroom: The role of task modalities and task types. Foreign Language Annals, 48(4), 706-729. Pica, T. (2008). Task-based instruction. In N. Van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education, Vol. 4: Second and foreign language education (2nd ed.) (pp. 71820). New York: Springer Science/Business Media. Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction and research. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 9-34). Clevedon, UK: Multilingual Matters. Pinter, A. (2005). Task repetition with 10-year old children. In C. Edwards & J. Willis (Eds.), Teachings exploring tasks in English language teaching (pp. 113-26). Basingstoke, UK: Palgrave Macmillan. Platt, E., & Brooks, F. B. (2002). Task engagement: A turning point in foreign language development. Language Learning, 52, 365-400. Plough, I. & Gass, S. M. (1993). Interlocutor and task familiarity effects on interactional structure. In G. Crookes & S. M. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 35-56). Clevedon, UK: Multilingual Matters. Poupore, G. (2005). Quality of interaction and types of negotiation in problem-solving and jigsaw tasks. In C Edwards & J. Willis (Eds.), Teaching exploring tasks in English language teaching (pp. 242-55). Basingstoke, UK: Palgrave Macmillan. Richards, J. (1987). Beyond methods: alternative approaches to instructional design in language teaching. Prospect, 3(1), 11-30. Richards, J. C. (2002). Addressing the grammar gap in task work. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp.153-166). Cambridge, UK: Cambridge University Press. Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45, 99140. doi:10.1111/j.1467-1770.1995.tb00964.x Robinson, P. (2001). Task complexity, cognitive resources and second language syllabus design.In P. Robinson (Ed.), Cognition and second language instruction (pp. 287-318). Cambridge, UK: Cambridge University Press. Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27-57. Robinson, P. (2003). The cognition hypothesis, task design and adult task-based language learning. Second Language Studies, 21(2), 45-105. Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics in Language Teaching, 43, 132. Robinson, P. (2007). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics in Language Teaching, 45(3), 193-213. Robinson, P. (2007). Criteria for classifying and sequencing pedagogic tasks. In M. del P. Garcia Mayo (Ed.), Investigating tasks in formal language learning (pp. 7-26). Clevedon, UK: Multilingual Matters. Robinson, P. (Ed.). (2011). Second language task complexity: Researching the cognitive hypothesis of language learning and performance. Amsterdam, The Netherlands: John Benjamins. Robinson, P. (Ed.). (2011). Task-based language learning. Oxford, UK: John, Wiley & Sons. Robinson, P., & Gilabert, R. (2007). Task complexity, the Cognition Hypothesis and second language learning and performance. International Review of Applied Linguistics in Language Teaching, 45(3), 161-176. Robinson, P., & Ross, S. (1996). The development of task-based assessment in English for academic purposes programs. Applied Linguistics, 17(4), 455-476. Roebuck, R. (2000). Subjects speak out: How learners position themselves in a psycholinguistic task. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 79-96). Oxford, UK: Oxford University Press. Ruso, N. (2007). The influence of task based learning on EFL classrooms.Asian EFL Journal, 18, Article 2. Retrieved from  HYPERLINK "http://www.asian-efl-journal.com/pta_February_2007_nr.php" http://www.asian-efl-journal.com/pta_February_2007_nr.php Samuda, V. (2001). Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 119-134). London, UK: Longman. Samuda, V. (2005). Expertise in pedagogic task design. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 230-254). Basingstoke, UK: Palgrave Macmillan. Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Basingstoke, UK: Palgrave Macmillan. Santana-Williamson, E. (2012-2013). Implementing task-oriented, content-based instruction for first-and second-generation immigrant students. The CATESOL Journal, 24(1), 79-97. Scott, Z. V. M., & del al Fuente, M. J. (2008). Whats the problem? L2 learners use of the L2 during consciousness-raising,form-focused tasks. Modern Language Journal, 92(1), 100-113. Seedhouse, P. (1999). Task-based interaction. ELT Journal, 53, 149-156. Seedhouse, P. (2005). Task as research construct. Language Learning, 55, 533-570. doi:10.1111/j.0023-8333.2005.00314.x Serafini, E.cJ., & Torres, J. (2015) The utility of needs analysis for nondomain expert instructors in designing task-based Spanish for the professions curricula. Foreign Language Annals, 48(3), 447-472. Shaw, P. (2009). The syllabus is dead, long live the syllabus: Thoughts on the state of language curriculum, content, language, tasks, projects, materials, wikis, blogs and the world wide web. Language and Linguistics Compass, 3(5), 1266-1283. Shehadeh, A. (2005). Task-based language learning and teaching: Theories and applications. In C. Edwards & J. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 33-39). London, UK: Palgrave. Shehadeh, A., & Coombe, C. A. (Eds.). (2012). Task-based language teaching in foreign language contexts: Research and implementation. Amsterdam, The Netherlands: John Benjamins. Shintani, N. (2016). Input-based tasks in foreign language instruction for young learners. Amsterdam, the Netherlands: John Benjamins Publishing. Skehan, P. (1996). Second language acquisition research and task-based instruction. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 17-30). Oxford, UK: Heinemann. Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied linguistics, 17, 38-62. Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics, 18, 268-286. Skehan, P. (2001). Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 167-185). London, UK: Longman. Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14. Skehan, P. (2014). Limited attentional capacity, second language performance, and task based pedagogy. In P. Skehan (Ed.), Processing perspectives on task performance (pp. 211260). Amsterdam, the Netherlands: John Benjamins. Skehan, P. (2014). The context for researching a processing perspective on task performance. In P. Skehan (Ed.), Processing perspectives on task performance (pp. 126). Philadelphia, PA: John Benjamins. Skehan, P. (2014). Processing perspectives on task performance. Philadelphia, PA: John Benjamins. Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 185-211. Skehan, P. & Foster, P. (1997). The influence of planning and post-task activities on accuracy and complexity in task-based learning. Language Teaching Research 1, 3, 185-211. Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93-120. Skehan, P., & Foster, P. (2001). Cognition and tasks. In P. Robinson (Ed.), Cognition and second language instruction (pp. 183-205). Cambridge, UK: Cambridge University Press. Skehan, P., & Foster, P. (2005). Strategic and on-line planning: The influence of surprise information and task time on second language performance. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 195-216). Amsterdam, The Netherlands: John Benjamins. Skehan, P., & Wesche, M. (2002). Communicative, task-based, and content-based language instruction. In R. Kaplan (Ed.), Oxford handbook of applied linguistics (pp. 207-228). Oxford, UK: Oxford University Press. Song, M. J., & Suh, B. R. (2008). The effects of output task types on noticing and learning of the English past counterfactual conditional. System, 36(2), 295-312. Spada, N., Shiu, J. L., & Tomita, Y. (2015). Validating an elicited imitation task as a measure of implicit knowledge: Comparisons with other validation studies. Language Learning, 65 (3), 723-751. Stillwell, C., Curabba, B., Alexander, K., Kidd, A., Kim, E., Stone, P., & Wyle, C. (2010). Students transcribing tasks: Noticing fluency, accuracy, and complexity.ELT Journal,64(4), 445-455. Sugita, Y. (2009). Reframing and reconstructing situational dialogues: Scaffolding speaking tasks for English for occupational purposes. In T. Stewart (Ed.), Insights on teaching speaking in TESOL (pp. 67-78). Alexander, Virginia: Teachers of English to Speakers of Other Languages, Inc. Swaffer, J. K., Arens, K., & Morgan, M. (1982). Teacher classroom practices: Redefining method as task hierarchy. Modern Language Journal, 68(1), 24-33. Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251-274. doi:10.1177/136216880000400304 Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks, second language learning, teaching, and testing (pp. 99-118). London, UK: Longman. Sykes, J. (2014). TBLT and synthetic immersive environments: Design, assessment, and transfer. In M. Gonzalez Lloret & L. Ortega (Eds.), Technology and tasks: Exploring technology-mediated TBLT (pp. 149-182). Amsterdam, the Netherlands: John Benjamins. Tang, H., Chiou, J., & Jarsaillon, O. (2015). Efficacy of task-based learning in a Chinese EFL classroom: A case study. English Language Teaching, 8(5), 168-176. Tavakoli, P., & Foster, P. (2011).Task design and second language performance: The effect of narrative type on learner output. Language Learning, 61, 3772. doi:10.1111/j.1467-9922.2011.00642.x Tavakoli, P., & Skehan, P. (2005). Strategic planning, task structure, and performance testing. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 241-275). Amsterdam, The Netherlands: John Benjamins. Theakston, A. L. (2004). The role of entrenchment in childrens and adults performance on grammaticality-judgement tasks. Cognitive Development, 19(1), 15-34. Thomas, M., & Reinders, H. (2012). Task-based language learning and teaching with technology. London, UK: Bloomsbury Academic. Thompson, C., & Millington N. (2012). Task-based learning for communication and grammar use. Language Education in Asia, 3(2). 159-167. Thornbury, S. (1997). About language: Tasks for teachers of English. Cambridge, UK: Cambridge University Press. Trites, L., & McGroarty, M. (2005). Reading to learn and reading to integrate: New tasks for reading comprehension? Language Testing, 22(2), 174-210. Trofimovich, P., McDonough, K., & Neumann, H. (2013). Using collaborative tasks to elicit auditory and structural priming. TESOL Quarterly, 47(1), 177-186. van Compernolle, R. A., & HYPERLINK "http://www.tandfonline.com/action/doSearch?action=runSearch&type=advanced&searchType=journal&result=true&prevSearch=%2Bauthorsfield%3A%28Williams%2C+Lawrence%29"Lawrence Williams, L. (2011). Thinking with your hands: Speechgesture activity during an L2 awareness-raising task. Language Awareness, 20(3), 203-219. Van den Branden, K. (Ed). (2006). Task-based language education: From theory to practice. Cambridge, UK: Cambridge University Press. Van den Branden, K. (2012). Task-based language education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 132-139). Cambridge, UK: Cambridge University Press. Van den Branden, K., Bygate, M., & Norris, J. M. (Eds.). (2009). Task-based language teaching: A reader. Amsterdam, The Netherlands: John Benjamins. Van den Branden, K., Depauw, V., & Gysen, S. (2002). A computerized task-based test of second language Dutch for vocational training purposes. Language Testing, 19(4), 438-452. Verity, D. P. (2007) Role play and orientation to task -- Technical Report No. 6. Osaka, Japan: Center for Human Activity Theory Kansai University. Wang, S. C., & Shih, S. C. (2011). The role of language for thinking and task selection in EFL learners oral collocational production. Foreign Language Annals, 44(2), 399-416. Weigle, S.C. (2010). Validation of automated scores of TOEFL iBT tasks against non-test indicators of writing ability. Language Testing, 27, 3, 335-353. Weigle, S.C. (2011). Validation of automated scores of TOEFL iBT tasks against non-test indicators of writing ability. TOEFL iBT Research Report TOEFL iBT-15. Princeton, NJ: Educational Testing Service. Wesche, M. B., & Skehan, P. (2002). Communicative, task-based, and content-based language instruction. In R. B. Kaplan (Ed.), The Oxford Handbook of Applied Linguistics (pp. 207-228). Oxford, UK: Oxford University Press. Westhoff. G.J. (2004). The art of playing a pinball machine. Characteristics of effective SLA-tasks. Babylonia, 12(3), 52-57. Willis, D., & Willis, J. (2001). Task-based language learning. In R. Carter & D. Nunan (Eds.), The Cambridge guide to Teaching English to Speakers of Other Languages (pp. 173-179). Cambridge, UK: Cambridge University Press. Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford, UK: Oxford University Press. Willis, J. (1996). A framework for task-based learning. Harlow, UK: Pearson Education. Willis, J. (2005). Introduction: Aims and explorations into tasks and task-based teaching. In C. Edwards & J. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 33-39). London, UK: Palgrave. Willis, J. R. (2004). Perspectives on task-based instruction: Understanding our practices, acknowledging different practitioners. In B. L. Leaver & J. R. Willis (Eds.), Task-based instruction in foreign language education (pp. 3-44). Washington, DC: Georgetown University Press. Wilson, A. H. (1994). The attributes and tasks of global competence. In R. D. Lambert (Ed.), Educational exchange and global competence (pp. 37-50). New York, NY: Council on International Educational Exchange. Wright, T. (1987). Instructional task and discoursal outcome in the L2 classroom. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 47-68). Englewood Cliffs, NJ: Prentice-Hall. Wyatt, M., & Borg, S. (2011). Development in the practical knowledge of language teachers: A comparative study of three teachers designing and using communicative tasks on an in-service BA TESOL programme in the Middle East. Innovation in Language Learning and Teaching,(5)3, 233-252. Yang, H. C., & Plakans, L. (2012). Second language writers strategy use and performance on an integrated reading-listening-writing task. TESOL Quarterly, 46(1), 80-103. Yule, G. (1997). Referential communication tasks. Mahwah, NJ: Lawrence Erlbaum. Zheng, X., & Borg, S. (2014). Task-based learning and teaching in China: Secondary school teachers beliefs and practices. Language Teaching Research, 18&678LMO[fgjkmn  % ~  " # . / @ A ûuujcj h5 hbjh5 hbUh5 hk[66] h5 hk[6h5 hZL6 h5 hZLh5 h#66 h5 h#6 h5 hcAh5 h5h5 hlG>5h5 hy 5h5 h5h5 hkg5 h5 5h5 hg5>*h5 h75>*h5 h5>*h5 h$ 5>* 8Mmn% . o VW#0d^`0gd5 0[$\$^`0gd5  $0[$\$^`0gd5 $07$8$H$^`0a$gd5 0^`0gd5 0^`0gd5 $0^`0a$gd5 A U V [ \ k l E ` b d o 1EFHWɸɭii^S^h5 h7mH sH h5 h:gYmH sH *h5 h6CJOJPJQJ]^JaJ$h5 hCJOJPJQJ^JaJh5 h:6 h5 h:h5 h,o"6mH sH h5 h,o"mH sH h5 h n6h5 h n0J h5 h n h5 h7h5 hb6 h5 hbjh5 hbUh5 hb0J>*B*ph &* #'ENapz{tLaƾƷ|th5 h56h5 h@}6 h5 h@} h5 h5 h5 hdkh5 hg6h5 hG6 h5 h n h5 hcA h5 hgh5 h6 h5 hh5 he"6 h5 he"h5 h7mH sH h5 h:gYmH sH h5 h:gY6]mH sH ,WHEopA9 $0^`0gd5 0^`0gd5 0^`0gd5 al'DEstD@ABlĶį{tlte[eh5 hb6] h5 hbh5 h 6 h5 h h5 hq036 h5 hq03h5 h 6 h5 h h5 hG h5 hn>h5 hYU6 h5 hYUh5 h)6B*]phh5 h)B*phh5 h#0Jjh5 h#Uh5 h#6 h5 h# h5 h5 h5 h7"4!)-9~𻴻»青xh5 hz0JB*phh5 h70JB*phh5 hzB*ph h5 hu`h5 hg6h5 hcA6 h5 hcA h5 hg h5 h7 h5 hG h5 hdkh5 hdk6h5 hQM6] h5 hQM h5 hbh5 hb6- !!""##M$N$$%%=&& $0^`0gd5 0^`0gd5 !+ & 0` P@0^`0gd5 0^`0gd5 <zRE !L!!3"q""E##### $>$N$$ݾ|umuf h5 h5h5 h&6 h5 h&h5 h uPJwhh5 h u6]whh5 h uwhh5 h;S)6]whh5 h;S)whh5 hY6 h5 hYh5 h;swhh5 hgTmH sH whh5 hgTPJwhh5 hgT6]whh5 hgTwh%$$$V%%%%&=&&&&'<'A'H'I'S'Z'\'l'v'''(&(=(())˲umbTbM h5 hUh5 h8@6B*]phh5 h8@B*phh5 hN6h5 hN0J 5 h5 hNh5 hN0J 5]h5 hN0J5h5 hN0J6h5 hN0J6\ h5 h*h5 h76h5 hU6] h5 hUh5 h,O6 h5 h,Oh5 h;_06 h5 h;_0 h5 h5h5 h56&I'&()))*+I,---../00#0d^`0gd5 0^`0gd5  $0^`0gd5 0^`0gd5 0^`0gd5 0[$\$^`0gd5 0^`0gd5 ))))))Y*u**b+c+r++++++++!,A,I,,,---d-˼˭pZ*h5 hg!6CJOJPJQJ]^JaJ,h5 hg!CJOJPJQJ^JaJmHsHh5 hYj6>*OJQJ^Jh5 hYj>*OJQJ^Jh5 hU_6 h5 hU_h5 h@w]h5 h@w6 h5 h7 h5 h@wh5 hU6 h5 hU h5 hJ h5 hUh5 hG6h5 hU6d-w-x-~---C.z..W///0O0001P1e1z1{112xnx_O?O_h5 h+6CJOJQJaJh5 h 6CJOJQJaJh5 h CJOJQJaJh5 h#H6] h5 h#Hh5 hvc6] h5 hvc!h5 hz6>*OJQJ]^Jh5 hz>*OJQJ^Jh5 h<6] h5 h<$h5 hg!CJOJPJQJ^JaJ*h5 hg!6CJOJPJQJ]^JaJ,h5 hg!CJOJPJQJ^JaJmH sH 0O1P122233445567788 0*$^`0gd5  &0*$^`0gd5  $0^`0gd5 0^`0gd5 !0d^`0gd5 0^`0gd5 2:2w22222333333n444444555~5555}6666V77788ɺxpxiaih5 hng+6 h5 hng+h5 h*F6 h5 h*F h5 h?h5 h% |6 h5 h% | h5 hGS h5 h 6 h5 h{_ h5 h h5 hm46 h5 hm4h5 h%6 h5 h% h5 h7h5 hp6h5 hpmHsH h5 hph5 h6 h5 h"8;8888 9F99999994:C:E:G:H:Q:::::::::::::::::::Ҳ|u|u|mem]em|h5 hM$6h5 h n6h5 hg6 h5 h n h5 hg h5 h=]h5 hb6 h5 hbh5 h76 h5 h7h5 hMl6] h5 hMlh5 h96 h5 h9h5 h\16] h5 h\1&h5 hS56CJOJQJ^JaJ#h5 hS5CJOJQJ^JaJ$88F999Q::;;T<U<'===>?@ $0^`0gd5 $0d^`0gd5 0^`0gd5 m$0^`0gd5 0^`0gd5 0^`0gd5 0^`0gd5 :;;b;c;x;;;;&<3<4<T<U<<<<<<<%=&='=====>>>u?ļııĕpi_iX h5 hh5 h.6] h5 h. h5 hLYCJOJQJ^JaJ'h5 hLY6CJOJPJQJ^JaJ$h5 hLYCJOJPJQJ^JaJh5 hb0Jjh5 hbUh5 hb6 h5 hb h5 h?h5 h'6 h5 h'h5 hdk6] h5 hdk h5 hg h5 hM$u???g@@@AAALBQBRB_BmBBBBBBPCfCqCrCCDADtDvDѺ{jcYcRJh5 hb6 h5 hbh5 h+6] h5 h+ h5 hWCJOJQJ^JaJ&h5 hW56CJOJQJ^JaJ#h5 hW5CJOJQJ^JaJh5 hM6] h5 hMh5 hpp6 h5 hpph5 hK6CJOJQJaJh5 hKCJOJQJaJh5 hI 6 h5 hI h5 hh5 h6]@AmBBrC@DADDEE~FFbGHHHH@II$0d^`0gd5 0^`0gd5 0^`0gd5 0^`0gd5 !0d^`0gd5 vDDDDBEEEE2FOFFGTGbGGGHHHHHHHI-I/I1I@IðzfzfzUNFNFNh5 hm6 h5 hm h5 hLYCJOJQJ^JaJ'h5 hQ6CJOJPJQJ^JaJ$h5 hQCJOJPJQJ^JaJh5 hLY6 h5 hLY'h5 hLY6CJOJPJQJ^JaJ$h5 hLYCJOJPJQJ^JaJ$h5 h+CJOJPJQJ^JaJh5 h+6] h5 h+ h5 hbh5 hb6h5 hb6]@IIIIIIIIIIJJJJJjKKKKKK#LXLiLkLmLxLLLLM M MqMM;;ͷ}u}ng_h5 hxKU6 h5 hY?Y-ZZ?[[["\#\ ]^0^`0gd5  $0[$\$^`0gd5 0^`0gd5 0^`0gd5 07$8$H$^`0gd5 ' 70t^`0gd5 Y0Y?YYY-ZZZZ[1[?[S[v[[[[#\\\ ]]]^^N^z^^ _%_пung]gVLh5 hbOe6] h5 hbOeh5 h9A6] h5 h9A h5 h>5h5 h>56PJ]h5 h>5PJh5 hU6 h5 hUh5 h)6 h5 h)h5 hRm6 h5 hRmh5 h 6 h5 h h5 hk6] h5 hkh5 h6 h5 hh5 h8@B*phh5 h8@6B*]ph^^^3__:``[ablbccddeAfgghh!0d^`0gd5  $0^`0gd5 0^`0gd5 07$8$H$^`0gd5 0^`0gd5 %_3____`/`:``````7aNa[aabbbQb\b^b`babbbcblbbbbcccŻŴ}u}m}bh5 h9uB*phh5 hqt]h5 hqt6 h5 hqth5 h6 h5 hh5 h[(6] h5 h[(h5 hK6] h5 h>Kh5 h6] h5 hh5 hl0J\ h5 hljh5 hlUh5 hl\h5 hl6\hi8jjjj}k~kZlmmmmn\ooopp&0[$\$^`0gd5 #0d^`0gd5 $0d^`0gd5 0^`0gd5 0^`0gd5  $0^`0gd5 ~kkkkl&l3lAlWlZlll(mmmhnnnnn%oQo\oooo!pHppp q;qK6] h5 h>K*h5 hg!6CJOJPJQJ]^JaJ$h5 hg!CJOJPJQJ^JaJ h5 hE h5 h h5 hc_h5 hc_6h5 h56 h5 h5#pKqhrirsstttuSv wwmxxyylzzn{ |0[$\$^`0gd5 0^`0gd5 0^`0gd5 0^`0gd5 0^`0gd5 q:rirrssssssssstttttttttwuuuu1vEvSvvvvvv wwº³¬wphp`Y h5 hwh5 h6h5 h.6 h5 h.h5 h6 h5 h|> h5 hk&h5 h!~6 h5 h!~&h5 h#56CJOJQJ^JaJ#h5 h#5CJOJQJ^JaJ h5 h^[h5 h^[6]"wwwwwwwwwwww7xVxkxxxxxxx}yyyyyyyEzನpV3h5 h+0J5>*B*CJOJQJ^JaJph h5 h+CJOJQJ^JaJ)jh5 h+CJOJQJU^JaJ#h5 h+5CJOJQJ^JaJh5 hX6] h5 hX h5 hh5 hb6h5 hm6] h5 hyso h5 hm h5 hb h5 hwh5 hw6h5 hw6]Ez[z`zazbzczjzkzlzzzz6{>{K{_{n{{䵤uhu]R]F;4 h5 hF}xh5 h,o"mH sH h5 h,o"6mH sH h5 hB*phh5 h,o"B*phh5 hj6B*phh5 hjB*ph#h5 h}E5CJOJQJ^JaJ#h5 h+5CJOJQJ^JaJ h5 h+CJOJQJ^JaJ)jh5 h+CJOJQJU^JaJ3h5 h+0J5>*B*CJOJQJ^JaJph6h5 h+0J56>*B*CJOJQJ^JaJph{{{{ |g||||K}^}l}}}<~N~}~~~~~~~~~~[or}Ÿŭxnxgx\x\jh5 hdkU h5 h3tFh5 hdk6] h5 hdk h5 hh5 hE6 h5 hEh5 hB*phh5 h76B*phh5 h7B*phh5 h6B*phh5 hB*phh5 h5`6 h5 h5`h5 hn>6] h5 hn> h5 hF}xh5 hF}x6" ||l}<~~34| kc01$5$7$8$H$^`0gd5 $01$5$7$8$H$^`0a$gd5 0^`0gd5 0^`0gd5 123ۀy&(*124ԂZkl/Xل JƼƼƼƼƵƮ{n{c\ h5 hbjh5 hbUh5 hk6B*phh5 hb6B*phh5 hbB*phh5 h6] h5 hh5 hyB6] h5 hyB h5 h?h5 h%P*6] h5 h%P*h5 hp86B*ph&&&h5 hp8B*ph&&& h5 hdkjh5 hdkUh5 hdk0J$JKz{|sɆ҆ӆ zJ_kκĺίΝvogo` h5 h/h5 hb[6 h5 hb[h5 hvp6] h5 hvp h5 hc_h5 h56 h5 h h5 h5h5 h5B*ph!h5 h-s B*ph!h5 h-s 6]h5 h56] h5 h5h5 hd6 h5 hd h5 hbh5 hb0Jjh5 hbU"2#YËˋ͋΋ڋ !FŒ!#%Vˍٍ /ŽĎƎɎӎ6ռյ}j$h5 hJCJOJPJQJ^JaJ h5 ha h5 hh5 h6]h5 hz6] h5 hzh5 hD6 h5 hD h5 h:gYh5 h:gY6]mH sH h5 hmH sH h5 h:gYmH sH h5 h56 h5 h5 h5 h/h5 h/6]$cdXYڋŒV/ӎ^_/0, ۓuWY0^`0gd5 m$$0d^`0gd5 0^`0gd5 0^`0gd5 6Q^#%'/0ڐ,ʑ͒ ˓͓ۓPűűŠxqiqbZbRK h5 h5h5 hsS5h5 h`6 h5 h`h5 h?i6 h5 h?ih5 hp"6] h5 hp"h5 h&6h5 hxKU6 h5 h& h5 hJCJOJQJ^JaJ'h5 hBT6CJOJPJQJ^JaJ$h5 hBTCJOJPJQJ^JaJ$h5 hJCJOJPJQJ^JaJ'h5 hJ6CJOJPJQJ^JaJPgu#7;WӕԕVWYDRZ^j@anr¸ӥӗxqgq`q h5 hU +h5 h06] h5 h0h5 h6 h5 h h5 hc_h5 h:gY0Jjh5 h:gYUjh5 h:gYUh5 hl]h5 hl6]h5 h:gY6] h5 h h5 h:gY h5 hlh5 h8W6 h5 h8W h5 h5h5 h56"Yj:;vLWȟɟ'0^`0gd5 m$ $0^`0gd5 0^`0gd5 0^`0gd5 -:ʙ!0;oXsCfv(<>@LzѝYʻ~wpiaiZRZh5 h+^6 h5 h+^h5 hT6 h5 hT h5 hl h5 h*h5 h~6] h5 h~$h5 hX-i6B*PJnHphtH!h5 hX-iB*PJnHphtHh5 hq6 h5 hqh5 hkYC6 h5 hkYCh5 hb6 h5 hbh5 hu6] h5 huh5 hh 6 h5 hh 2FJTUWȟɟ&'ݠޠ.CGKơ-ɢ 7ѣĺĬ謳᳄|umuh5 hL^+6 h5 hL^+h5 hHHX6 h5 hHHXh5 hdk6] h5 h[h5 h[6h5 h56 h5 h5 h5 hdkh5 hb6] h5 hb h5 h(m'h5 h\-r6 h5 h\-r h5 hl h5 hU +h5 h*6] h5 h*)K-ZF JK %0^`0gd5 $0d^`0gd5 0^`0gd5 0^`0gd5 0^`0gd5  $0^`0gd5 0^`0gd5 #468FЦ Eeŧlrtv&;Jپzsisis^P^h5 hk6QJ]^Jh5 hkQJ^Jh5 hp6] h5 hp h5 hlh5 hdk6] h5 hU + h5 hdk h5 htLCJOJQJ^JaJ'h5 htL6CJOJPJQJ^JaJ$h5 htLCJOJPJQJ^JaJh5 hU6 h5 hUh5 h56 h5 h5h5 hfO6] h5 hfOJK Ҫ.>ǫȫ-Jw UWdjy:Ifw ŽŶ̠xqjbjh5 hp6 h5 hp h5 hUtNh5 hP6 h5 hPh5 hdk]h5 hdk6] h5 hU + h5 hdkh5 hen6 h5 hen h5 h=]h5 hkg6 h5 hkg h5 hlh5 hwu6] h5 hwuh5 h(6] h5 h(h5 hu`QJ^J$ -.ȫwyvwݯ`߱hز$0d^`0gd5 0^`0gd5 07$8$H$^`0gd5  $0^`0gd5 0^`0gd5 &0[$\$^`0gd5 ݯP:OQS_`=h~زٲM޹oToMF h5 h 0 h5 hj\5h5 hj\0J*6eh@fHq r@2h5 hj\0J*eh@fHq r@h5 hocC0Jh5 hp6 h5 hp h5 hocCh5 h6] h5 h h5 h+d{CJOJQJ^JaJ'h5 h+d{6CJOJPJQJ^JaJ$h5 h+d{CJOJPJQJ^JaJh5 hL_6 h5 hL_زٲop nֶm fϺ+ $0[$\$^`0gd5 0^`0gd5  $0^`0gd5 0^`0gd5 0^`0gd5 0dd[$\$^`0gd5 m$Map &'ӴԴJ`dnƵѵյSֶ?mѾѾѝц|unfn_W_PHh5 hB6 h5 hBh5 hCMD6 h5 hCMDh5 hlA6 h5 hlA h5 hU +h5 hz6] h5 hzh5 hw5CJOJQJaJ"h5 h56CJOJQJaJh5 hCJOJQJaJ%jh5 hCJOJQJUaJh5 h5CJOJQJaJh5 h=6 h5 h= h5 h 0h5 h 06 5Zjkq=Xf߹ϺMw,Ҽ.Gnyqygy\h5 h7B*phh5 hl6]h5 hl6 h5 hlh5 hB6 h5 hBh5 hV16 h5 hV1h5 hE6 h5 hEh5 h*B*phh5 hj0J h5 hjh5 hD|6 h5 hD|h5 h"F0J6h5 h"F0Jh5 h"F6 h5 h"F h5 hB!+, nŽC` [\<<<<<<<<<(0d^`0gd5 0^`0gd5 0^`0gd5 0^`0gd5 ŽBwDx9 ./BC$ĺī}}ung` h5 h}E h5 ho h5 h[h5 h[6h5 h n6h5 hg6 h5 h n h5 hgh5 hHE6CJOJQJaJh5 hHECJOJQJaJh5 hdk6] h5 hdkh5 hl6] h5 hlh5 hU +B*phh5 h7B*phh5 h70JB*ph%$S` :[<<<<<<<<<<<<6<[<\<t<<<º­wj]Sh8W5B* phhaph8W5B* phh8W5>*B* CJphhLh8W5>*B* CJphh8W5B* CJphjh8WUmHnHuh,jh,Uh5 hamH sH Uh5 ha6 h5 hah5 hSV6] h5 hSV h5 h5h5 h6 h5 h h5 h}Eh5 h}E6(2), 205-221.      The International Research Foundation for English Language Education PAGE  PAGE 1 177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org <<\<<<<<<<<<<<==== 0^`0gd5 gd $h]ha$gd$h&d P ]ha$gdh]hgd &`#$gdQigdh]hgd<<<<<<<<<<<<<<<<<<<======h5 hamH sH h,h &h8W5B* phh=h8W0J5B* phh=h8W0JB* phhP0JB* phh5 0JmHnHu h8W0Jjh8W0JUh8Wh'~5B* ph6&P 1h:p'~. A!"#$% FO4WU\;^lJFIFddDuckydAdobed      !1AqRb Qa2# "rCScwB3vW89$eնXt%u&67Ä5FV(Hs4TUf'x) 1!AQaq"2Brst5Rb3S4TU67#c$dCD%Eu' ?3f- VGWgkYd6qvhDg9ܟtFh geMܳ< ė{̱[)aqҗ@ޓ +t@sIx'ْKv*h~1FܩGބ;O&4@2iF@ v4G@r oŒ5hz;aVfev<c0Gh~d>#D|BI6*h1xPj0MV9wxхSDtz0Vw#D3 $G, ta5[ a5SC3ܛ1[պ#9!1* 8J$y# {#V讀Bb #>/$e&ک,[79!1%Gj0hz=z\$hf&(ޓ n\P1[Ǵ0&M\m0\"CԸ{Tnneg`F7hm*0պ(݄atYD2;?w(o(vhrA.܍lB rL#[_⍩0Mw!VWr&FS8 0=^NHLOdO@R N 0ܪYr hp;m eb)D3}xDa$,~\L0[r3U&ʵm,ؚ sM 1sK.<OtE{0n;1slO,+hB0v nF .9KM^n,.nV](1 AzL5M6NH\seǙ!0c\#^1ҋOo pCْcbfa1K2KSCc%/pt8sC$.20ʠÙz0*hV߸͡1oT8\`0>r d\  R\ܩzxqL5M ߃Tn(\b%narBc# +FL#9@GPތ!SC3܏0c 0hɺ>P"6*h~$e6$Uy:0ѡ# QNBqFU# grCGPcoFܩǙٖ }pʠǛ(=Vq&8Ip#CGŅ y8I8 Q0n``ޗhqvx+FPmvdL}04=I4?@2A.NH10n8\djєvoARaev#D*'9!tq)CU-X,c)@ gda֓i)ZG/~%,nC^ekY43\#&)-ԙZc&w+q ԁoBjdsلBv"$> -J%6.D%<#Jg67nH\mnT0{1JFAca[1C<,3Z2`[ Q?C|x`I1 \Q6$m&<l eh' tc&.XᅊrRl(B@-1͉GĶXu+ǗD&hK1hTwذ_ MyUFfmpDReiA߈O [LI7OzCO wb+Mm0ٶSkllDI`L͛Lcз|b+ 憻QY[  C,5[Ut Ann1YQz>U$hH a1ݷ[TЃ̓&M<߄ޒM !FڭТp;caM <P~ė7t C qR+FLŁ~,r[1Է7n{(*y '!{Fa+t(XdL}-+t/ɆNXyFC3x RaU4'@rJe81Ќ220εM 18gbd8s2[ * bBc* ޗ \}0ԩ;ܑ20*hnfH\dM {? fqB,nhG99aqSBhr/hIpV#1ܗ SC,ܷ ).{4t7G܄ޖTн ;ƃ$2P zF#lsqƴ8h x87ͽq-j;.6G>V)U#DzĬ0zR wb[,L:ҕc[%^Ke;X/u&*ׄ#Xbhg6F"LR[2MW$Ž 1{S[,CjNRki=1=/N %YDlɱnN.ia]9' k R- 6a W:#ٻcIq=$a㥻[lv*6If^(;BIԭНჴ"h{/BEA99pEНsX^ѽ%hNqX2Kv7Ћ#y!{G;(qA2NwB-͂h]V]$SA02rU4 sK%yh 4D7.Ѽ"[ 7A3o (g+t'ɆX^)bdѵ%©9܋Pdaն!{B.+tPB vH;PcD#SBt qA7ޭaCPcKsl|*ёNHxH;պ9 SA!aq.Ap1%Y$.:!yaqB#iV@NXNQu!;b`!,8/f!e =vd&9$ X'x3`0DbA)=MቒpL:Ԥ|b[SFҕ_b4J0lJ-)xF%í)]<%0BXyEĶZłmwRk̲xB0u6&xkb$%+LdEzxXbN!Z|[Кx[^jki'NOE5;|Qfu&{\qbz])͎2^82ޔmM툅5f51llÄ1D7[M[{2- !qD'YdJS-rvh;~|^+#,r6$UG;QttC!x,Egs4R]}C t]*/`vh orBjÚ Zv 9f$V>z;AKA;N]*ёt Q$ ><[;c@V0PtTAhEӹPdA;@([~L#.7h~Op cKu[C0c@nV >,~NCÿ1ة{D޷X\sw*h{H;@EЭ]ރ .>,{7#.] <<0euPd]np6v+FC7f).Z2.D6.9D4{2.qFo toVh>q&aqƥƣ@BdLf[,5et/ʴ8X[6avD#/-.;9Ϣc7f&bR{cjuI1Ķ*h/R`ؕ[5&oJSynKeZRy}Kbaք߉lG}ۼיeZ`lM IKu&Vɴ5ĜC~4 ?ڌDz}iͺSK X咮5s'S-E\)TOYY@^pe]hawpa ޓE4RuJu;T  WwZ"n͙'NDtTcKf_+Ez]ޓ6kʜft6=U}b Y5LbH3͙/f%LӠfV`?U+.|']g!3J_ ʜlIVzށ}"']fgM>ec VW41 ur9Yy&Dz58+?%~4s/% 3 ,/=YzگvK xOetVVѦy rg $=YZگu0Q/?p.%MX.鉕#ZH4~f餜_elgrH"j*}.U2Ara gY(3z,ҍ_1hF-6cxKqrCҨ[rmI䙳E^rLTp{0Ǖs.d&3&4:뉌a’d]VV{^?)paGyƟ|ȹ!u H`TyW-.5@QGRۤ"f)TÚ#`6O;A+2.gKi<#f] Aw5(GU4p=nwi 9ohv==S1)fK/k\< h >rvaرs,t#@471[zA.1E@vEлu:1~4•c]M]۵U&Qj2?nԌ`ͰӜw$ydE\Ln@:H>Ձ?er?ʛ|n*U?іvc Iy7qS[c'xxO&ؾja@&7? Gy(NgM'̋4uՑn0,%RG"xObXX]u5T#`a-8 [Sx]Uİ請45NSxX͛;)r52Ҧ몓X0T5 ,K6ޗwil̙a_|lPl Dط6G&iZuP|O/xֈdUI޿w-szK6S64]P=f'MUx6ij"zk(*JoJWTaMTԉ2eN c,zDU2hCL`1+:)9͢ A0Y-ָTjJOü5->:HvtzWeD2H&TEuS*_XɮYp4K2Ʒ$k9&0d-޶JδJ5]hq]O]$E6,}1k:PJIfǟO'"@6ylK1jDo~$[1bj{)|AQ}nF_,k[qAE^t˞P)0p>: V^O_S:5ŝKh.QG,r6JURL.r_#TFgJ)\ӈe]]WeϝO`cFLRiZv[~u||+nQYCYnT-bBOiS&;4NXV3fҎ(^?={˫,ӿ@zSbѤnҼʌ⊖q{DkXMT}c*sUۿ\ j*` hM\ @ƢpL9]q.'(&ʹh?^%nMv Ҝc] eĀ ~H:Jޠҷwjabo% CH5]4Ya-9pCy4';guNMP*C&[vaA-sn- QIepI(UQYHUU%SD!0iZGB}a A,L{$䓚K;*OgDK(hi0vM˥[eTM$&0;"Dک즦cTpk\9 kZ"K I )\ *:zҵ$ .FR5[*IʍQ2 a _ |+;s-rd&Y6S2=*hv5h:n /l`KB.^̋Zt܎Rogҙ/J]tBU]o_N%aRGЊcFWZV̛>k7:]ް0lvݦG]] gjRbڹ*9`ͥs*9UM8E EL&'m4)u,ȖJ62륺o1R}?mԂ@(My_sIC8/>3vR/h6Hc9j 9aƃW_pMV [k&@"FaaY ѣ\2`b!)'RM=\SRƒ454E8bcW1nG,%R*@QP)LεTITʉn-sM?h4)I,L{&䓚1Sa<Φng-I-4L.b"Ռs*iL"ִ\@Hk) @ 2׃_sSU-K_K%4 "Җ M9biD2f|Ƀ"[0x4Y2c71/C[r#\ttCޕm>wOvȘ/ʩr:Bs Lרd'* a!>m(Qj69owc[nSmNT:_M;^6MQC:#jUXIATK6RĈ--r Pryǻo=v<&a`ɭ%XHx\нZjސZ,#:}9;OU2դ$/V2泺$Jdm GzåS[n k| H ƯS*\,&tQ.ԋDD2` h8}S9-(K#Gt$!{Ҁ-l5(tgS]ly#o YUSA!qO C=ҴuP5Ny.: pX(16mLeSxlPfWiT"[0! >U̱$Os7 s':˖Rʌ1҉'0Stё[KU qa4T"*c"a}d0]W@ᦳw`+SQ*bSOa cguyuK46dkU1CZk#|ȨTO9QSd0g#aIzڤĕWNwí a#j x!I2ʵ,ؚ L1h;bki8ioB嫰xT/1(s?')Re=[TX`.ڣSrs Y~61&霆l w$r.)%dJ$C<]5p}RuS9%rIghs4>8-vA7ӑ a׳iQԕa>UtuT}QsGӹjS,e7Lu0L,a:P"c Кjjz:vR1ֱ kZ,kZhP4YQ^vI;ucV^E6tBf(0TE"E0Î{X!1:(k\uJA]kHIJ;YC.IC9"PސQ [1>J)u51:Ed@خ4ys1D -5GdTc!iۯ?Bx6p̗ǜټ >-xFc_T_EEȍ.r爛`Dd<3meoZ]\v$CBom{9N[+13\Yv4v)9ky;j׬MWp-O]Gx Z'g/4gSkT T 2DʙڪTn_4/ʣϛy(R-s?iiq :ItzGFĥ)hZ#mSΒDL:]*R*/DUU1BӘBg P @լ}P;L加ZC~(Zb3|Ju:n20l)O%6i@@l12̈́C ; 㲐[f͠-+n]RpSƉt$4WPtS?tȤ-'P)?+h2kf44_y@.q:Ӣ*0@K`E1DZ(juR:Òv]3]" #!2kEN+%k=/XUsxbvy7S#5c/-Lu%-{f&yl]ljgf8}EA\5 H\vJN*:+-.䈬 ;Y$,;\5lSVPiPd*.Yˍ}d\\n^06\ D) "I==^d %L5u0eNfS夌ΰhƜ$fȜ4PB6i 9{f[xa/  +?Կ1KlGR (nj]zZWTa"L\Y-<ڒ3׀U{dU7=:8B]9a.YVM&׽s~Sͮ K.i {DL!1h/8ap-d|\meν&=f;Hl5#զYȺaoM,_do3I.t),)9Mқ9(a*J$5MFYD.1DAsIH$]SWO؝~]gb'Z(!hbbC˭)*LnvJqz/V5}&TIDiUUMșf*yE\3PC q6QˡjIM ک@bvJ+DQFڦKN5Ϧ M)ˤP84iU>)DJ"!QdKw5D̽_9äoO4/'y ^~ꜹnFoyFdB23Qo QFY DQXR49xy}++{d3*#lTCLiyplaI<,h[UE5W71b̥ T0ڴco6T&xOz_BKGE~V)74ԔG#|M?d@]W1?`^U%Hr%f~ک.2-sL \h-p 4AZ'&c`Lp#p#ԍWy=ULjuM~OGM)l)eI6c-Wa90&Q<zb}*WE{)fsw#y]SHynhn2W̺Z} 0j|uT"?Ze[;d?WOewkM̜̦oU%Μ@L%(G^X#.ceHr[EkD%TsGS^v\G[6pvQQw.It(EXM$(a1P"1ysƗGW$](9z.Eu3f!P[ `IvXcTlR[Jov&1PPӳ'r%hq;vRuUR)Ҕ|s2lԦ3mooU}B_Nm:]u_Jl:fDQUjyML"1lɹcvc4jq>.(bϚLju0loLr*EN)LiyQl3g% E@E1Sv?/3o&rH v$IxD{֖b"F# GFt@ g{Qꦧ@Ͳ+ [f0 1 =ūp(ޮJSH ~Yҽts_>*k2i]Ԋ!G;֗Swۍ2`G wj/ꊤF5Z*I ٕo WII'ju,LkmQzʊqo{{"Uەelt^xƷ>4s4i;U UO0rb2'jNI2W/yIYz>+?:[qj4ozO)ξL̈́t-FM"-Wuz>=I#h+zߊWN>>-t[(FcW_Ó CiM"nqA΢UD,$`^i.'Tt  3&oyO[yQ̜ux߀ (]*oOt)|~z}Lղ pt͛L;@GgZh4zJ1qlz|iVcRQ_=tWrw*h*BVCXHfFn|A-D(X9D(z96kYf^ԓ:Ynlv &lN-p +2RշUx-U٬֢7WNتᲨF:F) cme>sI%ԕTœX:!ZfFccRSZg:Ù%`5oBdơqaNNQT"AS ¹!U!\2>r9w3l&*$`YDG$߲\ǷSܛ.oGTt1n{%#q~MG( }q>p|b"(wzߣn_n TO,R:Uk+ߟ"|wjޒi z9fKn$Ch;Ù9NVi&>O|`ǖzz)=3vl MguaG8#epuN8(,DEB1@BȒև,-Dc& AѠajGs:vg/sw)AZʧ7 aMdZNʈX %3!l7Fg:Alhޗeֽyy˺5ߝ1e2r3Wjs `V0`hhm?XI!&7, ٽ=ʷmq7*91%*w_Oy |sJYS-i'Q$ `iɬ6a8րlb2E;czaHQrd5-g{D1_k;mSd=n J{))RKG3)H N]w{d/7<V>0^PAkŵ.F>TeD\dy~2vlFze{tuLVmݱS y%&TMB^ Q\kG F(FLikJ,cmzS)EFQI5O2WEw:*+@Z_OUn7/:Ճ'U/?̾>*Q̨{j̾5 D?ԚT1=̹OWVNg[p- [ѥq´xUG: !nϫ0kL 'SHo=iԒ6r\^~ktxK}}E!U>JqʱhtcBwoNKVT$z)R)pC2ls:V:%חfpjFK[}\0vFq{{_CL!Nw34t l[ݡךP^;r쒇,k^c]PP"N_Z ΅$etzK88'Qbho0X2 "t7#dfL|Zzl񀤗0ź>cHC"tߺSQ 5r;g8s Xب!!Cu:phG^z1g2ҫ\ ^U=lW?? |5w3}tzߊ)Ou1jyuke==guTUEji7PT:g4t6U7 ݔrR*V)Ŵ;ӓV]nK4I'U2Sun7f5:wHz#JdlA"p7\EsI}~wsOT/;R)]/WΪ KQKtr@)=sۙy&7f3&N}2!\֋ƈ F7PֱX B6dž6\nwط֯W'J-Ùc ^a!aM3Dnu^0?E Xe \ΣeX^k{)gfRST64TcrI1GL#мz &0'LTo= TFnBxv!a Y g5Mr'6>Q<]R6lق -Ɨ94rm4E W0ɢC0hfr]e4atkT<Ů}0 :S%I%|7 &p-Q(JIj1@@s{Q'6ul%5b#MD.]=]c׎+S-^mSd=n J{))RKG3)H N]w{d/7<V>0^PAkŵ.F>TeD\dy~2vlF"߾K޻`@vnj0byD % B6OɂswxXSxۗ]\K@2C @ F 1Eh卉-u\u}1UQEQ/(VpaLҳ$HYrS:bo( Xb=ȥ*lh֛aR390ē-kxT$NVʒ胦NRA%1d iQ5 ,s_*R}^ZZG5s]_3-EWsDQT]ri[3p26̟e)?|RiRӁJ8Dl%]w/%bJ4[7 KMp|bWsb@\;m»AyŜ|WJs/%{PT \6}jefp~o*n.V׷Wj-Ä9ɴPjUHli'=eVuE]I%&CS]ӽ`p1{t [}/je몧 ԥ\I[qr,q2ne9R@1ҹ$d1ĻDDt@ }*TLm@dHӤ]o:HI6Iݨ;[RC e*D$C DsD"2g2s`F{ċ`g>]\=)煻1 )nwí a#j x!I2ʵ,ؚ L1h;bki8ioBhin Ez},!9>=ሳ4Ceѫbjg=O˷|Seqe)ڦz%SS46qRfRS?/#n ~^oy|`׋j]Y}}Ʃ:/~Zfqnd؍A1[5'_m|Ő9aOR6D'-KBg%vb$7)E{Ckuiϟu̵]Ί!G;֗Swۍ2`G wj/ꊦMƬ ~U}_Qf.rKy~brϕФDJp B!h=#MD-Vm(\~( ަRB)f|X*ۃfbV?}Q8.Q4]wu|$ܯW#~+]7/$Ғg5cf.V@#=bSʾVŔc2|>žW);lnIVQw\89RnS(˨`) P15IAnVZ.OOLSLu:ɛ<AJc孛0DQ# `\Ś 3uD4\g%tC{::`#XZ!BvxR^*vӪs/_ZB}9":o4ܛ̕XTd]`S,/?;ש5V*VQe<{ RAQ%Nq }I1';Gk0wum]X]Pc$ <Ҩd 7}A7Gw1QAb}ƾ/3e-?U]C9~uef!-)c}NJj=^_F_glpGsa "(wzum˅wB:O}kev4IML6zSeqe)ڦz%SS46qRfRS?/#n ~^oy|`׋j]Y}}Ʃ:/~Zfqnd؍A1[5'_m|Ő9aOL1BrQ`AfbgWt>ֽV͜W?Q_訬Qsi=W}ܿ(oVT|PL{2Na>g}o*oXz/bS>WBlKږ9գRwf\p,I]ZY)=!1E"..M~Lʹ.ǀD] ?gPi$gz^ϦIyH/8g+Rlq*B[l^{2Z̯>e唵A\C@pkA&@K̓,ElL}n*s PW .U(!K)`*CYޓfUU44GL2P邧16?SPV:oy\Hlʥe6I):ϔ{GP9b5tsA1{ߖ9U_LΜr\.|{ۡX: %w6*DZ ˬҍXהKvU<Ҭv4|o*,fKͩ7MC0M3D#`w}_1kYQ]˭3e[狭uײ:T*  zI: Lsչꔺu^\dEeU02܆Q'*S<ثtJG9CHRf/|[Rtb)a1|۠11dtO0-Q4%v:&hVDҚR1!b2S&l%21A4!DFcKVWVfUO'M[0&={Nssb6m5 6DuM zod8.dgOU( T`$ =ՖoEM`Qu\'xjߤ٦ܘiYicϹF:=U}kyW؍L s&íJo<-l0JWy/lL:Жb>{-`wԚ,^b͉01In6^&o֟&WښbMlF:ICoJsc׎!̷m_&+f/KϘ'6l=Cbt{I1܈NJ,ch8b ՛lR.׿9?'j+" Bw/e Փ*\~_IL'o_EWVJgRM9fh6.@ x ĆһѫjZu`'``x"ϓfmq&P5Jy5MR{sTYLOc)lB~L+2`&C-T|ķ=4L@:#Y{DK[^7Z4n ^ڇf޲vMۜZKgA(9#Ua|Z`.`-'F7DRaP'eK<7r% Uu Mtri{[$֯2TrKKu[..`+՚M/Qim,%WMPeNT Ha{-`wԚ,^b͉01In6^&o֟&WښbMlF:ICoJsc׎!̷m_&+f/KϘ'6l=Cbt{I1܈NJ,ch8b ՛lR.׿9?'j+" Bw/e Փ*\~_IL'oQEWWJ`wB7ېs(<1Nc ѩfIR@)1a1(лt&4mH 0ot%RYt.i4]wu|$ܯW#~+];/,Z So5/*u5>\_"oOO7Y骦HĶf'0tY϶>'/בrpLQcƀFc{ :h0е)6| :<5[Qq._-WY\IF)+ɕ]KF;Pls̩TD )_"" ~K(f|\Χ| &:eml "n lzJur=8isU%!kӬuP~)U\hWMΏO̼XSpETsa5HM }, {[0]Nd?CanT.SYEA&yC-V:Zf5rO6:G.79pdS Jw7"Wlw5tom"-x^ht AcǤLڌ9:R̹쩋ӡjU&w)66橐|PHU3&nU\(" OlDni4X`A fQKډg}=-k*`UF]uԻ[8t&2j >zwryW& &\'mD  k!m 6GBD(jS)Yb]M$?H-LMھ5]} g6uIϙnC?*H,TuU}w1ƿjJU}*^+;8"k,L:ޔwí a#j x!I2ʵ,ؚ L1h;bki8ioBhin Ez},!9>=DiԚmq9v68xzS͵LՑ`+/9+KiJm/̥"-;uv(_F󗛛[7yCԺ}WsSu_r͓ٱbjORێS0 ::dPtS0)S")pcb`" #-lѬ$Y=-)c}NJj=^_F_glpGsa "(wzߣn_n TO,R:Uk+ߟ"|wjFo[Be?W*_V*B0Y\ .ҭc(A2^C`Ҕ=c2?3f)ꌲ~s ą ]X5u_@7MҵpM@h捠8@,!|cwwE6Y"cg jֱppBA(ZA;V6rg}4E` 9 v DOnZMeLt.;A5Z*h/R`ؕ[5&oJSynKeZRy}Kbaք߉lG}ۼיeZ`lM IKu&Vɴ5ĜC~44x">O}kev4IML6zSeqe)ڦȏ]o9+KܧiJm/̥"-;uv(_F󗛛[7yCԺ}WsSu_r͓ٱbjORێSvvTgKtQ_ xHCƍ!يEHCƃEnWm?P>~e\h}>bc%#q~MG(}q>p|bWsb@\;m»AyŜ|WJs/%{PT \6}~(W >RV0J%ռU: N}+VYP4SKqXd(B,\ە&ZQ9t, jZ/-H+z C~WLXe7 :2)aSrfr)`#-AED`09G<ֈX弳2y&P2E:2$Jߛr&O k,UV^`dQۙ /#lh˵1^b"|bJU}*^+;8"k,L:ޔwí a#j x!I2ʵ,ؚ L1h;bki8ioBhin Ez},!9>=DiԚmq9v68xzS͵L?ՖJuSWK0Pq+U\%' f&0,޲3s}"vmҷLvT;2Kqi=ҝͩ߹16k[HjDZS}>yz6r\^~k|{$wRDXU: g]v\<ƋYK 'y%o)oIg|WTJg7is S2flQ qC,FiC20n>EWG*+fMpVQRr-rĪbI+(D5P@gfrʜf_R!6[sҢArL@HvU&כEˊ攼9!۲"jhe)]j VtNR 2p;eLnMג92UNǫ5C?^؃ 5GW!&.>%Ŭm_WmI/^8TL\zLU}.))eH֒3tȠaAsrV"/gxܥ+6"nU]'zLz/郚H:c*2FAd7[mB:_?mN3fjvjFKLaTVpCX*XkR1rG-ңz[>Y=SD (+Y_L*ܹ.at}ǖ,y!:Zo)yQ?&ǼGa sb!C um»AyŜ|WJs/%{PT \6}~(W >R9lYj}6&69Q.G3ZOlC"*1M#N$ %0g1R]֝6pPgSɜc5l{v1VFҕ_b4J0lJ-)xF%í)]<%0BXyEĶZłmwRk̲xB0u6&xkb$%+LdEzxXbN!Z|[Кx[^jki'NOE5;|Qfu&k!Nlqs4;S͵O : q[U2y^,䭟37@YI&ts&$-0|HpQN=QR8>U ;dK @z-dMFO.kpsh*֗W!R5Izx +v[:/Db6dDDϥ9:=Tɚ"p$ۅOh$Z8uLN4I)H**vk0OSN%y,RfIL\4]K7QTQ%Hb@B>H&C*iٔ51kh l+Z:R٧Vka|m] F阣D0X ܍apNM?1VYwƮ߭Kb4mԞ }yB@ZDpcs,N2F@ 6 cj"̧ADDA ATpɷlձ뮩ʚHe2,)@L#`CNִMm;b7k;[.P3JSO8OX:ٽQ9Us Z!LJSt4D,jdfU_Nc!kXְ0=`)WdX-JuY}ՓݤMyU1y ?.di=ݕ]%&R33\TbMG ;reEMܗ4QyynkM ɽv]fQUʨtWAtdEd(Q)`(fhsH-6tvZo2nV7/yg7*`)\`S b;"ϽI/Ω] 8Ю)&YO lHzaxR}C.^H;8؈RŻycQ0^[4qx)3v$+R,ʗ4Tf S 60s_xetwKQ 9 ]5 B>z+e2[˼|g/jFk.掔!Lb!*Vll bQdr5L:3\7JbV=4_a}[5uVEWސҘ)y%~.uv8CgA:F絪-[oI);VEdSYOD5k:oM,[3EE(^Z̹Q.0֒iWt`V`쾦 8 cl6F%LkihѼ]0fhpe&P!l0G2:T3]&kKg0ABiH;VD4Hry`W)K*a2?X1dg.8PM2 a6\N=X s`$t5a5wKp9vSeJބZ.Rl`3@&;ppgsʼPgU$G|!̱!F֕vu]A:Ւe7T2bLIHMRAGC0JfЖ1t'Fs=CH]!<=%4î6^i:|<"nD>QHlW#@D`,l`;Ci+S{x)\?yO>OyݛXuIm Ka֥'h;ښ6TIbVwnpDXu)M煻1-&iJ1-ZG/~%,nC^ekY43\#&)-ԙZc&w+q ބS[LY=Br|z)!5'[oӫgV}$:ﾭ&DcBU.C*/Wi*I!JiTs#D/1r4)9 ,Ɏyɯp{-16)Բ0$@-\SUΥtܦu.u{]-Ebs\lH該d@eHB>8g=Iu9Y."DxM^S['2ϧG5SϞ7Za2;|5`}w6MD9@5@cց`^mNYUc@ux'y+TUV}7p^-D2L+ywuuT9I&$gZ>n[HvuNDl #:zL9vӦ\WJTznoO^{'G$vG0,0>ٗ,eRϙ>8uΌ摤CI9طuj-u&Ӧ9%m:bfDj3ܜ1LC`\Q3z\Y鏓$"T^:ڻu"R))Bu,(Yl qIU2|X/f*ZceQC(A1P1@: Q8 `Fmy$'s}.0 }g] lF?$ͣP>gEm p5/Ukw7E?5/JBo@e4H kRMӜb) TP ҅//TÉ|Y:L]Lc/$˸N%A75Z ILx(kթT1B_x\MJWwխKJ-W򊙙Tt`fsBZu*Sc>:;'s:f*7U2d3e{2T0ޘ͜_1pI4y5Z,Mg V[dAEVʒH"u(Gf5УqeM'޻̰$4EYmB$=9nc<2_ 6(T?dp32DyfQR:˾kY ocsW'[ԽټoFi&y&)/TӖIietdS=-o}d9w(;dHkʛ*S2\1lCMFt0hgԃve`: u쇇J鿫թk?ʕ^u ނOaLJdղ I=4EΥptWLeN͙-sS(|.c˞=깬6:"D ]46@LOJ^uJWUStjurD1*JUHN/'s'hHUY^S(C(G0g\ d2 /zGӝܳ80_U~*g>dZ Yy\R Lp!\ԲT b&(*`ʹdnc - /vߔ*C?}?;̒6 +ybJ"}B,ɝ%VMT(DLEr`eL["xtcEk!hXbj\扦nrYipe.СT}PJgOAuD Am,%>oTigJ5t*fQS]~l~ >a[\~/L?D uߊJ>[\~/L?AC#Ώ3}A__䶸^z#GoGW~*g(_Uş/?r8i߾?ʙ)ISdYS6!Sli%^h"nڢa5ERPaO"Vї%S?>!+ ao}HOF iJg gNZPL [sEIOY-ae^_։K֬\ɒKoh k\kbn*HIjĂLH|8q&z3BҦ,r]O˄CWV4͛Sr?Ƈiפ|kuu %|+Znj0;k=$83LVm۳!R) ""6Z1{<3h47K($+Q;#Go5uw|+PHmL%PW-?ޠ!lGߊJ>[\b `?p9߷upaL>4XP2&ʑg|Rz$BT Ϥ`iD P"Qy5{bƸsHq*\T83d <-[w} ̑ P̛I#*yڒKfK˚EeV5Dl|UEvFț  UeURgT=㠍"ר_+Q?#Go1uw|+q{}?2?}wfCӵ}j.]|up)+'YL$J(BB:}1xeŲBnu+F"zKN6`ISy ZvϦ.4rb(sq"% c͔A?$2c]pm+>S?43/b!Ӣ6]^Fy$o YБRuݨC!4c#Nd("DB"Axc/COTj։\Lh5i>59RUT5O櫅̧2ޕw [hr,jYrEc@̢s|%aOpKs-Y(xsHL;\X}[B]f] ɿj'J湻'wivC2o)Wt}Y>ȗUzMTMdz$r(5 )n!Ͳ 0tpIثGXJ|x2e0FV$U& &2sfoN6[՞{DHS39 1aG [ތi0BhIO}kev4IML6zSeqe)ڛe ;;8"YScm܈Ousdbc(`ߤf+089eË`ɔ{:W~'a ;1`n [4|`(;>Et6U S ꇲ;|NPKp>0rpE89Bϸ"F [l$iPp"89CϸxqFgEp>0rp"89CϸxqF 69CzB/_J4|`;>FgxN89qc 7-5#NP⃳$_Q(qA/(Ӂ8i˽܃nQ{:8a?i %t>0r/gO}kcv4IM TlFۈo؞ff 1;Y@!f_Upyr_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i珍EpyryFxܰ`_Q>7,!i0B/UӶh Q ` u:4~Ev{vc6.oK0AٿhӭJovv1-iJ%KԘ6%g~Me[Ҕx[#ba֔_}ؘu,<}[-Qb|6;5YV!:śC-M <-M D˜s!A6'Ǣ%D{!6B+!0+ <Pm{@) bE[~ap8$5C_F/MtѦ~`]?t0`pEi08"4O }k 5C_F/MtѦ~`]?t0`pEi08"4O }k 5C_F/MtѦ~`]?t0`pEi08"4O }k 5C_F/MtѦ~`]?t0`pEi08"4O }k 5C_F/MtѦ~`]?t0`pEi08"4O }k 5C_F-fېa0 tXY_W.a``0Ya%`C [މ0zR wb[,L:ҕc[%^Ke;X/u&*ׄ#Xbhg6F"LR[2M47PP c# & -_M$ؕ6m+Q"> 5 , Body Text 3xCJaJ6U`16 5 ,0 Hyperlink >*B*ph4@B4 m\Header  !< `R< m\Footer  !mH sH .)@a. m\ Page NumberF/qF  Footer CharCJ_HaJmH sH tH B' B  nComment ReferenceCJaJ<<  n Comment TextCJaJ@j@  nComment Subject5\HH  n Balloon TextCJOJQJ^JaJ.X`. 7@Emphasis6]BOB zstyle82>*OJQJ^JmH sH 2B@2 dk Body TextxB^@B N0 Normal (Web)dd[$\$*W`* N`Strong5\\O\ reference!EdL^`ECJOJQJaJnHtHR/!R Heading 4 Char5CJOJPJQJ\^JaJo2 kBodyn#d$d%d&d'd(d)fNOPQRSHB*CJOJPJQJ^J_HaJehmH phrsH tH wh\oB\ LYnormal$d-B*CJOJPJQJ^J_HmH phsH tH oR kBody Ah%$d%d&d'd(d)fNOPQRSDB*CJPJ QJ ^J _HaJehmH phrsH tH wh2Ob2 kbody&dd[$\$jOrj zHanging indent ' 77*$1$^7`KHPJ^J _H9tH9fC@f )HE0Body Text Indent(hdx^hCJOJPJQJ^JaJZZ (HE0Body Text Indent CharCJOJPJQJ^JaJ$O$ j\authorZoZ gTDefault +7$8$H$%B*CJPJ_HaJmH phsH tH PK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] ̺ B A a$)d-28:u?vD@IMRY%_ch~kqwEz{J6PJM$<=bdeghjkmnpqstvwyz|~W&08@IS^hp |cY ز+<=cfilorux{}.@U[kD s 44%5^ _@_foo"pOuuuz {;{݋̺XXXXXXXXXX!!t  ,R$O4WU\;^lŢ8B@ (  h  c $Aff?#" ?0(  B S  ? <u_GoBackͺͺ^fnv5=W]V_ GM,3BIox#*5<& - = G !!"""#%-%f%o%%%%%%%%%''**,,,,000&05555W7`7777799]>`>@@@@@AEAwB~BB#CDDE"E$E3EEEEEVHYHIII"IIIIJKKKKTLZLLLLLLLFOMOOP^QdQoQuQQQVS^SSSSSUUUVVVW"W*W0WyYYYYwZ~ZZZ^^?aFaccee8h>hhh)i0iWj]jjjjj kkkkll.n4n2>\>]>`>>???@AAAhBBBB#CWCDUDDDDE$EMEEEIFtFFFI.I/ImIIIIIKjKKKLL"NQNNNO?O@OwOOP=PHPPPPPQ6Q^QQQQ[RRPSSSTToSoop-pOpQppqr(r+rr s s,s-skslsst?t}ttu?uuvvvv9w:wmwxZxxyy[yyyy0z={Z{{{{|||||}~~~~~,LM9ہvăp:ADOR͈I56I,+=>a#m֎v{ʏ%. 2֓h+h%זsJK̘;ޙߙDEnp'(<=כLΜ12{Eqr gW<N8W8eڥR^a!CƧǧ ()>1fgͩ.ЫϬ c2u;bnwxұ +ckβ BfE޴EFXY!CDܸ:ùǹɹʹ̹͹Ϲйҹӹ*-ʺͺ33333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333[fǹLTWaͺK  =`\{FTZ`DkF  3q |bo@[ L0{ (Z 98 HGQ 2 wU+\( }$%?0h&@OnlhF8e(V=,82*X>Nq ^W#!S 2!nu&X!*%Zz$f6k&$ $o%6o:^(K#)8:G,,L8 i-\Z,/O[4/puM%3d ;oD:HY:|LA<+=VsUe?PEM&F~!Hf 'HBlI,IR,}NI^_+ILJ`.JJ2nwNlsB%QݜsVRxS k[Xؗ;Yr*O-[4WU[ޢA[R\ QO%_JD41c_6*{V`lEW a^=lG6cHН-mk| Dcl,HmXRi)n6rAVwt >Tvܚ!v3o{|\Q|pB~VR ^`OJQJo( 8^8`OJQJo(^`OJ QJ ^J o(o  p^ `OJ QJ o(  @ ^ `OJ QJ o( x^x`OJQJo(H^H`OJ QJ ^J o(o ^`OJ QJ o( ^`OJ QJ o(* hh^h`OJQJo(h^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.hhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHHH^H`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.hhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.hhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hH^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.hhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.hhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHh ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.hhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhh^h`CJOJQJaJo(hH^`OJ QJ ^Jo(hHopp^p`OJ QJ o(hH@ @ ^@ `OJQJo(hH^`OJ QJ ^Jo(hHo^`OJ QJ o(hH^`OJQJo(hH^`OJ QJ ^Jo(hHoPP^P`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.hhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHh ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h^`OJQJo(hHh^`OJ QJ ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^Jo(hHohPP^P`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hH-h88^8`OJ QJ ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^Jo(hHoh^`OJ QJ o(hHK i-2xSA[ }!vEW a-[;oD:G,,X!`d4 !HnwNA<PE+I=G6c>Tv3q Ue?AVwt'H>&$%}NI-mkGQcli)n\Q|LJq mV={ ?0sVRB%QJJ,/F&F1c_wU++=lhFz$,I[4/^( 98HY:@O\k[XU[;YW#!O%_K#)uM%3DkF B~{V`3o{2!lIo@[ (|S X#@h h^h`OJQJo(KK         L        L                          L        L                 L        L                 L        L        L                 L                          L        L        L                 L                          L        L                                   L        L                 L                 L                          L                          L        L                          L        Ю                                            L        L        018        L                 L        L        L        L        8#                                   L        Z                                   L        L        L        j'{% /J%N0l8PMx'N}1bQ:2F_fGjI'Il8PM'N}1lP$SoQ !ROiT/J%fsVC _nFp]Zs'6tH|/J%0 nk+[m`)>H7U_ p o 5  O GS I [ J IW -s ~=]*z2EQJ^[dkfX)xlkgj t !g!,o"p"R8#M$i$)<%[&(m'5L(;S)p&*%P*U +@+L^+ng+,g<-/;_0\1V1 3q03745f?5k[6~t677t 7p89cs9 :Q:'y:4;X5<Y:=<=n>lG>|>?e>?(@8@cA9Ah BXCkYCocCDCMDaEK\2HtTvc( 2hDen+ML_l<}EUM]e"p (+b qMl$7GUdhk&Ewuab^~&P@}B P' pA #O>5C+% =g5V"e a)SYj{_NL \Di;48+^@w*!$8W9uOc ';Ys/oǹɹ@ffH~ffLBCLM̺`@`J`@`V`@`x@UnknownG*Ax Times New Roman5Symbol3. *Cx ArialG=  jMS Mincho-3 fg;(SimSun[SOC (PMingLiUe0}fԚ7.@Calibri3*Ax Times5. .[`)TahomaI. ??Arial Unicode MS5Mangal?= * Courier New;WingdingsA$BCambria Math"qhLGLG ^Q ^Qx24iim 3qKP ?O2J! xxTask-Based Language Teaching david nunanKathi8K                           ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J Oh+'0Lx    ,4<D Task-Based Language Teaching david nunanNormalKathi27Microsoft Office Word@`4<@*M`@H<S` ՜.+,D՜.+,p, hp  ,Monterey Institute of International StudiesQ^i Task-Based Language Teaching Titled  8@ _PID_HLINKSA <KMhttp://www.tandfonline.com/action/doSearch?action=runSearch&type=advanced&searchType=journal&result=true&prevSearch=%2Bauthorsfield%3A%28Williams%2C+Lawrence%29$M5:http://www.asian-efl-journal.com/pta_February_2007_nr.php$W 0http://www.asian-efl-journal.com/Sept_06_ro.php$V0http://www.asian-efl-journal.com/Sept_06_dn.php$>http://www.tandfonline.com/doi/full/10.1080/09658410903197256$$  http://eric.ed.gov/?id=ED366184$%1 /http://www.asian-efl-journal.com/Sept 6 re.php${'#http://www.jstor.org/stable/344508$A!http://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Fernandez-Garcia+Marisol%22$shttp://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Alvarez-Torres+Maria+Jose%22$  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F#S`Data 1TableH)WordDocumentSummaryInformation(DocumentSummaryInformation8CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q