Developing listening and speaking skills through song and ICT-based tasks.

The aim of this didactic proposal is to explore the use of English songs and ICT as strategies for the development of meaningful tasks which strengthen listening and speaking skills in tenth and eleventh graders. For this purpose, sixty-one students provided information through which the need to wor...

Full description

Autores:
Bautista Gutiérrez, Diana Marcela
Callejas Morales, Sergio Andrés
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2021
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
eng
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/16668
Acceso en línea:
http://hdl.handle.net/20.500.12209/16668
Palabra clave:
Aprendizaje basado en tareas
Canciones
Competencia comunicativa
Comprensión auditiva
Producción oral
Tecnologías de la Información y la Comunicación (TIC)
Communicative competence
Information and Communication Technologies (ICT)
Listening comprehension
Oral production
Songs
Task - Based learning
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
id RPEDAGO2_79693500722b9336f0dcf520ed797aa4
oai_identifier_str oai:repository.pedagogica.edu.co:20.500.12209/16668
network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.eng.fl_str_mv Developing listening and speaking skills through song and ICT-based tasks.
title Developing listening and speaking skills through song and ICT-based tasks.
spellingShingle Developing listening and speaking skills through song and ICT-based tasks.
Aprendizaje basado en tareas
Canciones
Competencia comunicativa
Comprensión auditiva
Producción oral
Tecnologías de la Información y la Comunicación (TIC)
Communicative competence
Information and Communication Technologies (ICT)
Listening comprehension
Oral production
Songs
Task - Based learning
title_short Developing listening and speaking skills through song and ICT-based tasks.
title_full Developing listening and speaking skills through song and ICT-based tasks.
title_fullStr Developing listening and speaking skills through song and ICT-based tasks.
title_full_unstemmed Developing listening and speaking skills through song and ICT-based tasks.
title_sort Developing listening and speaking skills through song and ICT-based tasks.
dc.creator.fl_str_mv Bautista Gutiérrez, Diana Marcela
Callejas Morales, Sergio Andrés
dc.contributor.advisor.none.fl_str_mv Martínez Cifuentes, Diana
dc.contributor.author.none.fl_str_mv Bautista Gutiérrez, Diana Marcela
Callejas Morales, Sergio Andrés
dc.subject.spa.fl_str_mv Aprendizaje basado en tareas
Canciones
Competencia comunicativa
Comprensión auditiva
Producción oral
Tecnologías de la Información y la Comunicación (TIC)
topic Aprendizaje basado en tareas
Canciones
Competencia comunicativa
Comprensión auditiva
Producción oral
Tecnologías de la Información y la Comunicación (TIC)
Communicative competence
Information and Communication Technologies (ICT)
Listening comprehension
Oral production
Songs
Task - Based learning
dc.subject.keywords.eng.fl_str_mv Communicative competence
Information and Communication Technologies (ICT)
Listening comprehension
Oral production
Songs
Task - Based learning
description The aim of this didactic proposal is to explore the use of English songs and ICT as strategies for the development of meaningful tasks which strengthen listening and speaking skills in tenth and eleventh graders. For this purpose, sixty-one students provided information through which the need to work on listening and speaking exercises based on musical genres and themes of their preferences was identified. It offers an alternative to improve students’ low performance in these skills, especially in the oral proficiency, which has not been prioritized in the curricula unlike reading and writing, as well as students’ unfavorable perception of English learning. Therefore, the Task-based methodological framework is adapted to present an interactive web page in which students can comprehend, produce, and interact in the target language throughout five sessions in a dynamic and motivating way.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-12-14T20:21:05Z
dc.date.available.none.fl_str_mv 2021-12-14T20:21:05Z
dc.date.issued.none.fl_str_mv 2021
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv info:eu-repo/semantics/bachelorThesis
format http://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/16668
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv repourl: http://repositorio.pedagogica.edu.co/
url http://hdl.handle.net/20.500.12209/16668
identifier_str_mv instname:Universidad Pedagógica Nacional
reponame: Repositorio Institucional UPN
repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv Al-Kamel, M. (2018). The positive Effect of ICT on the English Language Learning and Teaching. BAM University, India, pp. 1-9.
Andrade Molina, C., Barba Ayala, J., Bastidas Amador, G. (2018). Influencia de la música de inglés en la enseñanza de un segundo idioma. Ecuador: Universidad Técnica del Norte. Revista Conrado, 14 (61), 40-44.
Bermúdez, L., & González, L. (2011). La Competencia Comunicativa: elemento clave en las organizaciones. Quórum Académico Vol. 8, N° 15. Universidad del Zulia, pp. 95-110.
Boada, L., Martínez, L., Martorell, T., Mazarío, E., & Morato, P. (2016). La Música en la Educación. Einnov@ Educación & Innovación, pp. 1-5.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Second Edition. New-York: Longman.
Buck, G. (2001). Assessing Listening (Cambridge Language Assessment). Cambridge: Cambridge University Press.
Buitrago, C. (2016). Improving 10th Graders’ English Communicative Competence Through the Implementation of the Task-Based Learning Approach. Universidad de Antioquia, Medellín, Colombia. Pages 95-110.
Cabarcas, R. (2017). Uso de las Tic para Fomentar el Aprendizaje Significativo del inglés a Través de Canciones. Instituto de Estudios en Comunicación y Cultura – IECO, Maestría en Comunicación y Medios, Universidad Nacional de Colombia, Bogotá, Colombia.
Cassany, D., Luna, M. y Sanz, G. (1994). Enseñar lengua. Barcelona. Graó.
Castellanos, C.A. (s.f.). Unidad 11: La Competencia Comunicativa. Pp. 100-108.
Celik, B. (2017). Task-Based Learning: An Effective Way of Developing Communication Skills. International Journal of Social Sciences & Educational Studies. ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), October 2017, Vol.4, No.2 (Special Issue). Ishik University, Erbil, Iraq., pp. 103-108.
Cuestas, M. (2006). Songs in the English Class: A Strategy to Encourage Tenth Graders' Oral Production. Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras.
Dedja, M. (2015). ICT in Foreign Language Teaching and Learning: Benefits and Challenges. European Journal of Language and Literature Studies Volume 1 Issue 2. Aleksander Xhuvani University, Albania, pp. 42-47.
Dincer, A. (2012). Promoting Speaking Accuracy and Fluency in Foreign Language Classroom: A Closer Look at English Speaking Classrooms. Erzincan Üniversitesi, Turkey, pp. 96-108.
Education First, English Proficiency Index. (2020). Ranking de Colombia en pruebas de inglés. https://www.ef.com.co/epi/regions/latin-america/colombia/
Engh, D. (2013). Why Use Music in English Language Learning? A Survey of the Literature. Published by Canadian Center of Science and Education 113. English Language Teaching; Vol. 6, No. 2; 2013.
Falioni, J. W. (1993) Music as Means to Enhance Cultural Awareness and Literacy in the Foreign Language Classroom. Mid-Atlantic Journal of Foreign Language Pedagogy, v1 p97-108.
Fernández, R, N. (2018). Fostering communicative competence and EFL acquisition through songs. Bogotá, Colombia: Universidad Pedagógica Nacional de Colombia.
Ferreiro, R. (2006). El reto de la educación del siglo XXI: la generación N. Guadalajara, México: Universidad de Guadalajara, Apertura, vol. 6, núm. 5, pp. 72-85.
Fonseca Mora, C. (2000). Foreign language acquisition and melody singing. ELT Journal, Volume 54, Issue 2, 146-152. http://dx.doi.org/10.1093/elt/54.2.146.
Gilakjani, A. (2016). The Significance of Pronunciation in English Language Teaching. International Journal of Research in English Education Vol. 1, No. 1. Islamic Azad University, Iran, pp. 1-7.
Jolly, Y.S. (1975). The use of songs in teaching foreign languages. University of Hawaii, The Modern Language Journal.
Jones, R. (2008). Echoing Their Lives: Teaching Russian Language and Culture Through the Music of Vladimir S. Vygotsky. Dissertation, University of Texas at Austin.
Karunakaran, T., & Phil, M. (2013). Integrating Accuracy and Fluency in Communicative Language Teaching. Language in India. ISSN 1930-2940 Vol. 13:8, India, pp. 176-181.
Krashen, S. D., & Krashen, S. D. (1983). Natural approach.
Leith, W. (1979). Advanced French Conversation through Popular Music. The French Review, vol LII.
Littlewood, W. (1981). Communicative Language Teaching. Cambridge Language Teaching Library. Cambridge University Press.
López Matos, C. (2015). Impacto de la música en el aprendizaje de la lengua Extranjera (inglés). España: Universidad de Valladolid.
Magrét, Ó. A. (2015). El Uso de la Música como Herramienta Didáctica en el Aula de Español en Islandia: Estudio sobre. Reykjavik, Iceland: Háskóli Íslands.
Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencia en la Lengua Extranjera: inglés (DECRETO No. 3870). República de Colombia: Serie Guías N° 22.
Ministerio de Educación Nacional. (2016). Derechos Básicos de Aprendizaje: inglés. Bogotá, Colombia.
Ministerio de Educación Nacional. (2016). Diseñando una propuesta de currículo sugerido de inglés para Colombia, grados 6° a 11°, English for diversity and equity. ISBN 978-958-691-798-8.
Murphey, T. (1992). Music and Song. Oxford: Oxford University Press.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.
Ochoa, J. (2011). Análisis Sociolingüístico de las Canciones del Grupo de Rock Trémolo. Escritura y Pensamiento Año XIV, N° 28., pp. 81-85.
Patel, A. (2010). Music, Language, and the Brain. New York: Oxford University.
Reid, E. (2016). Teaching English pronunciation to different age groups. Constantine the Philosopher University, Slovakia, pp. 19-30.
Rieuwerts, S., & Murphey, T. (1992). Song and Music in Language Learning. An Analysis of Pop Song Lyrics and the Use of Song and Music in Teaching English to Speakers of Other Languages. Jahrbuch Für Volksliedforschung, 37, 148. https://doi.org/10.2307/848553.
Rodríguez-Bonces, M., & Rodríguez-Bonces, J. (2010). Task-based language learning: old approach, new style. A new lesson to learn.
Said, E. (2015). Hacia el fomento de las TIC en el sector educativo en Colombia. Barranquilla, Colombia: Editorial Universidad del Norte.
Secretaría de Educación Distrital. (2021). Plan Distrital de Bilingüismo, Dirección de Ciencias, Tecnología y Medios Educativos, Bogotá.
Solak, E. (2016). Teaching language skills for prospective English teachers. Editorial Pelican. (pp.29-44).
Toscano, C., & Fonseca, M. (2012). La música como herramienta facilitadora del aprendizaje del inglés como lengua extranjera. Ediciones Universidad de Salamanca Teor. educ. 24, 2, pp. 197-213.
Usó-Juan, E. & Martínez-Flor, A. (2008). Current Trends in the Development and Teaching of the four Language Skills. Berlín, New York: De Gruyter Mouton.
Vitoria, J. (2005). Educación musical y desarrollo psicolingüístico de personas con necesidades educativas especiales. Revista de Psicodidáctica, vol. 10, núm. 2, pp. 17-26.
Wajnryb, R. (1992). Classroom observation tasks: A resource book for language teachers and trainers. Cambridge University Press.
Wilcox, W. (1995). Music cues from classroom singing for second language acquisition: Prosodic memory for pronunciation of target vocabulary by adult non-native English speakers. University of Kansas: UMI 9544866.
Willis, J. (1996). A flexible framework for Task-Based Learning. Longman Handbooks for Language teachers.
Zhao, H. (2011). How far do the theories of task-based learning succeed in combining communicative and from-focused approaches to L2 research. Journal of Cambridge Studies. Vol. 6 No. 1.
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spelling Martínez Cifuentes, DianaBautista Gutiérrez, Diana MarcelaCallejas Morales, Sergio Andrés2021-12-14T20:21:05Z2021-12-14T20:21:05Z2021http://hdl.handle.net/20.500.12209/16668instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/The aim of this didactic proposal is to explore the use of English songs and ICT as strategies for the development of meaningful tasks which strengthen listening and speaking skills in tenth and eleventh graders. For this purpose, sixty-one students provided information through which the need to work on listening and speaking exercises based on musical genres and themes of their preferences was identified. It offers an alternative to improve students’ low performance in these skills, especially in the oral proficiency, which has not been prioritized in the curricula unlike reading and writing, as well as students’ unfavorable perception of English learning. Therefore, the Task-based methodological framework is adapted to present an interactive web page in which students can comprehend, produce, and interact in the target language throughout five sessions in a dynamic and motivating way.Submitted by Diana Bautista (dmbautistag@upn.edu.co) on 2021-12-03T21:32:51Z No. of bitstreams: 2 Developing listening and speaking skills.pdf: 449078 bytes, checksum: 8b44cdad0fccf6444722ebf1e58d3383 (MD5) Licencia de uso.pdf: 3293946 bytes, checksum: 0dd07f535b9b9414606f4ab28a906af6 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-12-06T15:47:03Z (GMT) No. of bitstreams: 2 Developing listening and speaking skills.pdf: 449078 bytes, checksum: 8b44cdad0fccf6444722ebf1e58d3383 (MD5) Licencia de uso.pdf: 3293946 bytes, checksum: 0dd07f535b9b9414606f4ab28a906af6 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-12-14T20:21:05Z (GMT) No. of bitstreams: 2 Developing listening and speaking skills.pdf: 449078 bytes, checksum: 8b44cdad0fccf6444722ebf1e58d3383 (MD5) Licencia de uso.pdf: 3293946 bytes, checksum: 0dd07f535b9b9414606f4ab28a906af6 (MD5)Made available in DSpace on 2021-12-14T20:21:05Z (GMT). No. of bitstreams: 2 Developing listening and speaking skills.pdf: 449078 bytes, checksum: 8b44cdad0fccf6444722ebf1e58d3383 (MD5) Licencia de uso.pdf: 3293946 bytes, checksum: 0dd07f535b9b9414606f4ab28a906af6 (MD5) Previous issue date: 2021Licenciado en Español e InglésPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAprendizaje basado en tareasCancionesCompetencia comunicativaComprensión auditivaProducción oralTecnologías de la Información y la Comunicación (TIC)Communicative competenceInformation and Communication Technologies (ICT)Listening comprehensionOral productionSongsTask - Based learningDeveloping listening and speaking skills through song and ICT-based tasks.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAl-Kamel, M. (2018). The positive Effect of ICT on the English Language Learning and Teaching. BAM University, India, pp. 1-9.Andrade Molina, C., Barba Ayala, J., Bastidas Amador, G. (2018). Influencia de la música de inglés en la enseñanza de un segundo idioma. Ecuador: Universidad Técnica del Norte. Revista Conrado, 14 (61), 40-44.Bermúdez, L., & González, L. (2011). La Competencia Comunicativa: elemento clave en las organizaciones. Quórum Académico Vol. 8, N° 15. Universidad del Zulia, pp. 95-110.Boada, L., Martínez, L., Martorell, T., Mazarío, E., & Morato, P. (2016). La Música en la Educación. Einnov@ Educación & Innovación, pp. 1-5.Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Second Edition. New-York: Longman.Buck, G. (2001). Assessing Listening (Cambridge Language Assessment). Cambridge: Cambridge University Press.Buitrago, C. (2016). Improving 10th Graders’ English Communicative Competence Through the Implementation of the Task-Based Learning Approach. Universidad de Antioquia, Medellín, Colombia. Pages 95-110.Cabarcas, R. (2017). Uso de las Tic para Fomentar el Aprendizaje Significativo del inglés a Través de Canciones. Instituto de Estudios en Comunicación y Cultura – IECO, Maestría en Comunicación y Medios, Universidad Nacional de Colombia, Bogotá, Colombia.Cassany, D., Luna, M. y Sanz, G. (1994). Enseñar lengua. Barcelona. Graó.Castellanos, C.A. (s.f.). Unidad 11: La Competencia Comunicativa. Pp. 100-108.Celik, B. (2017). Task-Based Learning: An Effective Way of Developing Communication Skills. International Journal of Social Sciences & Educational Studies. ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), October 2017, Vol.4, No.2 (Special Issue). Ishik University, Erbil, Iraq., pp. 103-108.Cuestas, M. (2006). Songs in the English Class: A Strategy to Encourage Tenth Graders' Oral Production. Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras.Dedja, M. (2015). ICT in Foreign Language Teaching and Learning: Benefits and Challenges. European Journal of Language and Literature Studies Volume 1 Issue 2. Aleksander Xhuvani University, Albania, pp. 42-47.Dincer, A. (2012). Promoting Speaking Accuracy and Fluency in Foreign Language Classroom: A Closer Look at English Speaking Classrooms. Erzincan Üniversitesi, Turkey, pp. 96-108.Education First, English Proficiency Index. (2020). Ranking de Colombia en pruebas de inglés. https://www.ef.com.co/epi/regions/latin-america/colombia/Engh, D. (2013). Why Use Music in English Language Learning? A Survey of the Literature. Published by Canadian Center of Science and Education 113. English Language Teaching; Vol. 6, No. 2; 2013.Falioni, J. W. (1993) Music as Means to Enhance Cultural Awareness and Literacy in the Foreign Language Classroom. Mid-Atlantic Journal of Foreign Language Pedagogy, v1 p97-108.Fernández, R, N. (2018). Fostering communicative competence and EFL acquisition through songs. Bogotá, Colombia: Universidad Pedagógica Nacional de Colombia.Ferreiro, R. (2006). El reto de la educación del siglo XXI: la generación N. Guadalajara, México: Universidad de Guadalajara, Apertura, vol. 6, núm. 5, pp. 72-85.Fonseca Mora, C. (2000). Foreign language acquisition and melody singing. ELT Journal, Volume 54, Issue 2, 146-152. http://dx.doi.org/10.1093/elt/54.2.146.Gilakjani, A. (2016). The Significance of Pronunciation in English Language Teaching. International Journal of Research in English Education Vol. 1, No. 1. Islamic Azad University, Iran, pp. 1-7.Jolly, Y.S. (1975). The use of songs in teaching foreign languages. University of Hawaii, The Modern Language Journal.Jones, R. (2008). Echoing Their Lives: Teaching Russian Language and Culture Through the Music of Vladimir S. Vygotsky. Dissertation, University of Texas at Austin.Karunakaran, T., & Phil, M. (2013). Integrating Accuracy and Fluency in Communicative Language Teaching. Language in India. ISSN 1930-2940 Vol. 13:8, India, pp. 176-181.Krashen, S. D., & Krashen, S. D. (1983). Natural approach.Leith, W. (1979). Advanced French Conversation through Popular Music. The French Review, vol LII.Littlewood, W. (1981). Communicative Language Teaching. Cambridge Language Teaching Library. Cambridge University Press.López Matos, C. (2015). Impacto de la música en el aprendizaje de la lengua Extranjera (inglés). España: Universidad de Valladolid.Magrét, Ó. A. (2015). El Uso de la Música como Herramienta Didáctica en el Aula de Español en Islandia: Estudio sobre. Reykjavik, Iceland: Háskóli Íslands.Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencia en la Lengua Extranjera: inglés (DECRETO No. 3870). República de Colombia: Serie Guías N° 22.Ministerio de Educación Nacional. (2016). Derechos Básicos de Aprendizaje: inglés. Bogotá, Colombia.Ministerio de Educación Nacional. (2016). Diseñando una propuesta de currículo sugerido de inglés para Colombia, grados 6° a 11°, English for diversity and equity. ISBN 978-958-691-798-8.Murphey, T. (1992). Music and Song. Oxford: Oxford University Press.Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.Ochoa, J. (2011). Análisis Sociolingüístico de las Canciones del Grupo de Rock Trémolo. Escritura y Pensamiento Año XIV, N° 28., pp. 81-85.Patel, A. (2010). Music, Language, and the Brain. New York: Oxford University.Reid, E. (2016). Teaching English pronunciation to different age groups. Constantine the Philosopher University, Slovakia, pp. 19-30.Rieuwerts, S., & Murphey, T. (1992). Song and Music in Language Learning. An Analysis of Pop Song Lyrics and the Use of Song and Music in Teaching English to Speakers of Other Languages. Jahrbuch Für Volksliedforschung, 37, 148. https://doi.org/10.2307/848553.Rodríguez-Bonces, M., & Rodríguez-Bonces, J. (2010). Task-based language learning: old approach, new style. A new lesson to learn.Said, E. (2015). Hacia el fomento de las TIC en el sector educativo en Colombia. Barranquilla, Colombia: Editorial Universidad del Norte.Secretaría de Educación Distrital. (2021). Plan Distrital de Bilingüismo, Dirección de Ciencias, Tecnología y Medios Educativos, Bogotá.Solak, E. (2016). Teaching language skills for prospective English teachers. Editorial Pelican. (pp.29-44).Toscano, C., & Fonseca, M. (2012). La música como herramienta facilitadora del aprendizaje del inglés como lengua extranjera. Ediciones Universidad de Salamanca Teor. educ. 24, 2, pp. 197-213.Usó-Juan, E. & Martínez-Flor, A. (2008). Current Trends in the Development and Teaching of the four Language Skills. Berlín, New York: De Gruyter Mouton.Vitoria, J. (2005). Educación musical y desarrollo psicolingüístico de personas con necesidades educativas especiales. Revista de Psicodidáctica, vol. 10, núm. 2, pp. 17-26.Wajnryb, R. (1992). Classroom observation tasks: A resource book for language teachers and trainers. Cambridge University Press.Wilcox, W. (1995). Music cues from classroom singing for second language acquisition: Prosodic memory for pronunciation of target vocabulary by adult non-native English speakers. University of Kansas: UMI 9544866.Willis, J. (1996). A flexible framework for Task-Based Learning. Longman Handbooks for Language teachers.Zhao, H. (2011). How far do the theories of task-based learning succeed in combining communicative and from-focused approaches to L2 research. Journal of Cambridge Studies. 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