Impact of visual based prosody training on listening micro-skills.

El fomento de la habilidad de escucha en el aprendizaje del idioma inglés ha sido directamente acercado al desarrollo de estrategias para mejorar la escucha comprensión. Sin embargo, incluso abrazar tal habilidad receptiva en clase, el lenguaje educadores han prestado poca atención al desarrollo de...

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Autores:: Erazo Avendaño, Raúl Alfonso

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2014

Institución:: Universidad Libre

Repositorio:: RIU - Repositorio Institucional UniLibre

Idioma:: spa

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dc.title.spa.fl_str_mv	Impact of visual based prosody training on listening micro-skills.
title	Impact of visual based prosody training on listening micro-skills.
spellingShingle	Impact of visual based prosody training on listening micro-skills. Conocimiento fonológico Habilidades de escucha Educación Language Prosody Phonological Awareness Listening Micro-skills Visual Feedback TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN APRENDIZAJE FONOLOGÍA FONÉTICA IDIOMAS Idioma prosodia Conciencia fonológica Escuchando - micro habilidades Información visual
title_short	Impact of visual based prosody training on listening micro-skills.
title_full	Impact of visual based prosody training on listening micro-skills.
title_fullStr	Impact of visual based prosody training on listening micro-skills.
title_full_unstemmed	Impact of visual based prosody training on listening micro-skills.
title_sort	Impact of visual based prosody training on listening micro-skills.
dc.creator.fl_str_mv	Erazo Avendaño, Raúl Alfonso
dc.contributor.advisor.none.fl_str_mv	Rodríguez, Clara Eunice
dc.contributor.author.none.fl_str_mv	Erazo Avendaño, Raúl Alfonso
dc.subject.spa.fl_str_mv	Conocimiento fonológico Habilidades de escucha Educación
topic	Conocimiento fonológico Habilidades de escucha Educación Language Prosody Phonological Awareness Listening Micro-skills Visual Feedback TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN APRENDIZAJE FONOLOGÍA FONÉTICA IDIOMAS Idioma prosodia Conciencia fonológica Escuchando - micro habilidades Información visual
dc.subject.subjectenglish.eng.fl_str_mv	Language Prosody Phonological Awareness Listening Micro-skills Visual Feedback
dc.subject.lemb.spa.fl_str_mv	TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN APRENDIZAJE FONOLOGÍA FONÉTICA IDIOMAS
dc.subject.proposal.spa.fl_str_mv	Idioma prosodia Conciencia fonológica Escuchando - micro habilidades Información visual
description	El fomento de la habilidad de escucha en el aprendizaje del idioma inglés ha sido directamente acercado al desarrollo de estrategias para mejorar la escucha comprensión. Sin embargo, incluso abrazar tal habilidad receptiva en clase, el lenguaje educadores han prestado poca atención al desarrollo de las habilidades de escucha micro necesaria para permitir la comunicación genuina. Como Ylinen (2010) sostiene, la correcta la comprensión del habla idioma extranjero requiere un reconocimiento adecuado de los sonidos del habla. Con esto en mente, este estudio trata de determinar hasta qué punto formación basada visual en la prosodia de la lengua facilitaría escucha los alumnos el desarrollo de micro-habilidades. Esta investigación involucró a 29 pre-servicio de idiomas Inglés profesores de una universidad pública que se inscribieron en la fonética y por supuesto fonología. Dentro de la clase de instrucción y actividades fuera de clase eran implementado por implique la utilización del software de análisis de realimentación visual acústico.
publishDate	2014
dc.date.created.none.fl_str_mv	2014-07-24
dc.date.accessioned.none.fl_str_mv	2016-06-09T21:17:32Z
dc.date.available.none.fl_str_mv	2016-06-09T21:17:32Z
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dc.identifier.instname.spa.fl_str_mv	instname:Universidad Libre
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url	https://hdl.handle.net/10901/8574
identifier_str_mv	instname:Universidad Libre reponame:Repositorio Institucional Universidad Libre
dc.language.iso.none.fl_str_mv	spa
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dc.relation.references.eng.fl_str_mv	Akker, E., & Cutler, A. (2003). Prosodic cues to semantic structure in native and nonnative listening. Bilingualism: Language and Cognition, 6(2), 81–96 Aliaga C., & Mora, J. C. (2007). Assessing the Effects of Phonetic Training on L2 Sound Perception and Production. Quarterly Journal in Modern Foreign Literatures. Anderson, J. (1998). Interpreting Visual feedback On Suprasegmentals In Computer Assisted Pronunciation Instruction. CALICO Journal,, 11(4), 5–22 Anderson, P. (1993). Defining intelligibility parameters: The secret of sounding native. XXVII TESOL Annual Convention, Atlanta Batova, N. (2013). International Journal of Education and Research. Vol. 1 No. 4 Boutsen , F. (2003, March 04). Prosody: The Music of Language and Speech. The ASHA Leader Brown, D. H. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman. Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press. Burns, A., & Richards, J. (2009). The Cambridge Guide to Second Language Burns, A., & Richards, J. (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press Bradlow, A. R., Akahane-Yamada, R., Pisoni, D. B., & Tohkura, Y. (1999). Training Japanese listeners to identify English /r/ and /l/: Long-term retention of learning in perception and production. Perception & Psychophysics, 61, 977– 985. Brovchenko, T. (1964).“English Phonetics” (a contrastive study of English and Ukrainian pronunciation). Linguistics Journal. Vol.12 No 1 Brown, H. D. (2004). Language assessment:principles and classroom practices. New York,USA: Pearson Education. Brown, D. H. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman Byrnes, H. (1984). The Role of Listening Comprehension: A Theoretical Base. Foreign Language Annals 17:317-29 Carrier, K. 2003. Improving high school English language learners’ second language listening through strategy instruction. In Bilingual Research Journal, vol.27 No.3, pp. 383-408. Cassady, J. C., Smith, L. L., & Huber, L. K. (2005). Enhancing Validity in Phonological Awareness Assessment through Computer-Supported Testing. Practical Assessment, Research & Evaluation, 10(18) Catts, H., & Kamhi, A. (Eds.). (2005). The connections between language and reading disabilities. Mahwah, NJ: Erlbaum. DeCasper, A., & Fifer, W. (1980). Of human bonding: Newborns prefer their mothers’ voices. Science, 208, 1174–1176. De Rodriguez, C. (1993). On the acquisition of English rhythm: Theoretical and practical issues. Lenguas Modernas, 20, 151-164 D’Autilia, R. (2004). The prosody and the music of the human speech. arXiv, physics.bi, 8. Retrieved from http://arxiv.org/abs/physics/0401100 Dowd, A., Smith, J., & Wolfe, J. O. E. (1998). Learning to pronounce vowel sounds in a foreign language using acoustic measurements of the vocal tract as feedback in real time . Key words. Sciences-New York, 20, 1–17 Flowerdew, J., & Miller, L. (2006). Second language listening: Theory and practice. (p. 30).Cambridge: Cambridge University Press. Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers Gauthier, B., Shi, R., & Yi, X. (2009). Learning prosodic focus from continuous speech input: A neural network exploration. Language Learning and Development, 5(2), 94-114. Gillon, G. T. (2004). Phonological awareness: From research to practice. New York: Guilford Press Kamps, S. (2010). The word Brain. Paris: Flying Publisher & Kamps. Kumaravadivelu, B. (2006). Understanding Language Teaching From Method to Post Method:Lawrence Erlbaum Associates Kuzla, C., Ernestus, M., & Mitterer, H. (2006). Prosodic structure affects the production and perception of voice-assimilated German fricatives. In R. Hoffmann, & H. Mixdorff (Eds.), Speech prosody 2006. Dresden: TUD Press.Ladefoged, P. (2001). A course in Phonetics. Forth Worth: Harcourt College Publishers Lado, Robert. 1957. Linguistics across cultures: Applied linguistics for language 61 teachers. Ann Arbor, MI: University of Michigan Press. Lave, J., & Wenger E. (1991). Situated Learning. Cambridge: Cambridge University Press. Lively, S. E., Logan, J. S., & Pisoni, D. B. (1993). Training Japanese listeners to identify English /r/ and /l/ II: The role of Phonetic environment and talker variability in learning new perceptual categories. Journal of the Acoustical Society of America, 94, 1242-1255 Lynch, T. (1998). Theoretical perspectives on listening. In Annual Review of Applied Linguistics, vol. 18, pp. 3-19. McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179–192. McMullen & Erin, Saffran, J. (2004). Music and Language: A Developmental Comparison, 21(3), 289–311. Mannell, R. (2007). INtroduction to Prosody Theories and Models. Retrieved from http://clas.mq.edu.au/Phonetics/phonology/intonation/prosody.html Mendelsohn, D. (1998). Teaching Listening. Annual Review of Applied Linguistics 18:81-101. Merrill, M. D., Drake, L., Lacy, M. J., & Pratt, J. (1966). Reclaiming Instructional Design. Educational Technology, 36 Ministerio de Eucacion Nacional, (2012), Resultados Diagnostico 2012 del nivel de 62 ingles. Retrieved from http://www.colombiaaprende.edu.co/html/micrositios/ 1752/w3-article-318161.html Morley, J. 1991. ‘Listening Comprehension in Second/Foreign Language Instruction’, in M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (2nd ed.). Boston: Heinle and Heinle. Nunan D. (1997). Listening in Language Learning. The Language Teacher. The Japan Association of Language Learning. Vol. 21 No.9, pp 47-51 Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53–66. Öster, A-M. 1989. Applications and experiences of computer-based speech training, STL-QPSR 1, 59- 62 Petrić, B. (2000). The effect of listening instruction on the development of listening skills of university students of English. Novelty, 7(3), 15-29 Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESO Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17, 219-239 Richards, J. C. (2005) “Second thoughts on teaching listening” En RELC Journal. Vol. 36. March, N° 1. 85-92. Richards, J. & Rodgers, T. (1986). Approaches and methods in language teaching : a description and analysis. Cambridge New York: Cambridge University Press Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics 11, 129-158. Sodoro, J. (2002). Assessment of phonological awareness: Review of methods and tools. Educational Psychology Review, 14, 223-260 Thomson, R. I. (2007). Modeling L1/L2 interactions in the perception and production of English vowels by Mandarin L1 speakers: A training study. Unpublished doctoral dissertation, University of Alberta. TOEFL Homepage, (2014). Retrieved from https://www.ets.org/toefl/ibt/about?WT. ac=toeflhome_ibtabout2_121127 Tsui, A. B. M. and Fullilove, J. 1998. Bottom-up or top-down processing as a discriminator of L2 listening performance. In Applied Linguistics, vol. 19, pp. 432- 451 Tsui, A. B. M. and Fullilove, J. 1998. Bottom-up or top-down processing as a discriminator of L2 listening performance. In Applied Linguistics, vol. 19, pp. 432- 451 Venkatagiri, H. S., & Levis, J. M. (2007). Phonological Awareness and Speech Comprehensibility: An Exploratory Study. Language Awareness, 16(4), 263– 277
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spelling	Rodríguez, Clara EuniceErazo Avendaño, Raúl AlfonsoBogotá2016-06-09T21:17:32Z2016-06-09T21:17:32Z2014-07-24https://hdl.handle.net/10901/8574instname:Universidad Librereponame:Repositorio Institucional Universidad LibreEl fomento de la habilidad de escucha en el aprendizaje del idioma inglés ha sido directamente acercado al desarrollo de estrategias para mejorar la escucha comprensión. Sin embargo, incluso abrazar tal habilidad receptiva en clase, el lenguaje educadores han prestado poca atención al desarrollo de las habilidades de escucha micro necesaria para permitir la comunicación genuina. Como Ylinen (2010) sostiene, la correcta la comprensión del habla idioma extranjero requiere un reconocimiento adecuado de los sonidos del habla. Con esto en mente, este estudio trata de determinar hasta qué punto formación basada visual en la prosodia de la lengua facilitaría escucha los alumnos el desarrollo de micro-habilidades. Esta investigación involucró a 29 pre-servicio de idiomas Inglés profesores de una universidad pública que se inscribieron en la fonética y por supuesto fonología. Dentro de la clase de instrucción y actividades fuera de clase eran implementado por implique la utilización del software de análisis de realimentación visual acústico.Fostering the listening skill in English language learners has been directly approached to the development of strategies for enhancing listening comprehension. However, even embracing such receptive skill in class, language educators have paid scant regard to the development of listening micro-skills needed to enable genuine communication. As Ylinen (2010) contends, the correct comprehension of foreign language speech requires an adequate recognition of the speech sounds. With this in mind, this study sought to determine to what extent visual based training in prosody of the language would facilitate learners’ listening micro-skills development. This research involved 29 pre-service English language teachers from a public university who were enrolled in the Phonetics and Phonology course. In-class instruction and outside class activities were implemented by entailing the use of the acoustic analysis software visual feedback.PDFapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Atribución-NoComercial-SinDerivadas 2.5 Colombiainfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Conocimiento fonológicoHabilidades de escuchaEducaciónLanguage ProsodyPhonological AwarenessListening Micro-skillsVisual FeedbackTESIS - FACULTAD CIENCIAS DE LA EDUCACIÓNMAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERASEDUCACIÓNAPRENDIZAJEFONOLOGÍAFONÉTICAIDIOMASIdioma prosodiaConciencia fonológicaEscuchando - micro habilidadesInformación visualImpact of visual based prosody training on listening micro-skills.info:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/masterThesisAkker, E., & Cutler, A. (2003). Prosodic cues to semantic structure in native and nonnative listening. Bilingualism: Language and Cognition, 6(2), 81–96Aliaga C., & Mora, J. C. (2007). Assessing the Effects of Phonetic Training on L2 Sound Perception and Production. Quarterly Journal in Modern Foreign Literatures.Anderson, J. (1998). Interpreting Visual feedback On Suprasegmentals In Computer Assisted Pronunciation Instruction. CALICO Journal,, 11(4), 5–22Anderson, P. (1993). Defining intelligibility parameters: The secret of sounding native. XXVII TESOL Annual Convention, AtlantaBatova, N. (2013). International Journal of Education and Research. Vol. 1 No. 4Boutsen , F. (2003, March 04). Prosody: The Music of Language and Speech. The ASHA LeaderBrown, D. H. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman.Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press.Burns, A., & Richards, J. (2009). The Cambridge Guide to Second LanguageBurns, A., & Richards, J. (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University PressBradlow, A. R., Akahane-Yamada, R., Pisoni, D. B., & Tohkura, Y. (1999). Training Japanese listeners to identify English /r/ and /l/: Long-term retention of learning in perception and production. Perception & Psychophysics, 61, 977– 985.Brovchenko, T. (1964).“English Phonetics” (a contrastive study of English and Ukrainian pronunciation). Linguistics Journal. Vol.12 No 1Brown, H. D. (2004). Language assessment:principles and classroom practices. New York,USA: Pearson Education.Brown, D. H. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: LongmanByrnes, H. (1984). The Role of Listening Comprehension: A Theoretical Base. Foreign Language Annals 17:317-29Carrier, K. 2003. Improving high school English language learners’ second language listening through strategy instruction. In Bilingual Research Journal, vol.27 No.3, pp. 383-408.Cassady, J. C., Smith, L. L., & Huber, L. K. (2005). Enhancing Validity in Phonological Awareness Assessment through Computer-Supported Testing. Practical Assessment, Research & Evaluation, 10(18)Catts, H., & Kamhi, A. (Eds.). (2005). The connections between language and reading disabilities. Mahwah, NJ: Erlbaum.DeCasper, A., & Fifer, W. (1980). Of human bonding: Newborns prefer their mothers’ voices. Science, 208, 1174–1176.De Rodriguez, C. (1993). On the acquisition of English rhythm: Theoretical and practical issues. Lenguas Modernas, 20, 151-164D’Autilia, R. (2004). The prosody and the music of the human speech. arXiv, physics.bi, 8. Retrieved from http://arxiv.org/abs/physics/0401100Dowd, A., Smith, J., & Wolfe, J. O. E. (1998). Learning to pronounce vowel sounds in a foreign language using acoustic measurements of the vocal tract as feedback in real time . Key words. Sciences-New York, 20, 1–17Flowerdew, J., & Miller, L. (2006). Second language listening: Theory and practice. (p. 30).Cambridge: Cambridge University Press.Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College PublishersGauthier, B., Shi, R., & Yi, X. (2009). Learning prosodic focus from continuous speech input: A neural network exploration. Language Learning and Development, 5(2), 94-114.Gillon, G. T. (2004). Phonological awareness: From research to practice. New York: Guilford PressKamps, S. (2010). The word Brain. Paris: Flying Publisher & Kamps.Kumaravadivelu, B. (2006). Understanding Language Teaching From Method to Post Method:Lawrence Erlbaum AssociatesKuzla, C., Ernestus, M., & Mitterer, H. (2006). Prosodic structure affects the production and perception of voice-assimilated German fricatives. In R. Hoffmann, & H. Mixdorff (Eds.), Speech prosody 2006. Dresden: TUD Press.Ladefoged, P. (2001). A course in Phonetics. Forth Worth: Harcourt College PublishersLado, Robert. 1957. Linguistics across cultures: Applied linguistics for language 61 teachers. Ann Arbor, MI: University of Michigan Press.Lave, J., & Wenger E. (1991). Situated Learning. Cambridge: Cambridge University Press.Lively, S. E., Logan, J. S., & Pisoni, D. B. (1993). Training Japanese listeners to identify English /r/ and /l/ II: The role of Phonetic environment and talker variability in learning new perceptual categories. Journal of the Acoustical Society of America, 94, 1242-1255Lynch, T. (1998). Theoretical perspectives on listening. In Annual Review of Applied Linguistics, vol. 18, pp. 3-19.McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179–192.McMullen & Erin, Saffran, J. (2004). Music and Language: A Developmental Comparison, 21(3), 289–311.Mannell, R. (2007). INtroduction to Prosody Theories and Models. Retrieved from http://clas.mq.edu.au/Phonetics/phonology/intonation/prosody.htmlMendelsohn, D. (1998). Teaching Listening. Annual Review of Applied Linguistics 18:81-101.Merrill, M. D., Drake, L., Lacy, M. J., & Pratt, J. (1966). Reclaiming Instructional Design. Educational Technology, 36Ministerio de Eucacion Nacional, (2012), Resultados Diagnostico 2012 del nivel de 62 ingles. Retrieved from http://www.colombiaaprende.edu.co/html/micrositios/ 1752/w3-article-318161.htmlMorley, J. 1991. ‘Listening Comprehension in Second/Foreign Language Instruction’, in M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (2nd ed.). Boston: Heinle and Heinle.Nunan D. (1997). Listening in Language Learning. The Language Teacher. The Japan Association of Language Learning. Vol. 21 No.9, pp 47-51Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53–66.Öster, A-M. 1989. Applications and experiences of computer-based speech training, STL-QPSR 1, 59- 62Petrić, B. (2000). The effect of listening instruction on the development of listening skills of university students of English. Novelty, 7(3), 15-29Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESORichards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17, 219-239Richards, J. C. (2005) “Second thoughts on teaching listening” En RELC Journal. Vol. 36. March, N° 1. 85-92.Richards, J. & Rodgers, T. (1986). Approaches and methods in language teaching : a description and analysis. Cambridge New York: Cambridge University PressSchmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics 11, 129-158.Sodoro, J. (2002). Assessment of phonological awareness: Review of methods and tools. Educational Psychology Review, 14, 223-260Thomson, R. I. (2007). Modeling L1/L2 interactions in the perception and production of English vowels by Mandarin L1 speakers: A training study. Unpublished doctoral dissertation, University of Alberta.TOEFL Homepage, (2014). Retrieved from https://www.ets.org/toefl/ibt/about?WT. ac=toeflhome_ibtabout2_121127Tsui, A. B. M. and Fullilove, J. 1998. Bottom-up or top-down processing as a discriminator of L2 listening performance. In Applied Linguistics, vol. 19, pp. 432- 451Tsui, A. B. M. and Fullilove, J. 1998. Bottom-up or top-down processing as a discriminator of L2 listening performance. In Applied Linguistics, vol. 19, pp. 432- 451Venkatagiri, H. S., & Levis, J. M. (2007). Phonological Awareness and Speech Comprehensibility: An Exploratory Study. Language Awareness, 16(4), 263– 277ORIGINALImpact of visual based prosody training on listening micro-skills.pdfImpact of visual based prosody training on listening micro-skills.pdfErazoAvendañoRaúlAlfonso2014application/pdf2527452http://repository.unilibre.edu.co/bitstream/10901/8574/1/Impact%20of%20visual%20based%20prosody%20training%20on%20listening%20micro-skills.pdfc6006cf3a996e821dac0d8efdfba7223MD51Raul A. Erazo A..pdfRaul A. 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Erazo A..pdf.jpgIM Thumbnailimage/jpeg22133http://repository.unilibre.edu.co/bitstream/10901/8574/5/Raul%20A.%20Erazo%20A..pdf.jpg361bb4510f97db486a5142cfc116bd8cMD5510901/8574oai:repository.unilibre.edu.co:10901/85742024-04-05 06:01:46.351Repositorio Institucional Unilibrerepositorio@unilibrebog.edu.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

Impact of visual based prosody training on listening micro-skills.

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