Dissertations / Theses on the topic 'Language and languages study'
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Chavula, Catherine. "Using language similarities in retrieval for resource scarce languages: a study of several southern Bantu languages." Doctoral thesis, Faculty of Science, 2021. http://hdl.handle.net/11427/33614.
Full textYu, Yuanfang. "Foreign language learning : a comparative study of Australian and Chinese University students /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.
Full textMohamed, Mohamed Abdulla. "Ellipsis : a contrastive study of Swahili and English discourse /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10620175.
Full textShimizu, Katsumasa. "A cross-language study of voicing contrasts of stop consonants in Asian languages." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/20185.
Full textMackenzie, Kevin Roderick. "Teachers' beliefs about classroom practice: implications for the role of second language acquisition theory inteacher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944887.
Full textBerg, Kristofer K. "A comprehensive study of the teaching of foreign language at the elementary school level." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bergk.pdf.
Full textTipa, Thep-Ackrapong Steffensen Margaret S. "Fossilization a case study of practical and theoretical parameters /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101128.
Full textTitle from title page screen, viewed November 15, 2005. Dissertation Committee: Margaret Steffensen (chair), Irene Brosnahan, Bruce Hawkins, Maurice Scharton, Sandra Metts. Includes bibliographical references (leaves 211-218) and abstract. Also available in print.
Johnson, Brianne J. McManness Linda M. "Foreign language learning : an exploratory study on the external and internal influences affecting success /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/3959.
Full textWong, Chin Han. "An analysis of factors predicting graduation of students at Defense Language Institute Foreign Language Center." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Dec%5FWong.pdf.
Full textGignoux, Alicia. "Heritage learners of Mexican descent in higher education a qualitative study of past and present experiences /." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-03092010-150316.
Full textJagacinski, Ngampit. "Tai Lue of Xishuangbanna in China's Yunnan province : description and a study of the OV order in the ?au construction /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695621807.
Full textFinocchiaro, Carla Maria. "Language maintenance shift of a three generation Italian family in three migration countries : an international comparative study /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001745.
Full textSeffert, Gabriele. "Factors that lead American foreign language students to discontinue the study of the target language past the minimum requirement." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/GSeffertPartI2007.pdf.
Full textJarman, Jay. "Combining Natural Language Processing and Statistical Text Mining: A Study of Specialized Versus Common Languages." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3166.
Full textPulfer, Charles E. "A comparison of the ability of novices and experienced third generation language programmers to learn fourth generation languages." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26111.
Full textBusiness, Sauder School of
Graduate
Calder, Maryna. "Self-assessment of lexical knowledge in second language vocabulary acquisition." Thesis, Swansea University, 2013. https://cronfa.swan.ac.uk/Record/cronfa43186.
Full textLove, Susan. "French and Tây Bò̂i in Vietnam : a study of language policy, practice and perceptions /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ARM/09arml897.pdf.
Full textTan, Siew Imm. "Languages in contact: a corpus-based study ofMalaysian newspaper English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45015673.
Full textItakura, Hiroko. "Dominance in L1 and L2 conversation : a study of Japanese male and female learners of English /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20540693.
Full textHuber, Jeanine L. "The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.
Full textNel, Joanine Hester. "The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97144.
Full textENGLISH ABSTRACT: This study investigated the comprehension and production of articles, quantifiers, binding relations and passive constructions as later developing constructions (LDCs) by 27 Grade (Gr) 1 monolingual Afrikaans-speaking learners with Afrikaans as language of learning and teaching (LOLT), 31 bilingual isiXhosa-speaking learners with English as LOLT and 31 monolingual isiXhosa-speaking learners with isiXhosa as LOLT in three non-fee-paying schools, each in a different low socio-economic status area, in the Stellenbosch area of the Western Cape Province in South Africa. The overarching aim of this study was to determine which LDCs these learners are capable of comprehending and producing at the start of Gr 1 and what progress they make in terms of these LDCs during their Gr 1 year. The English and isiXhosa LOLT groups were then compared on how they fared on the LDCs in their respective LOLTs in order to ascertain whether the English language proficiency of the English group is at such a level at the start of Gr 1 that they can, without disadvantage, undergo schooling successfully in English. Data were collected on articles, binding relations, quantifiers and passive constructions by using the informal language assessment instrument, the Receptive and Expressive Activities for Language Therapy (Southwood & Van Dulm 2012a), which makes use of picture selection- and pointing tasks for assessment of comprehension and sentence completion, picture description- and question answering tasks for assessment of production. The results showed that for the Afrikaans and English groups all four LDCs are indeed later developing and are only mastered after the end of Gr 1. For the isiXhosa group, quantifiers and passive production are mastered by the end of Gr 1. In terms of the language-in-education and teaching policy, the results show that the time allocated to listening to and producing language in Gr 1 is sufficient for children whose first language is also their LOLT, whereas it is not sufficient in the case of English additional language learners. The latter group made significant progress in all LDCs assessed, but still performed worse than their isiXhosa-speaking peers, for whom there was a match between first language and LOLT. The implication of the results are that (i) the Foundation Phase school curriculum should be refined so as to consider the needs of all Gr 1 learners, as learners enter Gr 1 with different language skills and different levels of preparation for the tasks which lie before them, (ii) teachers should be assisted to foster the development of language skills in additional language learners, and (iii) the institution of a universal Gr R year, which is free to those who cannot afford school fees, should be considered a necessity. Without ensuring that all children enter Gr 1 with an adequate language foundation on which literacy development can build, historical inequalities still present in South Africa will likely be perpetuated rather than systematically removed.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die begrip en produksie van lidwoorde, kwantifiseerders, bindingsverhoudings en passiefkonstruksies as later-ontwikkelende konstruksies (LOKs) deur Graad 1 (Gr 1)-leerders. Die deelnemers was 27 eentalige Afrikaanssprekendes met Afrikaans as taal van leer en onderrig (TLO), 31 tweetalige isiXhosa-sprekendes met Engels as TLO en 31 eentalige isiXhosa-sprekendes met isiXhosa as TLO, in drie nie-skoolfondsbetalende skole, elk in 'n ander area met lae sosio-ekonomiese status in die Stellenbosch-omgewing in die Wes-Kaap Provinsie van Suid-Afrika. Die oorkoepelende doel van hierdie studie was om te bepaal watter LOKs hierdie leerders in staat is om te verstaan en te produseer aan die begin van Gr 1 en watter vordering hulle in terme van hierdie LOKs maak tydens hul Gr 1-jaar. Die Engelse en isiXhosa TLO-groepe is vergelyk in terme van hoe hulle gevaar het op die LOKs in hul onderskeie TLOs, ten einde vas te stel of die Engels-taalvaardighede van die Engelse TLO-groep op so 'n vlak aan die begin van Gr 1 is dat hulle sonder benadeling hul skoolopleiding suksesvol in Engels kan ontvang. Data is ingesamel oor lidwoorde, bindingsverhoudings, kwantifiseerders en passiefkonstruksies met die informele taalassesseringsinstrument, die Reseptiewe en Ekspressiewe Aktiwiteite vir Later-ontwikkelende Taalvaardighede (Southwood & Van Dulm 2012a), wat gebruik maak van prentseleksietake vir die assessering van taalbegrip en van sinsvoltooiings-, prentbeskrywings- en vraagbeantwoordingstake vir die assessering van taalproduksie. Die resultate het aangetoon dat al vier LOKs wel later ontwikkelend is vir die Afrikaanse en Engelse TLO-groepe en slegs bemeester word ná die einde van Gr 1. Vir die isiXhosa-groep is kwantifiseerders en passiefproduksie teen die einde van Gr 1 bemeester. Gegee die taal-in-onderwys- en onderrigbeleid toon die resultate dat die tyd wat toegeken is aan die ontwikkeling van luister- en taalproduksievaardighede in Gr 1 voldoende is vir kinders wie se eerste taal ook hul TLO is, terwyl dit onvoldoende is in die geval van Engels Addisionele Taalleerders. Laasgenoemde groep het beduidende vordering gemaak oor hul Gr 1-jaar in alle LOKs, maar het steeds swakker gevaar as hul isiXhosa-sprekende eweknieë wie se eerste taal en TLO ooreenstem. Die implikasies van die resultate is (i) dat die grondslagfase-skoolkurrikulum verfyn behoort te word met inagname van alle Gr 1-leerders se taalbehoeftes, omdat leerders Gr 1 betree met verskillende taalvaardigheidsvlakke asook verskillende vlakke van voorbereiding vir die take wat voorlê in Gr 1, (ii) dat onderwysers gehelp moet word om die ontwikkeling van taalvaardighede vir Addisionele Taal-leerders te bevorder, en (iii) dat die instelling van 'n universele Gr R-jaar, gratis vir diegene wat nie skoolfonds kan bekostig nie, as noodsaaklik beskou behoort te word. As daar nie verseker word dat alle kinders Gr 1 betree met ‘n voldoende taalbasis waarop geletterdheidsontwikkeling kan bou nie, sal historiese ongelykhede, steeds teenwoordig in Suid-Afrika, waarskynlik eerder voortgesit as stelselmatig verwyder word.
Kim, Jean. "Negotiating multiple investments in languages and identities : the language socialization of Generation 1.5 Korean-Canadian university students." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2797.
Full textHawkins, Marty Ford. "Spellling through writing : a qualitative study of instructional strategies to promote developmental spelling /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115554.
Full textCoetzee, Renee Wilma. "Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2729.
Full textThe evaluation and selection of software is a complex undertaking best performed by those with applicable specialised skills and knowledge. When it comes to a field like CALL, which draws on the theory and best practice of a variety related disciplines, language teachers in the South African FET sector are unlikely to possess those specialised skills and knowledge beyond language learning content. In an effort to make the evaluation and selection of CALL software a more productive process, the literature pertaining to the components that constitute CALL and the South African FET context was reviewed. Based on this an evaluation framework was developed incorporating all the crucial contextual elements. The choice of a framework as opposed to a checklist was motivated by a need to reflect context at a variety of levels, combined with the flexibility allowing customisation for use in a variety of language learning settings.
Perovuo, Matilda. "Our love, our language : A qualitative study on non-native speakers’ experiences of bilingual couplehood, language emotionality and self-perception in different languages." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157187.
Full textUngureanu, Manuela L. "Naturalism and dualism in the study of language and mind." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35720.
Full textIn the thesis, I respond to the negative side of cognitivism, and defend a non-naturalistic approach to linguistic knowledge which I call interpretivism. I argue that when applied to interpretivism the cognitivist's critique is rather inconclusive. And, by itself, the cognitivist's explanation of language does not imply that interpretivism is invalid, but rather leaves room for it. The cognitivist explicates linguistic knowledge either as a system of computational states (Stich 1975) or as a set of intentional states (Dwyer and Pietroski 1996). And while under the computationalist construal the cognitivist cannot address the rationality of language, under the intentionalist construal he does not do full justice to it. The interest of interpretivism lies thus in its emphasis on the rational aspects of language, and on the related idea that linguistic knowledge is multifarious: not only intentional or computational, but also similar in kind to the capacity for thought. Following Sellars [1960/1963], I introduce a broad view of explanations of human behaviour within which both the cognitivist and the interpretivist model of explanation are tenable. I conclude that there is room and a need for a non-naturalistic approach to linguistic knowledge, and that naturalism cannot be the only defensible strategy in the study of language.
Wong, Shiu-yu Winnie. "Agrumentative writing in L1 Chinese and L2 English : a study of secondary six students in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709351.
Full textBoswell, Paul Duane. "Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186502.
Full textChuk, Yim-ping Joanne. "Learning to teach, teaching to learn a longitudinal study of student teachers' autonomous development /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4401417X.
Full textNo, Seon-Hye. "Language socialization in two languages, schoolings, and cultures: a descriptive qualitative case study of Korean immigrant children." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1251.
Full textBritz, Lize. "Suggestopaedie als alternative Methode in der aktuellen Diskussion zu Fremdsprachenmethoden : Theorie und Praxis im sudafrikanischen DaF-Kontext." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85772.
Full textENGLISH ABSTRACT: The following thesis aims to contribute to the field of teaching German as a foreign language. It investigates the evolutionary history of Suggestopaedia, an alternative teaching method which originated during the late 1970s. The Bulgarian psychiatrist, Dr. Georgi Lozanov, discovered that relaxation and a stress-free environment promote both accelerated learning and memory retention. Further research proves that the combined elements and techniques of this method play a significant role to positively manipulate brain activity as well as individual perceptions, which could eventually result in the development of the personality. The author of this study analyses both the contributions and shortcomings of Suggestopaedia, reporting from personal experience gathered while teaching at a university in South Africa, and subsequently suggests an altered version of the suggestopaedic teaching ways. Various foreign language teaching methodologies are examined and evaluated while the main focus remains on Suggestopaedia and its principle of holistic learning. By exploiting the eclectic aspects of the suggestopaedic teaching method, this thesis investigates to what extent selected elements of different conventional methods can be integrated into Suggestopaedic teaching. Thereby the author ultimately proposes a holistic, enriched and modernized variant of Lozanovs Suggestopaedia for the teaching of German at schools in South Africa, by demonstrating practical examples executed at a private school.
AFRIKAANSE OPSOMMING: Hierdie tesis poog om ʼn bydrae te lewer tot die gebied in die onderrig van Duits as ʼn vreemdetaal. Dit ondersoek die evolusionêre geskiedenis van Suggestopedie wat as „n onderrigmetode in die laat 1970‟s ontstaan het. Die Bulgaarse psigiater, dr. Georgi Lozanov, het bevind dat „n ontspanne en stresvrye omgewing beide versnelde leer en geheue retensie bevorder. Verdere navorsing toon dat die gekombineerde elemente en tegnieke van hierdie metode „n betekenisvolle rol speel om brein-aktiwiteit positief te manipuleer en individuele persepsies positief te beïnvloed, wat ten slotte ʼn persoonlikheidsontwikkeling tot gevolg kan hê. Die skrywer van hierdie studie analiseer sowel die bydrae asook die tekortkominge van Suggestopedie aan die hand van persoonlike ervaring wat versamel is tydens onderrig aan „n Suid-Afrikaanse universiteit. Hieruit word dan „n gewysigde weergawe van suggestopediese onderrig voorgestel. Verskeie vreemdetaal-onderrigmetodes word ondersoek en geassesseer, terwyl die fokus steeds op Suggestopedie en die beginsel van holistiese leer bly. Deur gebruik te maak van die eklektiese aspek van die suggestopediese leermetode, ondersoek die skrywer tot watter mate geselekteerde elemente van verskillende konvensionele metodes geintegreer kan word met Suggestopedie. Met bogenoemde navorsing inaggeneem, stel die skrywer gevolglik „n holistiese, verrykte en gemoderniseerde weergawe van Lozanov se Suggestopedie voor, aan die hand van praktiese voorbeelde wat by „n privaatskool toegepas is.
Weyrick, David. "The utilization of pedagogical techniques sensitive to potential student frustration in the study of New Testament Greek." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
Full textSepeng, Johannes Percy. "Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1455.
Full textKhweyane, Matshelane Anna. "The influence of the dialect Sepulana on learning of Sepedi at Sabie Circuit, Mpumalanaga Province, South Africa." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1674.
Full textThe study was intended to investigate the influence and the impact which Sepulana as a dialect has on the learning of Sepedi as the standard language. The findings included among others: Sepulana has a negative impact on the learning of Sepedi as a standard language in Sabie circuit, Bohlabela district of Mpumalanga Province. Secondly, most Sepedi educators who speak Sepulana use the dialect to offer Sepedi in the formal classroom situation, and as such, learners become confused on whether to use Sepedi or Sepulana words. The study recommends that teachers of Sepedi be encouraged to teach Sepedi and not Sepulana in class, and also that teachers should upgrade their Sepedi qualifications to enable them to have in-depth knowledge of the language.
Zhao, Huajing. "Gender construction and its negotiation in the course of second language learning : a case study of Chinese students learning English as a foreign language in a state secondary school." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609067.
Full textFisher, Linda. "Constructing beliefs in the foreign language classroom using metaphor as a sociocultural tool." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648820.
Full textChan, Hang. "The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648794.
Full textStear, Ezekiel Glenn. "Dual-language drama as a door to classic literature." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3270.
Full textHenton, Caroline Gilles. "A comparative study of phonetic sex-specific differences across languages." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:0c4b9ca7-6b19-4832-9ace-bc1d142ac8ae.
Full textMacedo, Celia Maria Macedo de. "A functionally-based course for adult foreign language learners in Brazil." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/471713.
Full textDe, Leo Davide. "The translation of judgments in different and similar legal systems and languages/language varieties : an empirical study." Thesis, University of Surrey, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543766.
Full textFox, Christine M. "Writing across cultures : contrastive rhetoric and a writing center study of one student's journey /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3141842.
Full textMalie, Tebogo Ma'Khopotso. "Improve your essay writing : the essential guide." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/21239.
Full textENGLISH ABSTRACT: The application designed is an attempt to solve the problems that students face in writing well balanced academic essays. These are essays that are correct in structure and form, coherent and cohesive, well referenced, and not plagiarised. These concerns are addressed in five basic units. These are "Where to Start", "The Basic Structure", "Paragraphing", "Referencing" and "Exercises". The exercises serve as a summary of all the units. This application derived out of the needs of the students of the University of Botswana. The content was a result of a needs analysis done through observation and interviews. The evaluation of the application was done by the students themselves and fellow students at Stellenbosch University.
AFRIKAANSE OPSOMMING: Hierdie voorlegging is 'n soeke na 'n oplossing vir die probleme wat studente ondervind om 'n goed-gebalanseerde akademiese essay (werkstuk, proefskrif, tesis) te skryf. Hierdie is essays wat in struktuur en vorm korrek is, duidelik en relevant is, korrekte verwysings het en nie nageskryf (plagiaat) is nie. Die probleme is in vyf afdelings bespreek; nl. "Waar om te Begin", "Die Basiese Struktuur", "Paragrawe", "Verwysings" en "Oefeninge". Die oefeninge dien as opsomming vir al die eenhede. Hierdie voorlegging het ontstaan uit ’n behoefte van die studente by die Universiteit Botswana. Die inhoud was die resultaat van 'n behoefte-analise wat deur observasie en onderhoude gedoen is. Die evaluasie is deur die betrokke studente en studente aan die Universiteit Stellenbosch gedoen.
Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq36654.pdf.
Full textSsembatya, Henry Hollan. "An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14422.
Full textChan, Suk-ching Clarice, and 陳淑貞. "A sociocultural study of second language tasks in business English contexts: an activity theory perspective ontask processes and outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45554444.
Full textCassidy, James P. "A case study of standards-based learning and assessment at the Middlebury College language schools : implications for policy and practice /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055676.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 236-267). Also available for download via the World Wide Web; free to University of Oregon users.
Hirvela, Alan. "A study of the integration of literature and communicative language teaching." Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/2140.
Full textGallagher, John James. "Vernacular language-learning in early modern England." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708914.
Full textChavali, Nalini. "Learning from learners : perceptions of self-access language learning in a Hong Kong secondary school /." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424400.
Full text