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- Volume 160, Issue 1, 2010
ITL - International Journal of Applied Linguistics - Volume 160, Issue 1, 2010
Volume 160, Issue 1, 2010
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The Influence of Learners’ Attitudes to and Perceptions of Call
Author(s): Mieke Vandewaetere and Piet Desmetpp.: 1–23 (23)More LessAbstractIn recent years, the field of Computer-Assisted Language Learning – CALL – has grown tremendously and has seen a number of major developments: CALL has become accessible to a larger and more diverse audience and has developed didactic practices that can be implemented in education. In addition, there has been a growing amount of research that focuses on learners’ attitudes towards CALL and, more generally, towards computer-based language learning environments. These, however, seem to be fraught with methodological problems, often leading to inconsistent results. Rather than corroborating separate unidirectional relations between variables (e.g., the effect of instructional intervention on learning outcomes or motivation), researchers need to develop structural and integrative models that integrate multiple relations between several latent constructs.
It is our aim in this pilot study to present a methodological framework for CALL-related theory construction. To reach this goal, we psychometrically validated the multifaceted construct of ‘attitude to CALL’. We demonstrate the development and validation of a preliminary integrative model on the concept of ‘attitude to CALL’. Structural equation modelling was used for the validation of our model.
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St Aying Abroad with the Family
Author(s): Carmen Muñozpp.: 24–48 (25)More LessAbstractThe present paper deals with second language learning in an increasingly common type of situation: the one encountered by children of families that move to a different country for a limited period of time. These children enjoy a learning experience that provides them with a naturalistic setting for full immersion in the language community as well as formal instruction at school. The paper presents a case study that investigates the longitudinal development of English proficiency in two Catalan-Spanish bilingual siblings during a year’s stay abroad with their family. Specifically, the study measures gains in the two learners’ written productions in English by examining the development of the dimensions of fluency, syntactic complexity, lexical diversity and accuracy. The findings highlight the variability inherent in L2 development and the possible effects of proficiency level on the language gains. In addition, the on-site observation provides insights into the qualities of the stay abroad experience that also help explain the results.
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Considering Cultural Perspectives in Mexico and Peru in the Teaching of Spanish
Author(s): Jeffery D. Stokes and Piet Desmetpp.: 49–74 (26)More LessIn an effort to better understand Latin American cultural perspectives that should be communicated to students as part of their learning to function in Spanish, a survey articulating 26 hypothesized cultural perspectives of modern Latin Americans was administered to 58 individuals from Mexico and Peru. Survey items were based mainly on the Kluckhohn Model’s five areas: human nature, man-nature, time, activity and relations. Results revealed some statistically significant differences between Mexicans and Peruvians, as well as among participants based on sex, age and rural vs. urban background, but only on a very limited number of the 26 items for each of these four variables. The overall results suggested general, and sometimes very strong, agreement with most of the survey items. Only four of the items produced an average low enough to be indicative of more disagreement than agreement. Participant comments provided further insight into individual cultural perspectives. Results provide important implications regarding the cultural component in the teaching of Spanish.
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La Lisibilité Computationnelle
Author(s): Thomas Françoispp.: 75–99 (25)More LessRésuméAvec la multiplication des documents disponibles, notamment sur le web, la tentation est grande, pour le professeur de français langue maternelle ou seconde, de se passer des manuels balisés et de proposer à ses étudiants un texte à son goût. Cependant, il risque alors de perdre un temps précieux à sélectionner un texte qui convienne au niveau de ses étudiants. Il existe pourtant des outils dont la vocation est de l’assister dans cette tâche : les formules de lisibilité. Peu connues dans la culture francophone, elles jouissent dans la culture anglo-saxonne d’un large succès. Cet article présente une nouvelle synthèse des études en lisibilité du français L1 et L2. Partant du constat que les études récentes sont trop rares, nous présentons le nouveau paradigme dominant dans les études anglo-saxonnes, que nous avons appelé la lisibilité computationnelle. Ces recherches combinent des techniques issues du traitement automatique du langage et de l’apprentissage automatisé afin de prendre en compte l’ensemble des dimensions d’un texte : lexicale, syntaxique, sémantique et organisationnelle. Nous clôturons ce parcours en présentant nos propres travaux dans le domaine et, en particulier, «Dmesure», un prototype de plateforme web pour la lisibilité du FLE.
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The Nature of the Relationship between Student Learning Styles and Performance on Selected English Second Language Tasks
Author(s): Mzwamadoda Phillip Cekisopp.: 100–111 (12)More LessAbstractAn awareness of individual differences in learning has made ESL/EFL educators and programme designers more sensitive to their roles in teaching and learning and has permitted them to match teaching and learning styles so as to develop students’ second and foreign language learning. The purpose of the present study is to (a) determine what the learning style profiles of College of Education (Eastern Cape) students look like as well as (b) to determine if there is a relationship between the learning styles of these students and their performance on selected ESL tasks. The results indicated that the ESL college learners in the Eastern Cape displayed a variety of learning styles and also performed differently on a variety of ESL tasks.
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L2 English Receptive and Productive Vocabulary in Senior Learners
Author(s): María Martínez Adrián and Francisco Gallardo del Puertopp.: 112–131 (20)More LessAbstractThis study aims to analyse the effect of previous foreign language (FL) contact on the acquisition of receptive and productive vocabulary by senior learners in the early stages of English acquisition. Additionally, we also explore the relationship between receptive vocabulary and productive vocabulary as well as the link between lexical competence and reading comprehension. Results confirm that false beginners consistently outperform true beginners, supporting previous research findings (Fukai, 2000; Watt, 1997). Receptive and productive vocabulary were found to be positively correlated, which indicates a direct relationship between the passive and the active knowledge of FL vocabulary. In agreement with previous research (Agustín Llach and Terrazas Gallego, 2009; Laufer, 1992; Quian, 2002), we found a positive correlation between senior learners’ lexical competence and their reading comprehension.
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Book reviews
Author(s): Liesbet Heyvaertpp.: 132–137 (6)More LessIn A Corpus-Based Study of Nominalizations Predicated by English Deverbal Nouns in -tion, Michal Szawerna presents the results of his PhD research on -tion nominalizations. Szawerna’s approach is couched in the Cognitive Grammar framework as developed primarily by Langacker (1987 and 1991) and fits in with the traditional approach to nominalization in that it is essentially word-based (i.e. it focuses on the word level rather than on the nominalized NP as a whole or the discourse context in which it functions). As in most traditional analyses of nominalization, Szawerna takes the lexical-descriptive and aspectual properties of the base verb as starting point (described in cognitive terms) and then attempts to capture the distinct ‘profiles’ of the derivations in -tion in a schematic network of interrelated meanings. Since there are relatively few publications that have nominalizations as their sole focus (other monographs on nominalization are Marchand 1969; Heyvaert 2003; Nordrum 2007) and even fewer that consider derived nouns in -ion, Szawerna’s book is a welcome addition to the literature. Unfortunately, the carefulness with which the author tackles the issue is obscured by the book’s heavy-going style, long-winded explanations, repetitions and extensive use of abbreviations and cognitive terminology. The overall structure of the book, with only three chapters, two of which take up more than 100 pages, moreover makes for hard reading. Those willing to work their way through it, however, will find a rich overview of subtypes of -ion nominalizations and a serious attempt to map out the semantic intricacies of the -ion nominalization system.
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Book reviews
Author(s): Paul Pauwelspp.: 138–142 (5)More LessMick Randall reviews work from psychology and linguistics on language processing with the aim of drawing conclusions for second language learning. Based on his experiences as a language teacher with students at elementary and intermediate level and in less resourced contexts, he tries to find evidence for the effectiveness of more traditional learning and teaching strategies next to the communicative approach (o.c. vii-viii).
Volumes & issues
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Volume 175 (2024)
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Volume 174 (2023)
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Volume 173 (2022)
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Volume 172 (2021)
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Volume 171 (2020)
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Volume 170 (2019)
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Volume 169 (2018)
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Volume 168 (2017)
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Volume 167 (2016)
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Volume 166 (2015)
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Volume 165 (2014)
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Volume 164 (2012)
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Volume 163 (2012)
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Volume 162 (2011)
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Volume 161 (2011)
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Volume 160 (2010)
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Volume 159 (2010)
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Volume 158 (2009)
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Volume 157 (2009)
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Volume 156 (2008)
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Volume 155 (2008)
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Volume 154 (2007)
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Volume 153 (2007)
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Volume 152 (2006)
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Volume 151 (2006)
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Volume 149 (2005)
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Volume 147 (2004)
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Volume 145 (2004)
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Volume 143 (2004)
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Volume 141 (2003)
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Volume 139 (2003)
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Volume 137 (2002)
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Volume 135 (2002)
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Volume 133 (2001)
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Volume 131 (2001)
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Volume 129 (2000)
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Volume 127 (2000)
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Volume 125 (1999)
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Volume 123 (1999)
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Volume 121 (1998)
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Volume 119 (1998)
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Volume 117 (1997)
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Volume 115 (1997)
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Volume 113 (1996)
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Volume 111 (1996)
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Volume 109 (1995)
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Volume 107 (1995)
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Volume 105 (1994)
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Volume 103 (1994)
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Volume 101 (1993)
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Volume 99 (1993)
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Volume 97 (1992)
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Volume 95 (1992)
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Volume 93 (1991)
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Volume 91 (1991)
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Volume 89 (1990)
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Volume 87 (1990)
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Volume 85 (1989)
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Volume 83 (1989)
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Volume 81 (1988)
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Volume 79 (1988)
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Volume 77 (1987)
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Volume 76 (1987)
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Volume 75 (1987)
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Volume 74 (1986)
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Volume 73 (1986)
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Volume 72 (1986)
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Volume 71 (1986)
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Volume 70 (1985)
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Volume 69 (1985)
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Volume 67 (1985)
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Volume 66 (1985)
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Volume 65 (1984)
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Volume 64 (1984)
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Volume 63 (1984)
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Volume 62 (1983)
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Volume 60 (1983)
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Volume 59 (1983)
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Volume 58 (1982)
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Volume 57 (1982)
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Volume 56 (1982)
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Volume 55 (1982)
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Volume 54 (1981)
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Volume 53 (1981)
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Volume 52 (1981)
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Volume 51 (1981)
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Volume 49 (1980)
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Volume 48 (1980)
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Volume 47 (1980)
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Volume 45 (1979)
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Volume 44 (1979)
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Volume 43 (1979)
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Volume 41 (1978)
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Volume 39 (1978)
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Volume 38 (1977)
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Volume 37 (1977)
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Volume 36 (1977)
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Volume 35 (1977)
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Volume 34 (1976)
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Volume 33 (1976)
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Volume 32 (1976)
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Volume 31 (1976)
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Volume 30 (1975)
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Volume 29 (1975)
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Volume 28 (1975)
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Volume 27 (1975)
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Volume 25 (1974)
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Volume 24 (1974)
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Volume 23 (1974)
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Volume 22 (1973)
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Volume 21 (1973)
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Volume 20 (1973)
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Volume 19 (1973)
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Volume 18 (1972)
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Volume 17 (1972)
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Volume 16 (1972)
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Volume 15 (1972)
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Volume 14 (1971)
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Volume 13 (1971)
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Volume 12 (1971)
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Volume 11 (1971)
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Volume 10 (1970)
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Volume 9 (1970)
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Volume 8 (1970)
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Volume 7 (1970)
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Volume 6 (1969)
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Volume 5 (1969)
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Volume 4 (1969)
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Volume 3 (1969)
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Volume 2 (1968)
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Volume 1 (1968)
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The updated Vocabulary Levels Test
Author(s): Stuart Webb, Yosuke Sasao and Oliver Ballance
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