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- Volume 58, Issue, 1998
Toegepaste Taalwetenschap in Artikelen - Volume 58, Issue 1, 1998
Volume 58, Issue 1, 1998
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Vreemde-Talenonderwijs: Methode, Aanpak of Strategie?
Author(s): Lut Batenpp.: 13–21 (9)More LessEclecticism tends to be the most popular approach in current foreign language learning (FLL) methodology. This does not mean that the differences between methods or a diversification in the market have disappeared. On the contrary, diversified approaches continue to serve the different needs and styles of different learners and teachers. Therefore, the notion of 'method' is re-defined as the selection and programming of tasks. Instead of adjusting the learner and the teacher to the method, as was done before, choices are now made to optimalize the learning process of particular learners in a given learning environment. These choices should be sustained by research, a didactic FLL vision and by an array of materials and designs. Only then will the individual teacher or curriculum designer be able to fulfil his or her role as filter to adopt a method, adapt the approach and apply strategies. This task is not an obvious one.
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Vreemde-Talenonderwijs: Platgetreden Paden en Nieuwe Wegen
Author(s): Marianne Verhallen-van Lingpp.: 27–29 (3)More LessThe most frequently used Dutch language course for primary schools (Taal actief, 'Language actively') was analysed with respect to vocabulary teaching. The analysis was restricted to the materials for 'group 6' (children of about 10 years old). It was shown that vocabulary was part of the curriculum, but only in a limited and non-systematic way. Only about 350 words which seemed adequate for the age group considered were presented in the course material. Furthermore, the words seemed to be randomly selected. Relatively few of the tasks and exercises were directed at the learning of new words or new word meanings. Most tasks had to do with the relation between words, for example providing words with opposite meanings. Generally, the exercises did not aim at the acquisition of new words and meanings, but at the testing of word knowledge.
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Het Schoolvak Nederlands (t2/t1) Als Studieobject Van Toegepaste Taalkunde. Een Onderzoeksagenda
Author(s): Carien Bakkerpp.: 41–51 (11)More LessIn the first 1990 issue of TTWiA, stock is taken of 25 years of applied linguistics in the Netherlands. Three of the five papers deal with learning and acquiring foreign languages, one with second-language acquisition, and one with ethnic minorities in education (OET (home language instruction) and NT2 (Dutch as a second language)). During the 25 years before 1990, second-language acquisition and foreign-language instruction were the main research areas of applied linguistics. In recent years, the focus of TTWiA has shifted a little, with a considerable number of articles on Dutch as a school subject. At the moment, various developments can be observed in secondary education that have consequences for the course materials and the didactics of the school subject Dutch. In this article, we make a number of suggestions for research questions emerging as a result of developments in the field of applied linguistics.
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De Implementatie Van Zebra, Een Basisleergang Nt2
Author(s): Folkert Kuikenpp.: 53–61 (9)More LessThis article focuses on the relevance of implementation of second language methods in general and of Zebra in particular. Zebra is an introductory course in Dutch, designed for foreign students of 12 to 16 years of age. The article starts with the reasons why Zebra had to be developed. Zebra can be characterized as a task-based approach. These and other principles of the method are clarified in the following paragraphs. Teachers who want to implement the method can participate in a training program complemented by intervision and coaching. The method has been tested at six secondary schools. These tryouts have yielded a lot of information on the skills teachers need when using the method. As far as possible, these skills are integrated in the implementation program.
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Samenwerkend Woorden Leren Als Vorm Van Content Based Language Learning; Een Succesvolle Aanpak?
Author(s): Hilde Hacquebordpp.: 63–69 (7)More LessSecond-language learners need a vocabulary course that they can apply in content areas. Although many schools opt for a reading curriculum to support weak readers, many L2-readers still have difficulties at the word level. In the reading course Weet wat je Leest (Know what you are reading'), there is a vocabulary course especially for L2-readers. It is designed along the principles of 'natural word acquisition', in which attention to the unknown word and elaboration of its meaning on the basis of the co-text is important. Vocabulary learning strategies are presented in such a way that language learners can deal with it in a cooperative way. Cooperation between language teachers and subject teachers is also very important in this project. The experimental reading/vocabulary course has been implemented in several schools. Only 45 students took part in the vocabulary course, and were able to improve their results with respect to word knowledge. Also the control group improved on word knowledge, be it not to the same extent. In a small-scale study, we observed a number of students in the vocabulary course. It appeared that especially the 'overestimators' in the program among them improved their metalinguistic ability with respect to word knowledge, whereas the control Werestimators' did not; they even had lower scores on the post-test.
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Tweede-Taalverwerving in Discussie
Author(s): Aafke Hulk and Peter Jordenspp.: 77–85 (9)More LessUniversal aspects of L2 learner varieties are currently being discussed with respect to the issue of the 'L2-initial state'. Minimal Tree (Vainikka & Young-Scholten, 1996), Full Transfer/ Full Access (Schwartz & Sprouse, 1996) and Valueless Features approach (Eubank, 1996) are three approaches that provide theoretical linguistic explanations of L2 acquisition based on UG. They differ with respect to the way in which LI-instantiated knowledge is assumed to influence L2 acquisition. The aim of the Basic Variety approach (Klein & Perdue, 1997) is to explain cross-linguistically similar phenomena of L2 learning on the basis of universal of semantic, pragmatic and configurational constraints. It claims to account for both the simplicity and stability of learner varieties. One can expect these approaches to contribute to our knowledge of L2 developmental processes in the following areas of research.First, there is the question of the relation between the data and linguistic theory. Are native-speaker and nonnative-speaker knowledge of the same knowledge type? Schwartz (1994) argues that both LI and L2 acquisition are UG based. The question, however, is how to determine UG involvement in L2 acquisition on empirical grounds.Second, universality of developmental processes of L2 acquisition is a matter of discussion. UG-based approaches differ with respect to the degree to which the presence of the instantiated LI grammar influences the acquisition of L2 syntax. In Basic Variety approach, universal principles are determined crosslinguistically. They are of a pragmatic, semantic, and configurational nature.Third, Basic Variety provides an explicit account of what constitutes a simple language system. It represents a 'potential fossilization point' because it is not only a simple but also a stable system. Conflicts between constraints, i.e., possible sources of instability, are avoided. In the Full Transfer/Full Access approach, fossilization is due to problems of learnability. Restructuring an LI-induced grammar is problematic because negative evidence seems to be irrelevant, and in some cases, L2 input is highly obscure, i.e., very complex and/or very rare.Fourth, UG-based approaches differ with respect to the role of the LI. In the Minimal Tree and the Valueless Features approach, it is restricted to the initial stages, i.e., the structure of lexical projections. For Full Transfer/ Full Access, it may be relevant in every stage of L2 acquisition. Basic Variety leaves room for crosslinguistic influence only in the early stages of acquisition. When more options are available, L2 learners seem to take the alternative closest to their LI.Fifth, the question of the driving force has never been explicitly posed within UG-based approaches. This is probably because triggering, parameter setting, and feature strengthening exposure to the target language is regarded as trivial. Development in the Basic Variety approach is caused by intrinsic factors, such as discourse contexts where constraints come into conflict. In such situations, the learner has two possibilities: either to 'override' one of the constraints or develop specific means to accommodate the 'competition'. In addition, another motivation is suggested: the need to solve structural ambiguities. Categorization in terms of syntactic functions such as subject, object, predicate, noun, verb, adjective, etc., solves ambiguity through hierarchical structuring.
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Schrijfvaardigheid in de Aansluiting Vwo-wo
Author(s): Irene Visserpp.: 95–100 (6)More LessThe general writing competence of students entering university in the Netherlands is seen as barely sufficient. Writing programmes in secondary education in the Netherlands are seen as deficient in many respects. Also, since teachers at secondary schools have so far been free to set their own writing standards, students in the first year of university courses generally display a wide range of proficiency in writing. The present situation is, therefore, far from satisfactory.This article presents the findings of interviews held at the University' of Groningen during September and October 1997 on this subject, comparing these with relevant data from research papers and conference reports. It concludes with suggesting a solution to these problems of transition between secondary and academic education: a faculty-wide, systematic academic writing programme.
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De (on) Verklaarbaarheid Van Fossilisatie
Author(s): Elisabeth van der Lindenpp.: 101–109 (9)More LessIn the literature about fossilization, several definitions have been given and several explanations have been suggested for this phenomenon. I see fossilization as a long-time stagnation in the T2 learning process, leading to errors based on transfer. Fossilization is caused by sociolinguistic, pyscholinguistic and purely linguistic factors. In this paper I concentrate on the acquisition of syntactic structures and on the role of input and instruction in that process. I argue that, although in the acquisition of some syntactic structures, UG plays an important role, this does not account for the whole learning process: learners have not only to reset parameters when acquiring T2 but have to proceduralize knowledge based on the surface structure of sentences. In the case of the use of past tenses in French, many of the Dutch advanced learners of three different levels of proficiency do not acquire native-like intuitions about the use of these tenses, although input as well as instruction are thorough on this point. I suggest that the past tense system is not UG-dependent and that the instruction does not allow proceduralization of the knowledge.
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Argumenterend Schrijven in t2 en t1
Author(s): Ineke Vedderpp.: 111–118 (8)More LessThis paper reports on some of the results of a study of the 'acquisition of argumentative discourse by Dutch intermediate learners of Italian, carried out among a group of university students at the Department of Italian of the University of Amsterdam. It focuses on the comparison of the argumentation structure in L2 and LI and the lexical, syntactic and pragma-rhetorical means required for the production of argumentative discourse. The following three issues are discussed:1. The accessibility and frequency of the obligatory and optional argumentative categories and subcategories in L2 and LI (cf. Lo Cascio, 1991; Toulmin, 1958/1964).2. The main differences between L2 and LI concerning the use of the so-called argumentative indicators and other lexical and syntactic markers to emphasize the argumentative purpose of argumentation; the LI influence on the acquisition of these linguistic means in L2.3. The use in L2 and LI of pragma-rhetorical devices to rouse the interest, of the reader and to convince, such as metaphors and rhetorical questions; the occurrence of pragma-rhetorical LI transfer.
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Hoe Beïnvloedt Kennis Over Taal de Verwerving Van Een Vreemde Taal? Evidentie Vanuit Een Computeronder-Steunde Cursus Spaans
Author(s): Rick de Graaffpp.: 119–126 (8)More LessThe article reports on an empirical study of the faciltative effect of explicit instruction about language structure on the acquisition of second language (L2) morphosyntax, by means of an experiment in which students learning Spanish were given varying amounts of explanation about the grammatical structure. Students took a computer-assisted self-study course under explanation or non-explanation conditions, and were tested on the acquisition of a simple and a complex morphological structure and a simple and a complex syntactic structure. It is argued that explicit knowledge about language does not convert into implicit knowledge of language. The study is based on an attention focusing position, according to which implicit knowledge is acquired as a result of noticing specific forms and their meanings in the target language; noticing can be facilitated by explicit knowledge built up as a result of explicit instruction.
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De Relatie Tussen Theoretische en Toegepaste Taalkunde: De Verwerving Van Partikels
Author(s): Hans Bennispp.: 127–136 (10)More LessResearch in the field of language acquisition has had surprisingly little influence on linguistic theory. In part this might be due to the fact that applied research is empirically more complex given the instability of various stages and the difficulty in interpreting the data. Moreover, applied linguists are generally more interested in explaining the data than in contributing to the development of the theory. In contrast, theoretical linguists often take data and analyses from the domain of language acquisition seriously to the extent that these confirm their theory. In this paper it is argued that a long-standing problem in linguistic theory can be solved if we take the generalizations from acquisition into account. The empirical issue concerns the problem of separable compound verbs in Dutch. The theoretical issue involved concerns the definition of the notion 'word'. From a survey of the rather extensive literature on this problem, it is clear that separable compound verbs may be analysed either as single words or as complexes consisting of two separate words. It is demonstrated that language acquisition data provide us with strong arguments in favour of an analysis in which separable compound verbs are syntactically complex.
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De Wet Van Behoud Van Structuur: verwerving van de possessief in een tweede taal
Author(s): Ineke van de Craatspp.: 137–147 (11)More Lesshis paper deals with the L2 conservation hypothesis. It is argued that, in its initial stages, adult L2 acquisition is primarily determined by the LI grammatical system. The acquisition model presented here is in line with the Full Transfer/Full Access hypothesis of Schwartz and Sprouse but is more specific as for the terms transfer (= conservation) and access, and as for the development of morphology.The learner is using his LI system with a target language vocabulary, which has the paradoxical consequence that the LI impact seems to grow the more L2 the learner acquires. This pattern is illustrated by the acquisition of possessive structures by Turkish and Moroccan adults learning Dutch outside the classroom. They appear to act as linguistically conservative individuals who, initially, generate L2 possessive structures by combining their LI grammatical with their limited L2 vocabulary. Consequently, the Turkish and Moroccan learners have different paths of acquisition. They are similar, however, on a more abstract level. Both groups are able to learn specific new parametric values quite early in the acquisition process, and they both have extreme difficulties in learning L2 morphology.
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Open Vragen: Antwoorden in de Vreemde Taal?
Author(s): Marjolein van Elmpt and Pieter Loonenpp.: 149–153 (5)More LessThe new exams for text comprehension at upper secondary level in the Netherlands will include open questions, besides the traditional multiple choice ones. It has been provisionally suggested that these open questions should be answered in LI (Dutch) rather than L2. But is L2 a serious handicap? In this research project, 67 Dutch students at pre-exam level were asked to take the same text comprehension test for English, 35 of them with questions and answers in Dutch, and 32 with questions and answers in English. The scores turned out to be roughly equal for the two groups. A similar (but much more limited) project for German showed considerable differences between the Dutch and the German groups.
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Woordenboekgebruik en Tekstbegrip
Author(s): Heleen de Hondt, Lydius Nienhuis and Majorie Weistrapp.: 155–162 (8)More LessThis article describes an empirical study on the effect of dictionary use on scores of reading comprehension tests for advanced levels of French, as well as the effect on certain aspects of learner behaviour. For a more detailed description, see Weistra (1997).In this research project, groups of students from the upper grades of secondary schools took parts of the final exam tests for reading comprehension (CITO toetsen) either with of without the use of a bilingual dictionary.Test scores and time on task under the two conditions have been compared. Data have been collected on the ability to select the correct meaning of the words looked up.
Volumes & issues
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Volume 86 (2011)
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Volume 84 (2010)
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Volume 83 (2010)
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Volume 84-85 (2010)
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Volume 82 (2009)
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Volume 81 (2009)
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Volume 80 (2008)
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Volume 79 (2008)
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Volume 78 (2007)
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Volume 77 (2007)
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Volume 76 (2006)
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Volume 75 (2006)
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Volume 74 (2005)
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Volume 73 (2005)
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Volume 72 (2004)
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Volume 71 (2004)
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Volume 70 (2003)
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Volume 69 (2003)
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Volume 68 (2002)
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Volume 67 (2002)
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Volume 66 (2001)
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Volume 65 (2001)
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Volume 64 (2000)
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Volume 63 (2000)
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Volume 62 (1999)
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Volume 61 (1999)
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Volume 60 (1998)
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Volume 59 (1998)
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Volume 58 (1998)
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Volume 57 (1997)
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Volume 56 (1997)
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Volume 55 (1996)
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Volume 54 (1996)
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Volume 53 (1995)
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Volume 52 (1995)
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Volume 51 (1995)
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Volume 50 (1994)
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Volume 49 (1994)
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Volume 48 (1994)
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Volume 45 (1993)
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Volume 46-47 (1993)
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Volume 44 (1992)
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Volume 43 (1992)
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Volume 42 (1992)
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Volume 41 (1991)
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Volume 40 (1991)
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Volume 39 (1991)
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Volume 38 (1990)
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Volume 37 (1990)
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Volume 36 (1990)
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Volume 35 (1989)
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Volume 34 (1989)
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Volume 33 (1989)
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Volume 32 (1988)
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Volume 31 (1988)
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Volume 30 (1988)
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Volume 29 (1987)
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Volume 28 (1987)
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Volume 27 (1987)
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Volume 26 (1986)
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Volume 25 (1986)
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Volume 24 (1986)
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Volume 23 (1985)
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Volume 22 (1985)
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Volume 21 (1985)
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Volume 20 (1984)
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Volume 19 (1984)
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Volume 18 (1984)
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Volume 17 (1983)
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Volume 16 (1983)
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Volume 15 (1983)
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Volume 14 (1982)
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Volume 13 (1982)
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Volume 12 (1982)
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Volume 11 (1981)
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Volume 10 (1981)
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Volume 9 (1981)
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Volume 8 (1980)
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Volume 7 (1979)
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Volume 6 (1979)
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Volume 5 (1978)
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Volume 4 (1978)
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Volume 3 (1977)
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Volume 2 (1977)
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Volume 1 (1976)
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