Towards helping fourth year english majors at hou improve their speaking skills

Graduation Paper DECLARATION Title: Towards helping fourth-year English majors at HOU improve their speaking skills I certify that no part of the above report has been copied or reproduced by me from any other’s work without acknowledgement and that the report is originally written by me under strict guidance of my supervisor Hanoi, 15th April, 2016 StudentSupervisor LE DANG VINH Lê Đăng Vinh - K19A08 (2012-2016) PHAM THI MINH PHUONG Graduation Paper ACKNOWLEDGEMENT At this stage of research accomplishment, I would hereby like to express my profound gratitude to my supervisor, Ms Pham Thi Minh Phuong, from whom I received enormous kindness and guidance I am also grateful to all the teachers at the English Faculty of Hanoi Open University for their interesting and useful lectures which have built in me a firm foundation with immense ideas for the fulfillment of this paper Furthermore, I would like to express many thanks to my classmates in K19A08, especially Pham Minh Cam Chi for her great support during my study and my research work as well Last but not least, my special thanks go to my parents who have been, as they always do, encouraging me and supporting me in all aspects Hanoi, 15th April, 2016 LEDANG VINH Lê Đăng Vinh - K19A08 (2012-2016) Graduation Paper TABLE OF CONTENTS PART A: INTRODUCTION 1 Rationale Aims and objectives of the study Scope of the study Research questions Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Definition of speaking skills 1.2 Difference between speaking and conversation 1.3 Speaking in second language 1.4 The important role of speaking in learning English 1.5 Summary 11 CHAPTER II: THE STUDY 12 2.1 Subject of the study 12 2.2 Data collection method 12 2.3 Data analysis and comments 13 2.3.1 Data analysis 13 2.3.2 Comments on the reasons why students are having difficulties in learning speaking skills 23 2.3.2.1 Lack of basic vocabulary and grammatical skill 23 2.3.2.2 Lack of pronunciation competence 24 2.3.2.3 Lack of general knowledge 25 2.3.2.4 Lack of appropriate methods 25 Lê Đăng Vinh - K19A08 (2012-2016) Graduation Paper 2.3.2.5 Lack of confidence 26 2.4 Summary 26 CHAPTER III: SUGGESTIONS ON IMPROVING SPEAKING SKILLS FOR THE FOURTH YEAR ENGLISH MAJORS AT HOU 27 3.1 Enriching vocabulary 28 3.2 Mastering basic grammar 29 3.3 Enhancing pronunciation 31 3.4 Increasing general knowledge 34 3.5 Improving confidence 36 3.6 Finding a suitable method 37 PART C: CONCLUSION 37 REFERENCES 39 Lê Đăng Vinh - K19A08 (2012-2016) PART A: INTRODUCTION Rationale Following the reform and opening-up policy, Vietnam is progressing toward a global modernized economic society English as an international language plays a more and more important role in many aspects of our life It is being used in international business, politics, education, agriculture, science, technology, etc Therefore, English has been made the most popular foreign language learned by many students in the world In Vietnam, English is not only regarded as a second language, which is widely used in both formal and informal occasions, but also considered to be the initial foreign language that is being learned compulsorily since middle school till university level for many years (Actually, in recent years, the English course has been started since primary school) Therefore, English as a major course must be learned and mastered by every student In learning English, the ability to speak is considered to be the passport to success Because speaking skill is the one that can satisfy the principal function of a language, serving for communication; therefore, a person who can speak English well will certainly find it easier to master English learning in general Unfortunately, to those who study English as a non-native language, speaking is regarded as the most difficult one among four main communicative skills of English Many English learners in Vietnam also realize that it is very difficult to speak English fluently and automatically in classroom To improve the speaking ability, we had better look carefully at our weakness and anticipate probable results for proposing suitable approaches Therefore, the author decided to choose the topic “Towards Lê Đăng Vinh - K19A08 (2012-2016) helping fourth-year English majors at Hanoi Open University (HOU) improve their speaking skills” Hopefully, the thesis of a small study on this field will be useful for English learners, especially the fourth-year English majors at HOU Aims and objectives of the study The main purposes of the research are: • To find out what difficulties that the majority of fourth-year English-majors at HOU have to face when using English in classroom, in real life, as well as when taking speaking tests (i.e: IELTS, TOEFL…) • To understand the real situation in which the students lack necessary abilities to speak English fluently and get good marks in these tests • To eventually come up with a solution to help them improve their speaking skill Scope of the study Due to time limit, the focused area of the research will only be among the fourth-year students of the Faculty of English at HOU Research questions With the aims mentioned earlier, the research questions were addressed as following and this thesis was hoped to answer them: • What difficulties the fourth-year English majors at HOU have in learning speaking skills? • What are the solutions to help them improve their speaking skills? Lê Đăng Vinh - K19A08 (2012-2016) Methods of the study To achieve the aims stated above, this thesis is created using the following methods: • Discussing with my supervisor, teachers at HOU and classmates who are learning English • Getting information from many foreign sources • Carrying out surveys and interviews to gain better insight into the real situation Design of the study Beside the introduction and conclusion parts, the study consists of three main chapters: Chapter 1: Literature review – providing and introducing some definitions and theories related to speaking skills Chapter 2: The study – the main part of the study, which discloses the real situation of learning speaking skills for the last-year students at Faculty of English, HOU and identifies their problems in speaking Chapter 3: Suggestions on improving speaking skills for the fourth-year English majors at HOU Lê Đăng Vinh - K19A08 (2012-2016) PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Definition of speaking skills As far as the researcher is concerned, there has been a myriad of definitions of speaking According to the Oxford Dictionary of Current English (2009), speaking is “the action of conveying information or expressing ones’thoughts and feelings in spoken languages.” Chaney (1998), however, considered speaking a process: “Speaking isthe process of building and sharing meaning through the use of verbal or non-verbal symbols in a variety of contexts” Sharing the same viewpoint,Florez (1999) added that speaking is an “interactive” process, which consists of three main stages “producing, receiving and processing information.” In language teaching and learning, speaking is considered a skill topractice and master In this light, Nunan (2003) put it that “speaking isthe productive oral skill It consists of producing systematic verbal utterance toconvey meaning.” Also considering speaking as a skill, Bygate (1987)investigated the distinction between knowledge and skill in speaking lesson,which he considered as crucial in the teaching of speaking Indeed, to be agood learner of speaking, studying knowledge of grammar, vocabulary,pronunciation, intonation, etc is not enough but the skill to use this knowledgeto communicate successfully is indispensable In brief, there are different concepts of speaking, i.e speaking as anaction, a process and a skill In this study, the term “speaking” will be used to refer to a skill related to language learning and teaching Lê Đăng Vinh - K19A08 (2012-2016) 1.2 Difference between speaking and conversation Although the terms “speaking” and “conversation” may seem clear, they often get misunderstood Speaking as a skill taught at schools presents the student’s ability to express his or her opinions, thoughts and ideas to a particular matter Speaking practice, which is usually based on story-telling, giving speech or presentation, is the necessity for later successful conversation Nevertheless, the focus on speaking activities has diminished in recent years This has been caused by many factors, especially by realizing the need of everyday communication Giving speeches or presentations is not what we concentrate on in our lessons Even though these are crucial prerequisites for later conversational practice, the teachers tend to focus on communicative activities as the main goal of speaking lessons There is no objection to this, but it is essential to mention the importance of presentations for military English learners working for the Ministry of Defence and the consequences of the lack of speaking skill while giving military presentations abroad For this reason, it is very important for teachers to think through the purpose of speaking and communicative activities being prepared for lessons and also the target group of learners Nolasco (1987) mentions that being able to speak reasonably correct and even fluent English is one thing, but being able to engage in on-going, interactive, mentally satisfying conversation is another Conversation is such a natural part of our lives that many people are not conscious of what happens within it However, conversation follows certain rules which should be obeyed in order for participants to feel relaxed and be satisfied with it Lê Đăng Vinh - K19A08 (2012-2016) 1.3 Speaking in second language Many language learners learning a second language regard speaking ability as the measure of knowing that language These learners define fluency and accuracy as the ability to converse with others, much more than the ability to read, write, or comprehend oral language They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication The speaking ability in a second language can more or less be divided into two categories: accuracy and fluency • Accuracy focuses on the correct use of grammar, vocabulary, and other skills In most lessons, the teacher builds accuracy in the early stages through controlled or semi-controlled activities Students practice a pattern, and use the language in context Drills, scripted dialogues, and short questions which promote the language are all common examples in any level of lesson • Fluency is the ability to speak smoothly and clearly With advanced students, it also refers to the ability to participate rather than react to a conversation Activities which focus on fluency often appear towards the end of the lesson, when more open ended (yet focused) activities appear According to Florez (1999), speaker of a second language usually acts as the following: - Producing the sounds, stress patterns, rhythmic structures, and intonations of the language - Using grammar/structures accurately Lê Đăng Vinh - K19A08 (2012-2016) CHAPTER III: SUGGESTIONS ON IMPROVING SPEAKING SKILLS FOR THE FOURTH-YEAR ENGLISH MAJORS ATHOU In this chapter, the author would like to give some effective solutions to help the fourth-year students improve their speaking skills 3.1 Enriching vocabulary Vocabulary enrichment is very important in speaking and in learning English as a whole Without wide vocabulary, the speakers will not have enough words to express their ideas Thus, they will get troubles in presentation and communications In fact, increasing vocabulary is vital to improve students’ speaking skills Below are some effective ways that can help to enhance vocabulary • Read as much as possible It is undeniable that reading is the most effective way to enrich vocabulary When reading, students can see words being used in contexts, and that is what makes it much more effective than, for example, merely memorizing word lists With context information surrounding each new word, students can guess its meaning just by understanding the overall text Finding out the meaning of words in such a way is the natural way of learning language, and reading provides the best opportunity to get exposed to this natural way of learning If they are not able to infer the meaning of new words when reading, it is probably because there are too many unknown words in the text In that case, try reading easier materials The key to good reading is making it a pleasurable activity; so they should not be afraid of coming across unknown words, but make sure the text is appropriate for their reading level • Keep a dictionary and thesaurus handy Use whatever versions, in print, software, or online When coming across a new word, look it up Lê Đăng Vinh - K19A08 (2012-2016) 28 in the dictionary to get both its pronunciation and its meaning(s) Next, go to the thesaurus and find similar words and phrases, and their opposites (synonyms and antonyms, respectively), and learn the nuances among the words • Engaging in conversation is yet another great way to help enrich vocabulary Speakers can gain lots of new words by listening to or hearing from your relatives, friends, colleagues and acquaintances In addition, watching English news bulletin regularly can be of much help and assistance in expanding vocabulary Thus, the more words they know, the more they will be able to express your ideas • Learning a word a day can be a great way This will help the students learn many words providing they it constantly • One of the best and fastest ways of enriching vocabulary is to learn the root words For example, ambi (both) is the root of the word ambiguity, art (skill) is the root of artistic and auto (self) is the root word of automatic It is worth mentioning that this way of learning will save time and efforts to a greater extent • There are innumerable games available at the internet that can aid learners greatly in the process of vocabulary building This, in addition to improving vocabulary, will let them have fun in finding many new words faster 3.2 Mastering basic grammar Grammar is the set of rules that govern the usage of English language A strong grasp of English grammar is therefore of the greatest importance Without grammar rules, the speakers can never make any correct sentence due to the disorder of words However, in order to become a good speaker, Lê Đăng Vinh - K19A08 (2012-2016) 29 learners only have to master their basic grammatical skill because unlike writing, speaking only requires something simple and easy enough for the listeners to understand Here are some tips which will help improve English grammar: • Understand the building blocks of grammar As a first step, it is important to know the different building blocks of grammar like nouns,pronouns,articles,adjectives, verbs,adverbs,prepositions, conjunctions and interjections.The internet is full of resources about these and it is usually a good idea to understand them well • Pay attention to sentence structures When reading an article or watching a movie, it is important to pay attention to how sentences are constructed This practice helps ingrain different sentence structures and will help learners’ spoken English • Practice when possible This tip can never be overemphasized As an English learner, it is extremely important to talk in English at any given opportunity If the students not have partners to practice with, they should try to speak in front of the mirror • Grammar exercises will help.Students shouldtry doing different grammar exercises and find out their own weaknesses These exercises are freely available on the internet It is only after weaknesses are correctly assessed that they will be able to rectify them • Find a mentor Many learners have improved their grammar working with a mentor A mentor could even be a friend who has a strong command over English grammar You must speak only in English with the mentor and ask them to point out their mistakes This real time feedback is very beneficial in improving grammar Lê Đăng Vinh - K19A08 (2012-2016) 30 • Join a course Many students find that an English improvement course is the quickest way to improve English grammar If joining a classroom program is difficult, then an online course is a great option 3.3 Enhancing pronunciation The first thing of all that the students should notice is that they should not worry about not having a native-English accent It is important to be able to speak clearly, so that people can understand them However, it is almost impossible to sound exactly like a native English speaker if they are learning English as an adult in a non-English speaking country However, there are many things that the speakers can to improve their pronunciation and speaking skills Here are some tips to help improve English pronunciation • Decide what kind of accent they would like to speak with.There are many different kinds of English accents The two most common are British and American There are many different accents even within British or American pronunciation, but most learning materials will help them learn either a standard British accent or a standard American accent.American pronunciation and British pronunciation are completely different The consonant sounds are the same (except for the letter‘t’ and an ‘r’ after a vowel), but the vowel sounds are very different The British accent has more vowel sounds, and some vowel letters are pronounced differently For example, in British English, can’t is pronounced /kɑːnt/, but in American English, people pronounce it /kỉnt/ Lê Đăng Vinh - K19A08 (2012-2016) 31 • Listen to spoken English as often as possible Listen to how speakers pronounce various words and phrases and "model" pronunciation on what is heard • Learn the phonetic alphabet Use the phonetic alphabet page (at the beginning of most good dictionaries) as a guide to pronouncing new words • When learning a new word, learn how to pronounce it correctly The longer a person say a word incorrectly, the harder it becomes to learn to say it correctly They have developed a bad habit, and it takes a long time to break a bad habit This is why it is so important to learn the phonetic alphabet and use dictionaries specifically for English learners For example, when reading a book and see the word inherent, learners should look it up in an online dictionary, it will show them the phonetic transcription: /ɪnˈhɪərənt/.They should also click on the speaker icon to hear the word being pronouced perfectly right by a native speaker, then imitate them • Don't forget to learn the word stress of a new word Every English word has its own stress, or intonation For example, the word "believe" has two syllables (be and lieve), but only the second syllable is stressed We say be'lieve and not 'be lieve The dictionary will show the syllable stress by an apostrophe (') before the syllable to be stressed Word stress is important In fact, it is more likely that someone misunderstands you because of wrong word stress than because of the wrong pronunciation of a sound • Be aware of intonation and sentence stress Not all words in a sentence have equal stress, and generally only the "information" words (nouns and verbs) are stressed For example: Lê Đăng Vinh - K19A08 (2012-2016) 32 -' Where's the 'pen I 'gave you? - 'Where's the 'red 'pen I 'gave you? - Where's the 'red and 'blue 'pen I 'gave you 'yesterday? The unstressed words (such as "the", "I", "you" and "and") not carry as much "weight" as the stressed words They become much smaller in length, and are almost abbreviated For example, "and" becomes "ʌn"
Changing stress Sentence stress is not "fixed" like word stress In fact, words that are normally unstressed can be stressed in order to highlight different meanings For example: - I 'love you (“Love”, rather than just “like”.) - 'I love you (With the stress on I to highlight that it is “me” rather than “another person” who loves you.) - I love 'you (And nobody else.)
Intonation There are a couple of easy to remember rules about intonation Usually our voices go up at the end of the sentence to show a question, and down at the end to show a statement Intonation is also important in "tag questions": - You know him, don't you? (With rising intonation on "don't you?" to show it is a question) - You know him, don't you (With falling intonation on "don't you" to show it is a statement you expect the other person to agree with.) Lê Đăng Vinh - K19A08 (2012-2016) 33 • Learn to recognize spelling patterns For example, "tion" on the end of a word is pronounced " ʃ n", while "sion" can be pronounced "zn" There are often many ways to pronounce a particular spelling pattern, but it certainly helps to know what the variations are For example, the pattern "ough" can be pronounced "ʌf " as in "enough" and "tough", or "ɔː" as in "ought" and "bought" or "əʊ " as in "although" and "dough" • Don’t rush If the speakers speak too fast, the danger is that they could skip over some words, fail to pronounce them completely, or mix them up If speaking too slowly, they might end up sounding unnatural But it is better to speak slowly and clearly than too quickly • Practice for at least 30 minutes every day There is no other way to it The only way a student’s pronunciation will improve is if they practice, as much as possible They should work out with sounds which cause them most problems in English For example, Vietnamese people usually have difficulties with /ʃ/, /ð/, etc, so they should practice them until they feel as natural and comfortable as the sounds of our mother tongue Also, a useful exercise is a "minimal pair" exercise For example, if having difficulty distinguishing between "p" and "b", try practicing pairs of words which are the same except for the sound "p" and "b" For example, "pair" and "bear"; "pond" and "bond"; "pie" and "buy" etc 3.4 Increasing general knowledge This is an important factor in the process of improving speaking skills There are many ways to widen general knowledge; however, to use the knowledge that the students have already known in their mother tongue and transfer them into oral English sentences is really a challenge So it is highly Lê Đăng Vinh - K19A08 (2012-2016) 34 recommended that the students should gain general knowledge via English approach • Reading is the foundation for gaining any type of general knowledge There are no specific requirements on what books to read or on what subjects The most important quality of reading is to make it a daily and routine part of your day, and obviously, in English Students can read a novel, newspapers of subjects, etc anything of their interest • Listening by socializing with friends, professors The more people to come into contact with, the higher possibility to engage in intelligent and informative conversations where the students can gain additional knowledge Since people enjoy informative yet casual conversations on interesting topics, they tend to retain this knowledge better Having one or two native English-speaking friends to meet up for coffee or tea once a week and discuss anything new or talk about current affairs is very beneficial as well They should also attend a seminar or conference conducted by English native speakers Listening to professionals conducting the seminar or conference will provide them the general knowledge presented a topic • Using technology might be the most effective way given how increasingly popular technology equipments are today By now, television is one of the most widely used sources to gain general knowledge Try to stay diverse in watching television by watching news programs such as CNN, public broadcasting (PBS), game shows (Jeopardy), and educational programming (National Geographic) with documentaries, films based on facts, and instructional programming (Food Network) to expand general knowledge Besides, students can also play online games or Lê Đăng Vinh - K19A08 (2012-2016) programs that challenge their 35 knowledge They can choose a game or program that involves learning new information, rules, or strategies There are many online sites that offer crossword puzzles, trivia, and other games that will test their general knowledge 3.5 Improving confidence As the author has already mentioned above (see page 17), confidence improvement is most of the time a problem when a student lacks the basic knowledge about English (pronunciation, vocabulary, grammar, etc.) So when they are able to find a way to improve them, their confidence will gradually increase without they even notice However, for some of the students, this is still a common challenge that they are facing when speaking English, especially in front of the crowds The stress and tension as well as the attention of the listeners cause them to forget what to say and how to speak correctly, even when they have a good command of English Here are some steps to help these students gain confidence in their ability to speak English: • Make good practice and preparation before speaking For example, rehearsing and rewriting English presentations can help to memorize the material The more familiar the students are with their material, the smoother their presentation will go and the easier it will be for them to speak with confidence • Practice in front of a mirror to check the eye-contact, body languages • Practice with a friend Meeting people with the same mindset and same level of English Even if those people can come from other countries, the students should speak to them in English Chances are, they are both experiencing similar challenges, they can overcome these Lê Đăng Vinh - K19A08 (2012-2016) 36 challenges together Their friend may know about something more than them, vice versa, this is where exchanging knowledge is most beneficial Try to be positive in their English Think about being calm Remind themselves to relax and use their English knowledge 3.6 Finding a suitable method Above are only some of the suggestions that the writer thinks might be helpful for the students to come to fruition in practicing speaking skills However, they might be not as useful to this student as they are to others, so the students should only consult, as well as find a method for their own practice Above all, only good practice makes perfect PART C: CONCLUSION Lê Đăng Vinh - K19A08 (2012-2016) 37 It is clear that being able to speak English is very crucial in our life It also relates to other soft skills such as presentation skill, communication skill and it requires the confidence from the learners Therefore, teaching and learning speaking in English is considered as the most difficult to achieve among the four skills This is the reason why the author chose speaking skills as the topic of the thesis, with the hope of contributing some suggestions on helping the fourth-year English students improve their speaking skills This paper was carried out with the purpose of finding out some difficulties in the process of studying speaking skills of the senior-year students at FOE, HOU First and foremost, in Chapter I, the author has given some general literatures about speaking skills to all the students In this chapter, students will have basic information about speaking skills such as the definition, the importance of speaking, etc After reading this chapter, the readers will have general knowledge about speaking Secondly, in chapter II, the author has explored the real situation as well as the difficulties of learning speaking skills of the students via a survey of questions This survey was carried out with the participation of 100 fourth-year students Last but not least, in the final chapter, based on the survey result, the author has pointed out some effective solutions to help the fourth-year students deal with the difficulties and improve their speaking skills Within about forty pages of the study, the writer has tried his best to finish the study However, some imperfections are inevitable Hopefully, feedback from the teachers and friends about any shortcomings of this study will be given back Lê Đăng Vinh - K19A08 (2012-2016) 38 REFERENCES Bygate, Martin (1987) Speaking Oxford: Oxford University Press Bygate, M (1987) Oral communication in TESOL: Integrating speaking, listeningand pronunciation Oxford: Oxford University Press Brilhart, B L (1965) The Relationship Between Some Aspects of Communicative Speaking and Communicative Listening Journal of Communication, 15 (1), 35-46 Cambell, R N (1972) Linguistic and social aspects of communicative competence in teaching English as a second foreign language Massachusetts: Newbury House Publishers, Inc Carter, R., & Nunan, D (2001) Teaching English to speakers of other languages Cambridge: Cambridge University Press Chomsky, N (1988) Language and Problems of Knowledge: The Managua Lectures Boston: MIT Press Florez, M A (1999) Improving Adult English Language Learner’s Speaking Skill Washington, DC: NCLE Publisher Keith Johnson, Helen Johnson (1998), Encyclopedia dictionary of applied linguistics: ahandbook for language teaching Blackwell Publishing Ctd Levelt, W J M (1993) Speaking: From Intention to Articulation Boston: MIT Press 10 Morgan, C & Cain, A (2000) Foreign Language and Culture Learning from a Dialogic Perspective NY: Multilingual Matters Ltd 11 Richards, Jack C and Rodgers, Theodore Stephen (2001) Approaches and methods inlanguage teaching Cambridge: Cambridge University Press 12 Richards, Jack C (2006) Communicative Language Teaching Today Cambridge: Cambridge University Press Lê Đăng Vinh - K19A08 (2012-2016) 39 13 Richards, J C., Hull, J & Proctor, S (1996) Changes: English for InternationalCommunication Teacher’s book (Vol 3) UK: Cambridge University Press 14 Vyas, Manish A and Pate, Yogesh L (2009) Teaching English as a second language: Anew pedagogy for a new century Asoke K Ghosh, PHI Learning Private Limilted, New Delhi 15 Whiz Kid - Spoken English (2009) New Delhi: Sterling Publishers Private Limited Lê Đăng Vinh - K19A08 (2012-2016) 40 APPENDIX QUESTIONNAIRE Your assistance and co-operation in completing the questionnaire will be highly appreciated Please circle the answer that you find suitable (you can choose more than one) or answer the questions if necessary How you think about speaking skills? A Very difficult B Difficult C A bit difficult D Not difficult Which you integrate with speaking skills? A Pronunciation B Listening C Vocabulary D Grammar E Others (name them) Which factor you think is the hardest to improve when learning speaking skills? A Background knowledge B Confidence C Vocabulary and grammar D Pronunciation E Others (name them) Which materials you use for speaking skills? A Textbooks only B Textbooks and supplementary materials Lê Đăng Vinh - K19A08 (2012-2016) C Sources on the Internet D Others (name them) Which kinds of activity you prefer to work in class? A Individual B Pair-work C Group work D Others (name them) Which topics you like the most in speaking lessons? A Technology B Leisure activities C Accommodation D Education E Transport F Others (name them) Which strategies you take in practicing speaking skills for IELTS or other oral tests? A Based on sub-speaking skills B Based on tips of speaking skills C Improving your grammar and vocabulary D Improving other communicative skills E Others (name them) How often you self-study speaking skills at home? A Often B Sometimes C Rarely D Never Lê Đăng Vinh - K19A08 (2012-2016)