Grammar learning strategies of non english majored students at ho chi minh city university oftechnology

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOG Y - LE THI THU YEN GRAMMAR LEARNING STRATEGIES OF NON- ENGLISH MAJORED STUDENTS AT HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY Major: English Language Course code: 80220201 HO CHI MINH CITY, SEPTEMBER 2020 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOG Y - LE THI THU YEN GRAMMAR LEARNING STRATEGIES OF NON- ENGLISH MAJORED STUDENTS AT HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language Course code: 80220201 By LE THI THU YEN Supervised by LE VAN TUYEN, Ph.D HO CHI MINH CITY, SEPTEMBER 2020 The thesis entitled GRAMMAR LEARNING STRATEGIES OF NONENGLISH MAJORED STUDENTS AT HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY was successfully defended and approved on ……….… at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor: Dr LE VAN TUYEN Examination Committee Chair - Reader - Reader - Member - Secretary Member On behalf of the Examination Committee Chair (full name, title, signature) HCMC UNIVERSITY OF TECHNOLOG Y POSTGRADUATE INSTITUTE HCMC, September 2020 MASTER’S THESIS REPORT Student name: Le Thi Thu Yen Sex: Female Date of birth: 06/07/1987 Place of birth: Vung Tau Province Major: English Language Student code: 1941900023 I- Thesis title: GRAMMAR LEARNING STRATEGIES OF NON-ENGLISH MAJORED STUDENTS AT HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY II-Objectives and contents Due to the importance of learning grammar strategies and the influence of those strategies on students’ grammar learning, this study aims to investigate the use of strategies in learning English grammar by non-English majored students at HUTECH More specifically, it will attempt to (a) discover which strategies are most frequently used; (b) find out if there are any differences in the use of grammar learning strategies between students of low and high English proficiency levels and between male and female students III- Starting date: (as stated in the Decision issued by the University ) IV- Completing date: V- Academic supervisor: (full name, title) LE VAN TUYEN, Ph.D ACADEMIC SUPERVISOR (full name, signature) FACULTY DEAN (full name, signature) i CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: GRAMMAR LEARNING STRATEGIES OF NON- ENGLISH MAJORED STUDENTS AT HO CHI MINH CITY UNIVERSITY OF TECHNOLOG Y In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology Ho Chi Minh City, September 2020 LE THI THU YEN ii RETENTION AND USE OF THE THESIS I hereby state that I, LE THI THU YEN, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, September 2020 Signature …………………………… LE THI THU YEN iii ACKNOWLEDGEMENTS I would first like to express my deepest gratitude to Dr Le Van Tuyen, my supervisor, of his patience, guidance, insightful advice, and constant encouragement throughout the whole research process Under any circumstances, he always gives me his warm support and dedication He has been a wonderful mentor and I feel grateful for having such a wonderful teacher Without his support and guidance, this thesis would never have been completed Second, I would also like to show my profound gratitude to all the lecturers of the Institute for Postgraduate and the Department of English Language in HUTECH for their tirelessly devoting time and efforts to enrich, broaden and deepen my knowledge over the past two years Finally, yet importantly, my deepest and sincerest gratitude goes to my family, including my mother, my husband, my daughter, my son and my parents-inlaw with their unconditional love, understanding and help I would like to dedicate this dissertation to my beloved mother who has provided me strong spiritual and material support iv ABSTRACT Grammar learning strategies (GLSs) play an important role in the acquisition of a foreign language Investigating these strategies certainly has brought many benefits to both instructors and students in the EFL contexts around the world Thus, this study attempted to explore the extent to which GLSs are used by firstyear non-English majored students and to discover whether there are differences in the use of GLSs between students with low and high English proficiency levels and between male and female students The study was conducted at Ho Chi Minh City University of Technology (HUTECH) with the participation of 130 first-year nonEnglish majored students To collect data for the study, two instruments were employed including the questionnaire and interview Both qualitative and quantitative data were analyzed through the employment of content analysis, descriptive statistics and inferential statistics The results revealed that all the GLSs were used at the medium level Affective strategies were the most frequently selected while metacognitive strategies were the least employed by the students The study also revealed that there was no difference in the use of most GLSs in terms of the students’ English proficiency levels and gender The study also made several recommendations for teachers, students, and administrators It is expected that the results of the study will partly contribute to the existing knowledge of the field of the study Key words: grammar, learning strategies, non-English majors, English proficiency level, gender v TABLE OF CONTENTS CERTIFICATE OF ORIG INALITY i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS v LIST OF ABREVIATIONS viii LIST OF TABLES ix LIST OF FIGURES x CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definitions of key terms 1.8 Organization of the thesis CHAPTER LITERATURE REVIEW .7 2.1 Teaching and Learning English Grammar .7 2.1.1 Teaching English grammar .7 2.1.2 Learning English grammar .8 2.2 The role of grammar in language acquisition .11 2.3 Language learning strategies (LLS) .11 2.4 2.3.1 Definitions of learning strategies 11 2.3.2 Categories of language learning strategies 14 2.3.3 Importance of language learning strategies 16 Grammar learning strategies (GLSs) 17 2.4.1 Definitions 17 vi 2.4.2 Categories of grammar learning strategies 18 2.5 Previous studies on language learning strategies 20 2.6 Conceptual framework of the study 26 CHAPTER METHODOLOG Y 28 3.1 Research design 28 3.2 Research site 28 3.3 Sample and Sampling 29 3.4 Research instruments 31 3.4.1 Questionnaire 31 3.4.2 Interview 35 3.5 Data collection procedure 36 3.6 Data analysis procedure 36 3.7 Reliability and validity 37 CHAPTER RESULTS AND DISCUSSION 39 4.1 Introduction 39 4.2 Results of the study 39 4.2.1 Students’ use of strategies in learning grammar 39 4.2.1.1 Frequency of individual memory strategy use 39 4.2.1.2 Frequency of individual cognitive strategy use 41 4.2.1.3 Frequency of individual compensation strategy use 42 4.2.1.4 Frequency of individual metacognitive strategy use 43 4.2.1.5 Frequency of individual affective strategy use 44 4.2.1.6 Frequency of individual social strategy use 45 4.2.2 GLSs used at a high level of frequency 46 4.2.3 The use of the six categories of GLSs 47 4.2.4 Differences of Grammar Learning Strategy Use in Terms of Proficiency Levels and Gender 48 4.2.4.1 Low and high English proficiency groups’ use of grammar learning strategies 48 ngữ pháp, sử dụng cấu trúc khác thay 20 Tơi hình dung tình tơi sử dụng cấu trúc hoc 21 Tôi xem lại lỗi giáo viên đánh dấu luận cố gắng sửa lỗi 22 Tơi ý tới quy tắc ngữ pháp nói viết 23 Tôi luôn biết người học giỏi thường biết nhiều ngữ pháp 24 Tôi xem trước điểm ngữ pháp dạy trước tới lớp 25 Tơi tìm kiếm hội học ngữ pháp nhiều tốt 26 Tôi xác định điểm ngữ pháp khó cố gắng cải thiện chúng 27 Tơi nghĩ học giỏi ngữ pháp 28 Tơi động viên khơng nên sợ mắc lỗi ngữ pháp 29 Tơi động viên nói tiếng Anh chí sợ mắc lỗi ngữ pháp 30 Tơi ghi cấu trúc, nghĩa cách dùng điểm văn phạm giảng 31 Nếu không hiểu điểm ngữ pháp giáo viên dạy, xin phép giáo viên giảng lại 32 Tôi nhờ giáo viên hay người xứ nói tiếng Anh sửa lỗi ngữ pháp 33 Tôi học luyện tập ngữ pháp với bạn bè 34 Nếu không hiểu điểm ngữ pháp, nhờ bạn bè giúp đỡ 35 Tôi cố gắng học tốt ngữ pháp để tự tin giao tiếp với người nước Cảm ơn hợp tác giúp đỡ nhiệt tình em! HẾT _♣♣♣ _ APPENDIX B INTERVIEW QUESTIONS AND RESPONSES INTERVIEW QUESTIONS Guideline for Interview Date: _ Location: _ Time to start: _ Time to finish: _ Introduction Thank you for volunteering and for signing the consent form to take part in this interview that is expected to last between twenty-five and thirty minutes You will answer some questions during the interview, and you may wish to stop the interview at any time The purpose of this interview is to understand “Grammar Learning Strategies of Non English Majored Students at Ho Chi Minh City City of Technology” This interview does not aim to evaluate your knowledge or English level of proficiency With your permission, the interview will be audio-recorded All information you share with me is treated confidentially and anonymously A Interviewees’ background Number of interviewees: Majors: How long have you been learning English? : _ B Interview Questions What you think about the importance of learning grammar when learning English? How does grammar support you in communication? How often you learn English grammar, through learning skills or learn it in isolation? Where you often learn English grammar, (inside or outside the classroom)? Are you always motivated to learn new grammar structures? Explain why? When you find a new grammar structure what you often with it? Do you write it down? make a sentence……? How you learn a new grammar structure inside / outside the classroom? How often you practice doing grammar exercises inside / outside the classroom? What you if you want to remember a new grammar structure? 10 In class if you don’t understand a grammar structure who you ask for help, from your teacher or friends? 11 What should students so that they can learn many structures and remember them for long? THANK YOU FOR YOUR COOPERATION CÂU HỎI PHỎNG VẤN Hướng dẫn vấn Ngày: _ Địa điểm: Thời gian bắt đầu: _ Thời gian kết thúc: Lời giới thiệu Cảm ơn bạn tình nguyện ký vào mẫu đồng ý tham gia vấn này, dự kiến kéo dài từ hai mươi lăm đến ba mươi phút Bạn trả lời số câu hỏi vấn, bạn muốn dừng vấn lúc Mục đích vấn tìm hiểu “các chiến lược học tập ngữ pháp sinh viên không chuyên tiếng Anh trường Đại Học Cơng nghệ thành phố Hồ Chí Minh” Cuộc vấn khơng nhằm mục đích đánh giá kiến thức trình độ tiếng Anh bạn Với cho phép bạn, vấn ghi âm Tất thông tin bạn chia sẻ với bảo mật ẩn danh A Câu hỏi thông tin cá nhân Số thứ tự: Chuyên ngành: Bạn học Tiếng Anh rồi? : _ B Câu hỏi vấn Bạn nghĩ tầm quan trọng học ngữ pháp học tiếng Anh? Ngữ pháp hỗ trợ bạn giao tiếp? Bạn thường học ngữ pháp tiếng Anh nào, thông qua học kỹ hay học cách độc lập? Bạn thường học ngữ pháp Tiếng Anh đâu? ( hay ngồi lớp học) Bạn ln có động lực để học cấu trúc ngữ pháp khơng? Hãy giải thích sao? Khi bạn tìm thấy cấu trúc ngữ pháp mới, bạn thường làm với nó? Bạn có viết khơng? Hay đặt câu ……? Làm để bạn học cấu trúc ngữ pháp / lớp học? Bạn có thường xuyên luyện tập tập ngữ pháp / ngồi lớp học khơng? Bạn phải làm muốn nhớ cấu trúc ngữ pháp mới? 10 Trong lớp bạn không hiểu cấu trúc ngữ pháp, bạn nhờ giáo viên hay bạn bè giúp đỡ? 11 Học sinh phải để học nhiều cấu trúc nhớ lâu? CẢM ƠN SỰ HỢP TÁC CỦA CÁC BẠN APPENDIX B INTERVIEW RESPONSES Interview Students Responses questions Q1: It helps me feel confident when I apply to each English skills Q2: It helps me use the correct tenses Q3: Sometimes Q4: I learn in class and practice at home Q5: Yes Because I never lose marks when writing short Q1-10 S1 paragraphs Q6: I take notes of important things like usage and meaning Q7: I listen to my teacher when I learn new grammar points in class Q8: Sometimes Q9: I ask for help from my teachers Q10: I should read paragraphs Q1: It helps students correct the tenses correctly Q2: It makes me feel relaxed when speaking Q3: Every day Q1-10 S2 Q4: I learn in the classroom Q5: I am not sure Because I sometimes feel bored of grammar Q6: I make a sentence with this grammar point Q7: I copy down structures which I like Q8: Always Q9: I try to compare the results of grammar exercises with my friends Q10: I ask for help from my classmates Q11: They should pay attention to the use of each grammar point Q1: It helps people write better Q2: I feel more confident in conversations Q3: Sometimes Q4: I learn in the classroom Q5: Yes I need to speak more fluently without mistakes in grammar Q6: I use the memory strategy to connect the new and Q1-10 S3 old grammar point Q7: I find out the equivalence between English and Vietnamese grammar points Q8: Sometimes Q9: I use grammar point to make up the spoken sentences Q10: I try to read the book and connect my memory Q11: I build conversations and apply grammar points to each sentence Q1: It helps me feel confident when I apply to each English skills Q2: I speak more fluently and professionally Q1-10 S4 Q3: Sometimes Q4: I learn outside the classroom Q5: Yes I want to get good marks from my teachers Q6: I reread the new grammar points and listen to my teachers in classroom Q7: I prepare each lessons and try to exercises Q8: Twice a week Q9: I apply grammar points into exercises Q10: I ask my teachers; however, I try to correct my mistakes in advance Q11: I make conversations with friends Q1: I feel encouraged when joining the conversation Q2: I can make friends with foreigners easily Q3: Very often Q4: I learn inside the classroom Q5: Yes I want to use each grammar point fluently and successful Q1-10 S5 Q6: I make the sentences Q7: I translate into Vietnamese for each grammar points Q8: Very often Q9: I find out the reasons why grammar points are used in specific contexts Q10: I ask my teachers via email Q11: I use the memory strategy to reinforce my memory APPENDIX C Table 4.9 Descriptive Statistics of use of GLS for low and high English proficiency groups Categories items M emory Strategies 10 11 Cognitive Strategies 12 13 14 15 16 17 Compensation Strategies 18 High proficiency and low proficiency students High proficiency N Mean S td Deviation S td Error Mean 48 3.22 984 134 Low proficiency 82 2.91 872 044 High proficiency 48 3.31 865 118 Low proficiency 82 2.97 898 073 High proficiency 48 3.76 725 099 Low proficiency 82 3.47 898 073 High proficiency 48 3.31 886 121 Low proficiency 82 3.01 906 073 High proficiency 48 3.09 976 133 Low proficiency 82 2.97 1.079 088 High proficiency 48 3.02 444 097 Low proficiency 82 2.89 929 075 High proficiency 48 3.65 828 113 Low proficiency 82 3.58 953 077 High proficiency 48 3.19 803 109 Low proficiency 82 2.93 921 075 High proficiency 48 3.46 794 108 Low proficiency 82 3.28 900 073 High proficiency 48 3.17 947 129 Low proficiency 82 3.12 996 081 High proficiency 48 2.96 889 121 Low proficiency 82 3.07 1.055 086 High proficiency 48 2.96 868 118 Low proficiency 82 2.86 990 080 High proficiency 48 3.37 1.202 164 Low proficiency 82 3.25 1.147 093 High proficiency 48 3.52 863 117 Low proficiency 82 3.26 966 078 High proficiency 48 3.67 801 109 Low proficiency 82 3.57 918 074 High proficiency 48 3.67 932 127 Low proficiency 82 3.67 1.002 081 High proficiency 48 3.24 970 132 Low proficiency 82 3.43 948 077 High proficiency 48 3.09 807 110 Low proficiency 82 3.07 984 080 19 20 21 22 23 M etacognitive Strategies 24 25 26 27 28 Affective Strategies 29 30 31 32 Social Strategies 33 34 35 High proficiency 48 3.69 748 102 Low proficiency 82 3.20 1.012 082 High proficiency 48 2.81 933 127 Low proficiency 82 2.77 931 076 High proficiency 48 3.35 935 127 Low proficiency 82 2.99 1.026 083 High proficiency 48 2.76 1.027 140 Low proficiency 82 2.80 1.124 091 High proficiency 48 3.06 998 136 Low proficiency 82 2.93 933 076 High proficiency 48 2.61 899 122 Low proficiency 82 2.97 1.061 086 High proficiency 48 2.76 930 127 Low proficiency 82 2.89 1.101 089 High proficiency 48 2.41 1.037 141 Low proficiency 82 2.39 957 078 High proficiency 48 2.70 1.002 136 Low proficiency 82 2.78 1.067 087 High proficiency 48 3.94 834 113 Low proficiency 82 3.88 958 078 High proficiency 48 3.00 890 121 Low proficiency 82 2.84 917 074 High proficiency 48 3.15 1.017 138 Low proficiency 82 3.26 1.040 084 High proficiency 48 2.61 979 133 Low proficiency 82 2.69 1.099 089 High proficiency 48 3.07 988 134 Low proficiency 82 2.99 903 073 High proficiency 48 3.85 1.053 143 Low proficiency 82 3.77 952 077 High proficiency 48 3.52 1.059 144 Low proficiency 82 3.63 882 072 High proficiency 48 2.98 921 125 Low proficiency 82 2.95 848 069 Table 4.10 T-test value of use of GLS for low and high English proficiency level groups Categories M emory Strategies Cognitive Strategies Items t df S ig (2-tailed) Mean Difference Std Error Difference 2.199 128 029* 314 143 2.420 128 016* 341 141 2.153 128 033* 292 136 2.113 128 036* 302 143 442 128 477 119 167 890 128 375 124 139 474 128 636 069 146 1.822 128 070 258 141 1.348 128 179 187 138 10 310 128 757 048 156 11 -.680 128 497 -.109 161 12 665 128 507 101 82 13 648 128 514 120 184 14 1.758 128 080 262 149 15 670 128 504 094 141 16 -.028 128 978 -.004 156 -1.275 128 128 -.193 82 136 128 892 020 149 3.196 128 002* 481 151 20 305 128 760 045 148 21 2.255 128 025* 358 159 22 -.211 128 833 -.037 174 806 128 421 121 151 -2.241 128 026* -.363 162 25 -.768 128 443 -.129 168 26 082 128 935 013 155 27 -.476 128 635 -.079 166 28 473 128 637 069 147 29 1.141 128 255 164 144 30 -.702 128 484 -.115 164 31 -.470 128 639 -.080 169 32 550 128 583 081 147 33 529 128 597 082 155 34 -.766 128 444 -.113 148 35 200 128 841 028 137 17 Compensation 18 Strategies 19 M etacognitive 23 Strategies 24 Affective Strategies Social Strategies Table 4.12 One-way ANOVA value of use of GLS for low and high English proficiency level groups 10 11 12 13 14 15 16 17 18 Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total S um of S quares 3.937 166.044 169.981 4.637 161.483 166.180 3.401 149.706 153.107 3.626 165,622 169.248 563 226.432 226.995 610 157.297 157.908 191 173.367 173.558 2.643 162.352 164.995 1.388 155.821 157.209 093 197.368 197.461 477 210.130 210.607 407 188.025 188.432 577 275.093 275.670 2.734 180.475 183.209 348 161.128 161.558 001 197.553 197.553 1.491 187.212 188.704 016 180.741 180.757 df 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 Mean S quare 3.937 814 F 4.837 S ig .029* 4.637 792 5.855 016* 3.401 734 4.634 033* 3.626 812 4.466 036* 563 1.110 508 477 610 744 792 375 191 850 225 636 2.643 796 3.321 070 1.388 764 1.817 179 093 967 096 757 477 1.030 463 497 407 922 442 507 577 1.348 428 514 2.734 885 3.090 080 348 790 448 504 001 968 001 978 1.491 918 1.625 128 016 886 018 892 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total 9.228 184.326 193.553 081 177.089 177.170 5.119 129.308 210.427 048 246.488 246.602 587 184.175 184.762 5.238 212.728 217.966 662 228.969 229.631 006 195.353 195.359 250 225.095 225.345 192 175.458 175.650 1.078 168.888 169.966 527 218.288 218.816 253 233.300 233.553 259 174.697 174.956 269 195.756 196.024 509 176.850 177.359 030 153.659 153.689 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 9.228 904 10.213 002* 081 868 093 760 5.119 1.006 5.086 025* 048 1.209 045 833 587 903 650 421 5.238 1.043 5.023 026* 662 1.122 590 443 006 958 007 935 250 1.103 226 635 192 860 223 637 1.078 828 1.302 255 527 1.070 493 484 253 1.144 221 639 259 856 303 583 269 960 280 597 509 867 588 444 030 753 040 841 Table 4.16 One-way ANOVA value of use of GLS for low and high English proficiency level groups 10 11 12 13 14 15 16 17 18 Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total S um of S quares 2,018 167.963 169.981 2.378 163.801 166.180 003 153.103 153.107 140 169.108 169.248 2.004 224.992 226.995 574 157.333 157.908 123 173.435 173.558 687 164.308 164.995 026 157.183 157.209 6.729 190.732 197.461 207 210.400 210.607 184 188.248 188.432 1.737 273.933 275.670 000 183.209 183.209 280 161.279 161.558 5.206 192.348 197.553 2.248 186.456 188.704 1.487 179.210 180.757 Df 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 Mean S quare 2.018 823 F 2.451 S ig .119 2.378 803 2.962 087 003 751 005 946 140 829 168 682 2.004 1.103 1.817 179 574 744 745 389 123 850 145 704 687 805 853 357 026 744 033 855 6.729 935 7.197 008* 207 1.031 201 655 184 923 200 656 1.737 1.343 1.294 257 000 898 000 989 280 791 348 553 5.206 943 5.521 020* 2.248 914 2.460 118 1.487 878 1.762 186 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 1.576 941 1.675 197 5.170 843 6.132 014* 104 1.031 101 751 7.092 1.174 6.040 015* 4.464 884 5.051 026* 10.043 1.019 9.853 002* 5.738 1.098 5.228 023* 14.237 888 16.035 000* 7.668 1.067 7.186 008* Between Groups 1.576 191.977 193.553 5.170 172.000 177.170 104 210.323 210.427 7.092 239.510 246.602 4.464 180.298 184.762 10.043 207.923 217.966 5.738 223.893 229.631 14.237 181.122 195.359 7.668 217.677 225.345 126 126 146 703 Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total 175.525 175.650 1.247 168.449 169.966 12.855 129.961 218.816 3.324 230.229 233.553 083 174.873 174.956 1.108 194.916 196.024 012 177.348 177.359 3.498 150.192 153.689 128 129 128 129 128 129 128 129 128 129 128 129 128 129 128 129 860 1.247 827 1.507 221 12.855 1.010 12.732 000* 3.324 1.129 2.946 088 083 857 097 756 1.108 955 1.159 283 012 869 013 908 3.498 736 4.751 030*