Phân tích những yếu tố Ảnh hưởng Đến hứng thú học tập môn lí thuyết Đối dịch của sinh viên khoa tiếng trung

Motivation: An essestial dimension of Yotivetion and self-regulated learning: Theory, research, and wtleéee, 38248 Kathryn R, and David B Miele, 2009.. “Taterest, Learning, And rest In

BO GIAO DUC VA DAO TAO TRUONG DAI HOC SU PHAM TP HO CHi MINH

Nguyễn Lê Quỳnh Như:

PHAN TÍCH NHUNG YEU TO ANH HUONG DEN HUNG THU HQC TAP MON Li THUYET DOI DICH CUA SINH VIEN KHOA TIENG TRUNG

Chuyén nganh: Sw pham tiéng Trung Quéc

Mã số sinh viên: 46.01.704.081

Khóa luận tốt nghiệp

Giảng viên hướng dẫn khóa luận:

TS LY GIA YEN

TP Hồ Chí Minh - 2024

#fØ4: K46.TRUNG.SPC

2024 46 04 PME AT

qe

FANN TREE VIET FAAS

WECMAT HERA AR EOLA RET TS: PUES PRTG #Ef@äE, iM2RXIEZ210U481#Z8i60N f9 SNARE AT WA FE DALE, AS PEF LS IGE a a Pe A =) oe BREA) MR AE FRA PAD UR A Oy SA a TTA SOCAN 51 BSE UT TW ER, POLITE RT SPARE A) UR BIR, HL SE EE SINR EA

®#%+#—iHWI 7 *#'El93%#2134 Đớt, 423kWUltfiRIf9#L#I?E#M {ES AEM S| RET A A FE EZ Rei: 1U BPR MBI: Seu iee

ii #'#IEHI FAN

Le DL 4 GB 9b 5 a sw 12 1.1 2 ORR PEBB HE AOE ee 14

+ —' #2JXi&1l 3: 3đ) 3# 3] ìñ 3) đa Xí fE it Í HQ Schiefele #l

PAE CEE) PB 5| ERROR

SUK, HERLIC, A 30 SHAPE Ae EB Vu Thanh Xuan (2018) APE, A, EMH ME BS HOT ei k2 II, š Fa EB A 69)"

RE, TRAM ATTE, A: HD BS A TR AER AE, XIRI HRS EVEAE, DUMP UMER A Thi, By iELHIEĐE T DC mE A A TA

loarning: Ronoficial effects of eontextoalization, personalizatin, and choice Journal

oF Batons! Pscholgy, 8 818 Te ‘Minh Phong (2021 ngy 19 hán 12 Thảo luận về gio dy tếng Trung Quốc quốc trong th Soto Bi Gio dv Tad anh Xuân (2015) Khảo sắt yê cổ của ah ty dng iv nin ục hiền, phiến địt tiếng Trang Qube Tp Cu dc B 317

4

BREE MARNIE IRS, (LE BE HEAL (2020)

iS (2014) PEAT (2023) SPAT» ERRATA BT BE Aa WE I A AE SY 34&ñÌÉTE ïÊ É9 48 f9 3x

MEF LARVA, RAVER TERE “REE AE) RR RM MEAIB” DAF A bs

—¬ GR, PARR, BERT OME HEN PEATE POT PEAS REY EA OI AY AE HE

a SERS HE 2) Re BA AT PO TE

2 TARE

CERAM Z AT, BRU THAN HT EE TE EBS A SOUS A Bd MF EAL AIR HE 8 Jarvela fil Renninger (2014) VIF BARA EN BLA TAR KAM, ERLE ATS mB AAS A) EES AY EL eR A : BI, AEA MRAP HT BERRIES UES EI AU EIN ACHR (LA RTA

Abrantes §H{bf9jfJ$f (2007) *3#̓ ƒ fÄ9f#iÈ%, 7T -f#1 1LÙUM#EU9#LC#35/878U3°#/EÍ9'#3J34ÄR)E1fi 1B]

14 ĐỰUS0M, H2)zt#UŸ JÌ⁄BIĐL5}XttbfU#C# 2ì: tXEìi\H[, Bkớk, ##fù#UWWEUWEX4#SI CHỦ NIfE/), RŠIE/ ìữUm1BU#ïX) tR2l0)2Ef99510RAI,

#t Abrantes ñ9WWZf.2 Jd, Rotgans (2011) WAT FSET, Uh

AE BOND AY BY RAAT EE OG BOP EAR I, AES

CAR, SHE ARBOR E meen |

Hits RG RAZA, BUM CENA PA URS HEHE SA HE NA HT IEA

#X%L#ñ9{(EHI 6E7%61E/80, RRM BUTI F, 24096343 JKT&#ttũ ðA(RHHiồ, Ì\MIẾIEMISJSIEISPDXIRSE0%X

On BON

ET RZ Sb, Kahu A (2017) HEAT FTIR WAR HE

ERE AE TT OGRE TE AED EF LRT,

Rotgans (2011) 3$ƒÐl, Kahu iA Afi Se eB HBAS Ay Dh te AE HOTT AAI Ti LMT AAR ie HATE =

BAAS AAR, GENE HES, FRAME ABER"

PANS FAZER A UL Herpratiwi Al Tohir" (2022) 240 i EHH We DG ME 2) Sah ANS HRY A A ATL A

FEAL IG AO) AL, GSMA EET RF A A A

FUREY lbớk, HEG Hude Athi FI (2017) “OL 32) ASSESS A RP EAT

SHAPER, PAIGE, Lin (2016) "RTO

FBR o J2k, BEIM SEA AIOE BIT AE A a Se OI PH AMãiR'PWiiERlAfEĐE2U0ÀJ82kff, 10M)2213460917ETGT

#Ilflflii, 3£H®Œ#?HW34RBfFHMD iš&IMS:E#2 0k3:

?32JHHläMI#13Wf #Äifl, #3 fi3#2J3XMUBIUH722MI, I

UBL BEM NEE AE Od a AL LR IEE Ae Ee B—, WP REPHAH ARE, AMM ERA, RIVER TIAZ NEMA MF RD: Wo, BET DGEBA RRS OE

Bb, HANS, BS, (OR, ATR OCR

HE) PUROVTE ESC RIS HELE PRE AWLACIC AEE SE ARN ba

Sa RE 3 A EAT RANE ALATA 6 LS ASCE HY AB AR I CEE UALR BEI EY RM, AT

|, PERG AERE 8 tHe

SCALA T BUREN?) ABE, OLA Be A RA,

JAB, PEER AEN IE, RISES EEE AlN,

PA AAAI AL, BRIS HR ER A) SO

5 ARR RISE

BEF R: ASC AV ETE, BILE AEH) DORR EE I BEF AE PA: AR A TE PL TPE A as 8 AT I A HL + Ti FL tA a A BERL Lt, AAG EER AG RLY PO AER DE RE EAE PANE LR CE RE He RIT A EA Ey TAT A AA A

* Ngoc Sang (2016, nz 07 thing 08) Trưởng đại học ọng điểm, so không” Giá đục đổi da

8

DAERAH HENLE AZ

6 M2618

TXM2NIH T SOA A RAT Mies See

(HH PL BREN SPL fee Bee SM RIS ARABIA FREE, IPRA ARIE

II, 33 7E PARAL PE RE tê 9 2# 2] 34 NGÌN # 0970 1X, ®S#HI ƒERIM3S /È2)ìX(OERUSE, !R172'W7)†l

® H118 lê AE it 1.1 BESrhilfiBiSI8i083CBHĐ

111.1 8WIKMHIE

FU ATRIA DY LR ERT RAEI ae SAHA ER BI

Si (2001) MRE QA: HERREM— MIS LMA A

AG SACRE

LLL 2 ERY

MT ME TIKI, Sager (1998) KERR RE, —-P

5=

Oi a AN A HL P&B J6, RtHiR Fete MURIEL PR ART Ay OP A A Fl

#ÑNHIH72Eðif97BL BỊ, 4kM2Wf3E6MÈ#JL1ìfi8MSE TM LLL21 FIRE

(eR, URAC BCR, TSR BR

* zhao Yuan (44,2002) Gio wn dich Vit Hin Đắc Kinh: Nb, Dạ học Bắc Kính (run Qube), 6.15

© (1098), That distingvishes mor types of translation? The Translator,

4, 69 & Zhang, H, (2014) BL Me CLI 95 we Hr ET OS wl Ke

‘Comparaive Study on Traning in Pubic Service Interoretng Using Chinese as Work Language in CChina and ether Counts FITISPos International Joureal, 1,3 68 it

10

BEG, ARG ORT Ss AE A A &iŠ4(ã8”, BOOT Ae 4 EOE, ANI TER PR a A FEAR EBAR, HEM MMR E FIN, ATOR FRMTABET, Fee URNA i SOPRA, JPR 3lnlidÄ3EWT Wá‡4§E”,

BRIE PR 3 — HU BER A EF — Pe

EME, TAPE REUSE (EE (2011) HÀ}, lÉ#{RĐ

H Alt, ERE, AMA AERC, WL eT wD

H, ##TJf6f/%#ttlWthtlt, D2 EK, EHE9°UN HỦ Œ Ala RES, SUT AERM, FRAC A, ChAT AB

° H001) MIBEIHALESPOEDS ete HR, 4n 22)

SMRIS toh, MPRA DORR Si 8 #IEM, GÀ XIRRIM S| AMZ MATE ERAS BAA, PTR BUA NII“Eỳ N LÍEĐfðfSÍU, {H3EUJff (2007) “ea ft POA UATE TERA PT I-ï8 ? WU A 8g n[ RA BPE ABS TOO ARLE TIE EAE A L114 RGAE MAIL

TT

MUA, APSE ER ARN, th 'hll, Bši/2VBM/P#tIR3", {SES Fk A St AT ASU ECAR, THEE AR HE TETRA EE A TERS 9 TA STARE, BALES (1930) *S

PR, BER LR SBR, AAT ne i BE BR

SESH 1940 FE, RAY 1943 AF A a 7 APA Et

FR AAA, PUI ALG RIED SIH EE AAR TIM 1946 f£# 1949 #, ##Hb#J, íÊÍM|, %[M###⁄2lÄii# 7š II” !⁄28MKEllíðfE, #£#&M, FỊ 1930 #3, '6i##l1i#J#W

Site, at ste cones ht an mee for ni si lau

eh 13), 10.14 Mat (ie) The Oxford handbook of translation studies (9 “(oi VỀ ln a fe ag eh © Vit Nam Tp oh Mine mốc 80) Oxford University 495 9 god, 38 2), 5 108 Pym À G009 Training translators, In Kalddjsr & K, Wimls (Eds), The mm an Him 2007), Veco san wo phi deh mL Stale, 332), 38105

12

PEELE QOS USE, RTE RU Ha TERRA, —-#640MWfZ/6th- ¬6 20 ttớc 90 {\IW:E#(fÊi5 ñ

#t*(9X'#W#U, fH2E## 2000 #3, 3š K'3⁄JfRfẪLL- BEE I

TA ER BE

KE RCP RAEI FE Se A A, (AS 3RfifUC#ìiãZl f7 Kii2ÐMIBI Bif, ARP ACR a Hb PRA, RAE ERROR ACP

NÚằUE Trần Nam Tú #2, RÈW##thHfiỂ#⁄EÄWf42#f8 10 SEE

Zo Ail, CER 30 #BiX#JfiWidiTiä #9", b) #8-ÿ(#Äï#!3iI

SPH EKA LR RAL ORE AOE Rit, PMT T ARIE HERA (2016) ”, PPL) AGATA A yw THR A He I BE HB A) FGPG 0 GR A LTE 5 RSA OP, eH AAI PUI RRL ABT, Mi %1L8ZW@UöWI#tÈI 22t (BH, EME AEE PE PRD, BERR SSR 16 ĐH,

ˆ Le Hung,T (201) V cơ sở lý luận đào go biên phiên dịch ở Việt Nam VNU Journal of Forcign 4e gi ng, 0 Eco ho in pin deh 8 Vit Nam YU Joa of len Satis, oi 3 mi thew T Về cơ sở lý luận đềo tạo biến phiên dich ở Việt Nam INU

1012), E107

Mini Phone aoa, gậy 19 thing 12) Thoin vé gio dy éng Teng Qe que t tong th a1 mi, Bio Gio SLE (201), RSE dy va Tt dạ 4H

EMRE, MURAI RE IPRE IAM, 9514),

9 L.C G012) Tiếng Việt Nan tat Trung Quốc: Lịch sử và triển vọng Tạpchí Ngôn

13

PERE A SAH A RHE OE Kt oS ET A ie] 0) 78k SOR UM TMS CETTE MPIC, TPL TTM, HA EPRI AK, PEPE AT 15

3, ABI 3 WER

BRAG ES, CAB TIC BAUR A PTE Ae OEE 1.2 #J34HRXIEIĐ

1.2 1.334B09i8i6

DAWU FGA 63th RE PAA TE HERR PE

FP, Coval ip (1971) "VII P ARIE ARRIETA ASE, A AEE STE, Rea "EL NOE MaRS (1806/1965/, 1841/1965) BYU HEBER SE AF TZ EE WK XiMIUREIED3MĐE7%T fRRIRI: #8/Z Dewey #3šB{A4 1913 2%

55 Dewey" ABU 295 AGAR EMR, “CABLE ab

S21 WF Dewey (1913) “KBE, AT TT I8 AEA IIASA dế, XiẩHEb#EW4HX(MïĂRM Wr#0% ABU AE — AE EIUlðâĐ", #8Hli, 140B I OAS TA 9's BUA MEAD

Baie, 76 Tard (1977) ESE MASS HL OS FLAMIN 0 Hidi A (2004) WA RL, ERP ROLE JRHKIMULK E(fŒE “4” (ERMIEMHTAHMZE" 3T HUNUIEWWNEHE HOLE X2Z)WUR4iE—ZiLSE(E%- —+ lãi RA BE HIF Nb BA GMORIMWZS “2W” “ BE AAR ARS, Đi APSE CHAR RT RDN RARE ET CLAMS A BE Ay Os BA 2 SB 1H REDD OF OMG” AT AL” ONE CAL ZR ATE

FR, ALA TE— EH

WRAL, ZT BE AF HE AY PRN TNL, UF RGWERSANAE BME AL MR ahah 5 Ố ẽ

Dowoy, Je (1912) daterest and effort én edicat ion Franklin Classics Trade Press

© bowey, J (938) Zaverest and effort ‘Mugao enotions New York: Pl in edvcation, Frankia Classes Teale Press

University Press ‘QOD The role of ng syehology Press, E3

high, 8, Beminge, K, & Rewpp, A O08 Interest, a motivational variable

‘tat cube affective and copitve fietloing, #923 Đ, H., & Zimerman, & J (2008) Motivation: An essestial dimension of Yotivetion and self-regulated learning: Theory, research, and

wtleéee, 38248 Kathryn R, and David B Miele, (2009) sandbook of Motivation at School

15

“Hol, Hate Rand Did 8 os, 200) Mink of Aivationat Sebo Trap Ak Presa, GOL) Research oh laterest In aclence: Theories, ath, wal of seience education, #30), 38327

Aun Renninges (1992) “Taterest, Learning, And rest In Learning Aad Developaent bì

ia erndorét, D, (2002), Interest, learning, and the poyeototeel potces tht nate tht at hi Jour o ast oa! peony 940) i

FA A wl ta AE 5| kell SÈ)/E9B|3?7 1.2.3 MSRM

34 Ai EAS TEKS it] BRL EE a BURA RAAF 2) ARES METS APE AY TE LR a MBS WS BEYEM II, Krapp (2002) msieit 7 MWA EEN GERI TS IRJUHMJ¿EW/4W3ME2|2SHM #6 —-ftEUSfŒE -ĐR ATED CRSA BUG RE RE ET TMT JK,

2006 fE, Hidi fil Renninger (2006) 493i FMS A cH

BY BEI SAL, Uh BALA TS AR SON RE Aa FE aR SA BÍ:

PRINT MIRE: XHš HÀ I/#|RU7S,

BERR ALERT OTR ZA AWE, HT HAE

“ HHHi, S (1990) Intorest and its contribution as a ental resource far Learning Revion nd nh, 600), 38588 7L influences ‘on classroom interest Réweational psychologist, 340), ao thợ,

Widi, S., & Hareckiontcx, J ML (2000) Wotivating thọ acada

À ĐH seme forthe Bet chư Rơi ể nholưnl nam cally unmotivated 700), 3151-179 Aetianty, N,N (2017) An analysis of interest in students learning of physical chentstey experinent using Sclentifie approech Ia Zaternational Joumal of Seienee and

rape, CẢ (02) Structural and dynanic aspects of interest development eal considerations from an ontogenetic’ perspective Lewrning and

1 385-109 Phase Nodel of Interest Dow

minger, K A (2006) The Four-Phase Model of Interest Dov 2, 412), 58113

= RSW TER PAE

+ OTE, PARE RES BE ADS BA I

HERE AY 5 A IE SR BE SH A Fe YC Mk#t, XITKRIEE', 4183489341 69Ä1Ì820H&09BÌ£9, 1.2.4, PBC S FES NR IAEA HEF AY OLA HH, RENE) TR AS

SPARSE MAME ELEY RENE, BOS, HR EA RARER, 32!:®JI&fEWSHUWHHU, JÈ923)7439/10k802” X4 7ìŸ4h

SG, BOTA TG MEY SDR, GONE RIE Od EA BOR: VEER ATL A I, SPR AE OF A BYE HOTELES PESTA, #UIRIRILHEZRIf91(5)”: 321⁄2E2†Ef9BL BERR TEI SUD RSD REBU X3)2))URIR297*1:B1C

GH, AU PAR ĐM4fUïELMMDE3X:ISIEIH, nỊP(fẾE#2:EDWH 7 WẾ

%

tần X Đ G0) Môổ gan điển íng in Hà Tâm hg Ty Tp Khoa hg, HD, #8 17 N mon, & &, lam, BL, Casiea, @, & Lavata, C G20) Evaluating the ually of health professions lenrning environments: developnent and validation of the health education learning environment sursey (HELES) Braluscion 246), 162 ~ 168 TL & che health professions,

"Guo, J Pes Vang, Le Yor ang, Je, & Gan, ¥ J (2022) Academie self-concept, Students: relationships and causal ordering Misher Education, I8 1 hustieus, S AL, Pashootsn, T., Mah, A (2023) hat are the key clewats of a positive leaning environment? Perspectives fron students and faculty Learning Environents Research, 26(1), $8 162 0 Bolliger, D U., kllertin, F, (2018) Instructor and student perceptions of online student engagement strategies distance edication, 39(1), 3% 568-589 Tt Coyubit, RF 0 022) Vay learning envivonsent aatters? An anelysis on how the learning chvivunment influences the acaleaic aotivation, learning strategies and

“ earning Bram

#6 (2018) UAE WATT te SRE A ERR AN ARERR, PRL TEI GREY EEE S|

fe BE A Uy AS aR] BLA BY LEZ Smith (2019) VOSA OT (REEL BTL RE AT II EEG ya 0"

tS, Harackiewicz #1 Hul leman (2010) "iA39, BAA

EL ft AC) EA IY, UAT ENR Se AE I SK (2017) EFLIE IEE RAAT PERG ROTTER, PE TE XI) X—#|XIj#Bfi FÉ {RE FA RR RA ae eT AAT AR I TRALH9fTRIĐE TFT, SEGRE SEAGER, SRA ARR A A A LAE AS PRATER PET MOE IE Bk Te) TE PPR MEE: EE AB a A FRR Mult, BF AYE Ra AT OR A AGU ORLA EAE RHE — AAR RVR WE 9 HE ADV, FAD RRB T AE PEE OP RR AT ĐỊ

io, J Bh, & Chai, J C019) Ect af sports preferences on exercise Doha 2

the meating effect of PE learning Intresta, 41" AN PE Unie 35, 3831-836

FREI ARATE ®U#i#&3itBi], {klil1(E{t:21E2E90l

FU RIS SURI I" BRED, IAT Pe AS aR, BAL AGRO MRT AU, RAAT HG NE IIR EAT OD, IAAT ERIE ADAH A

ATS? 3] AT Ca BE 7A BEB) EEE (2004) ® f8f2LIEMI ƒ ì% MI BỊ T-*#22E NE kƒRhEBWÉ2E J## ÍrHtl, 3 PDR IBA RE AE Lo FEN EE Pa I RL RS TRA TP

DUE TED EA ERENT RZ —

WES A (2000) “WERE ALIN, He A ARAM the Se BY MO I AOE A, ME, HBL (2000) "4fj:h 7 EHÉEIZSlE, 7

Rete Ah, AMT OG BEE WE oy TAY, Trinova A (2002) 9812/0591, tữtb2IM NE APSE a 7KÉS (2018) 142W, #lUWi4l4:71 AGP AA OA TRAE CE, PLATES a> TEE RR"

ii (2000), X4IE174#2]: —®IEfEMOKHIEDESUA 20Ê/42774E 207 603/46 280), Tí 29.30 it " Trinove, Z., Astutl, Ry Ferlane L., Rahmen, Ý., Jhony, C., Havis, Ie, & Artin

A 2022), Intlucace of Interest ad Discipline on Student Learning Ostconos, Jounal of Migter Edwcasion They & Practice, 208), 388 TU

Hồ On) (E8M(QðORELEROEMWN/HMIE2UREH, #8207: 6404, (0), 38 62-68 0

21

HERR, PSAP ERHEN S PA ARENT, CER FESS, REAL AE DUR AMPEG 7 IMT, Re AY CAR AE Fe

A a 8 Bì tk EC A Bg LARA: C1) Yue (2017) “All Everson (2008) “Hitth, HEAR, HATO

# ELS AGHA, ATE ELIDA 5 DN Ws BENIN SPELT ERA A AE A IE

RZ, MAREE SUBLET ae Ee ETE Bk,

VARY, OU BU AE EF: >) OA ETE RE BREA, RULER PH, BONA RAS A RS RE AERO ART BUTE RARE AE MBIT Bp EAR ol, GEE RAUL TE Ay Hd I AE HS EB TE MT He MH Bllt, &Ik##T DORNER IG I — FB ROE AE

iy A] AAD KP EA) MRL A 0 fo RE Hd FEAR PALS MOE PPT FL ANE

oa: BOC Ah REE

ALMVROP NHB (IE, Bye (2007) “aA Pal te FET FH NR ARMOR MM, 21 BLK AL 27 BLL Pham Thi Hong Thai (2021) ABR FA Tad A Ay SOURS TS OL HR AR ES SPR R A BUHL EEE A REIS Fy TR»

TAP IRR SOLE] ERR 5 IP RAMS EEE AF A PSUR SA, TES EE NR EAI ADEE AOE SELEY 2D PRINS BHD IE BE DN PD TRL

Uk, “SE KUUEŒMISWIERI#SUMWRUE #/UWlRS (Likert Seale) (1932) “Fe FF RRL Mia ASE A AT REZ | EE RE OE WEE 4 #| 10, {HRZ21I43/48 1 BIT"

AMBRE H UKM, CRRA: (1) TMA, C2) AIR: (3) BEATA AAT, (4D TARR, (5) 1ìhjế ARIAT 26 42H, SOTA SS MER Tw PEE Ua

ZT WET Oe RUE AEE I RA AE Aad

Cones, M (2007) Motivation, Interest, and Positive Aten Tai lnal and Nnidiona Underradte Seems, Ate Edson Gorter: 500), * Pham, T7126), Nang ETB sé ns ig hms ti oe pn im ý họ ại tong a sit aga gb gah ging Duh Vin Hil, Tep Ch Ro he Die Vn isn (11), 8 10 wt with selonce in carly solescenee! The edatribution of enjoyuent to students" continuing interest in learning 5H Hernik, J, & Javorska, E (2018) The effect ‘of enjoyment on learning In IMTEDZOIS proceedings (pp 508-511) 38513 Guo, YL, Klein, BDL, & fo, YK (2019) Oh the effects of student interest, self-efficacy, and perceptions of the instructor on flow, satisfaction, and learning 2 Likert, R (1992) A technique for the masuronent of attitudes Archive psychology Leung, 8 0 (2011) A Comparison of Psychomtrie Properties and Normality in 4-, 5¬, 6n, and I1-Point Likert Seales Journal of Social Sorvica Fesoarch, 4700,

25

Fi REE OME AT ALM EAE EE IPR ATE EE AMAR

Google Forms HARE A FAURE AE ZARA

AE WATT IE IAF AE SEAT E BEE AAS AL AAT AS Me {1/9-3:4#®1cil!% 9818 #2lJ8Biö2 dc RTT lk, ee

#lifFfiE/S//H ñữ9HffäVl, fí34220#i8i4i1#H-3ÉE 34#JffiiSli3#2* IÌ2ÐLL.fll, 43344 J6ÌMTSfRLSUÁL@812¿/Tí MIRAE

FUL 36 $} Google Forms iAH 15 HAE MBM, HHA 19 HAKAN 32 AAW EEAR

2 2 2 MiRffHIE

AAR TEA EL FS 0S Bz ARH HS BAR

2 3 EMRkkEBidfS

(EH) Excel 365 #:i†iRIfJff9#Lll

(UA Excel 365 #HƒE4E##f2WSSE: fff&MIXI9#LE(EHI

Excel 365 2th].