Araştırma Makalesi
BibTex RIS Kaynak Göster

İNGiLiZCE HAZIRLIK ÖĞRENCiLERiNDE BiLiNÇLi FARKINDALIK VE AKADEMiK BAŞARI

Yıl 2021, Cilt: 5 Sayı: 7, 79 - 90, 30.06.2021

Öz

Bu çalışma, İngilizceyi yabancı dil olarak öğrenen öğrencilerin akademik başarısı ile farkındalık düzeyleri arasındaki ilişkiyi araştırmak amacıyla yapılmıştır. Bilinçli farkındalık düzeyi yüksek olan öğrenciler, akademik olarak İngilizce öğrenmede daha başarılı olabilirler. Bu ilişkiyi incelemek için yapılan bu çalışmadaki katılımcılar, 214 öğrenciden oluşmaktadır. Öğrenciler, üniversite hazırlık sınıfı öğrencileridir ve hazırlık eğitiminden sonra çeşitli bölümlerde eğitimlerine devam edecektir. Bu nicel çalışmada, katılımcılardan bazı demografik bilgileri (cinsiyet, dil yeterliliği ve hayatlarının çoğunu nerede geçirdikleri) paylaşmaları ve Bilinçli Farkındalık Ölçeği’ni (Özyesil ve diğer., 2011) yanıtlamaları beklenmektedir. Çalışma, öğrencilerin farkındalık düzeyinin orta seviyenin üzerinde olduğunu saptamıştır. Bu çalışmada, akademik başarı, cinsiyet ve katılımcıların hayatlarının çoğunu nerede geçirdikleri arasında bir ilişki bulunamamıştır. Çalışma, İngilizce’yi yabancı dil olarak öğrenenlerin bilinçli farkındalığı artırıcı etkinliklerden yararlanabilecekleri ve bilinçli farkındalık etkinliklerinin, yabancı dil öğretimine uygulanmasının etkili olabileceği ve dil öğrenimini kolaylaştırabileceği sonucuna varmıştır.

Kaynakça

  • Acar, E. (2019). Psikolojik danışman adaylarının bilinçli farkındalık düzeylerinin çeşitli değişkenlere göre incelenmesi. Zonguldak Bülent Ecevit University.
  • Alispahic, S., & Hasanbegovic-Anic, E. (2017). Mindfulness: Age and gender differences on a Bosnian sample. Psychological Thought, 10(1), 155–166. https://doi.org/http://dx.doi.org/10.23668/psycharchives.1863
  • Andersen, P. A., & Coussoule, A. R. (1980). The perceptual world of the communication apprehensive: The effect of communication apprehension and interpersonal gaze on interpersonal perception. Communication Quarterly, 28(1), 44–54. https://doi.org/10.1080/01463378009369357
  • Aspy, D. J., & Proeve, M. (2017). Mindfulness and loving-kindness Meditation: Effects on connectedness to humanity and to the natural world. Psychological Reports, 120, 102–117.
  • Azizi, M., & Kralik, R. (2020). Incorporating mindfulness into Efl literature courses to foster critical reading. Education & Self Development, 15(4), 21–31. https://doi.org/10.26907/esd15.4.06
  • Bakioğlu, F. (2017). Psikolojik danışman adaylarının özyeterlikleri ile kültüre duyarlılıkları, cinsiyet rolleri ve bilinçli farkındalıkları arasındaki ilişkilerin incelenmesi. Anadolu University.
  • Balcı, Y. (2018). Altı haftalık modifiye bilinçli farkındalık uygulaması yapılan bir örneklemde duygusal zekâ ve psikolojik dayanıklılığın değerlendirilmesi. Beykent University.
  • Barbaro, N., & Pickett, S. M. (2016). Mindfully green: Examining the effect of connectedness to nature on the relationship between mindfulness and engagement in pro-environmental behavior. Personality and Individual Differences, 93, 137–142. https://doi.org/10.1016/j.paid.2015.05.026
  • Bodhi, B. (2013). What does mindfulness really mean? A canonical perspective (J. M. G. Williams & J. Kabat-Zinn (eds.); pp. 19–39).
  • Brausch, B. (2011). The role of mindfulness in academic stress, self-efficacy, and achievement in college students. Eastern Illinois University.
  • Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822
  • Burton, M., S., S. K., Price, M., Masuda, A., & Anderson, P. L. (2013). The Relation Between Mindfulness and Fear of Negative Evaluation Over the Course of Cognitive Behavioral Therapy for Social Anxiety Disorder. Journal of Clinical Psychology, 69(3), 222–228. https://doi.org/10.1002/jclp.21929
  • Çelikler, A. N. (2017). Bir grup genç yetişkinde bilinçli farkındalık düzeyi ile başa çıkma tutumları ve psikolojik iyi oluş arasındaki ilişkinin incelenmesi”,. Haliç University.
  • Coo, C., & Escartin, J. (2018). Less is more: the impact of mindfulness meditation on undergraduate students’ academic performance. 9057–9059. https://doi.org/10.21125/inted.2018.2209
  • Fraenkel, J. R., Wallen, N. E., Hyun, H. H. (2012). How to design and evaluate research in education (7th ed.). McGraw-Hill Humanities/Social Sciences/Languages.
  • Franco, C., Mañas, I., Cangas, A. J., & Gallego, J. (2011). Exploring the effects of a mindfulness program for students of secondary school. International Journal of Knowledge Society Research, 2(1), 14–28. https://doi.org/10.4018/jksr.2011010102
  • Freire, P. (2000). Pedagogy of the Oppressed. Continuum.
  • Geiger, S., Grossman, P., & Schrader, U. (2018). Mindfulness and sustainability: Correlation or causation? Current Opinion in Psychology, 28, 23–27. https://doi.org/10.1016/j.copsyc.2018.09.010
  • Germer, C. K., Siegel, R., & Fulton, P. (Eds.). (2005). Mindfulness and PsychoNyanaponika Therapy. Guilford Press.
  • Green, S. M., & Bieling, P. J. (2012). Expanding the scope of mindfulness-based cognitive therapy: Evidence for effectiveness in a heterogeneous psychiatric sample. Cognitive and Behavioral Practice, 19(1), 174–180. https://doi.org/10.1016/j.cbpra.2011.02.006
  • Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits. Journal of Psychosomatic Research, 57(1), 35–43. https://doi.org/10.1016/S0022-3999(03)00573-7
  • Gürdal, Ş. (2019). Bilinçli farkındalık temelli ergenlere yönelik psikoeğitim programının karakter güçleri, bilinçli farkındalık ve akademik başarı gelişimine etkisinin incelenmesi. Marmara University.
  • Hamann, G. A., & Ivtzan, I. (2016). 30 minutes in nature a day can increase mood, wellbeing, meaning in life and mindfulness: Effects of a pilot programme. Social Inquiry into Well-Being, 2, 34–46. https://doi.org/https://doi.org/10.13165/SIIW-16-2-2-04
  • Hassed, C. Chambers, R. (2015). Mindful learning: Reduce stress and improve brain performance for effective learning. MA: Shambhala.
  • Howell, A. J., Dopko, R. L., Passmore, H.-A., & Buro, K. (2011). Nature connectedness: Associations with well-being and mindfulness. Personality and Individual Differences, 51(2), 166–171. https://doi.org/10.1016/j.paid.2011.03.037
  • Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin Books Ltd.
  • Kabat-Zinn, J. (1982). Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders. Gen Hosp Psychiatry, 4(1), 33–47. https://doi.org/10.1176/ajp.149.7.936
  • Khany, R., & Kafshgar, N. (2013). On the network of associations among Efl learners’ language learning strategies, mindfulness and personality traits: A structural equation modeling approach. European Online Journal of Natural and Social Sciences, 2(2), 584–600.
  • Koçali, Z. (2020). The relationship between mindfulness and foreign language anxiety at a university context. Çağ University.
  • Langer, E, J. (1989). Minding matters: The consequences of mindfulness. Advances in Experimental Social Psychology, 22(12), 137–173.
  • Langer, E. J. (1997). The power of mindful learning. MA: De Capo Press.
  • Lilja, J. L., Frodi-Lundgren, A. Hanse, J., Josefson, T., Lundh, L. G., Camilla, S., & Hansen, E., Broberg, A. G. (2011). Five Facets Mindfulness Questionnaire - Reliability and Factor Structure: A Swedish Version. Cognitive Behavior Therapy, 40, 291–303.
  • Mahlo, L., & Windsor, T. D. (2020). Older and more mindful? Age differences in mindfulness components and well-being. Aging & Mental Health, 1–12. https://doi.org/10.1080/13607863.2020.1734915
  • Markus, H. R., Kitayama, S., Heiman, R. J. (1996). Culture and “basic” psychological principles. In A. W. K. E. T. Higgins (Ed.), Social psychology: Handbook of basic principles (pp. 857–913). Guilford Press.
  • Masuda, A., & Tully, E. C. (2012). The role of mindfulness and psychological flexibility in somatization, depression, anxiety, and general psychological distress in a nonclinical college sample. Journal of Evidence-Based Complementary & Alternative Medicine, 17(1), 66–71. https://doi.org/10.1177/21565872 11423400
  • Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., Frank, J., Burke, C., Pinger, L., Soloway, G., Isberg, R., Sibinga, E., Grossman, L., & Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307. https://doi.org/DOI 10.1007/s12671-012-0094-5
  • Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird, B., & Schooler, J. W. (2013). Mindfulness training improves working memory capacity and Gre performance while reducing mind wandering. Psychological Science, 24(5), 776–781. https://doi.org/10.1177/0956797612459659
  • Nyklíček, I., van Beugen, S., & Denollet, J. (2013). Effects of mindfulness-based stress reduction on distressed (Type D) personality traits: a randomized controlled trial. Journal of Behavioral Medicine, 36(4), 361–370. https://doi.org/10.1007/s10865-012-9431-3
  • Önem, E. (2015). A study on the effects of meditation on anxiety and foreign language vocabulary learning. Journal of Language and Literature Education, 15(5), 134–148.
  • Önem, E., & Ergenç, E. (2013). Testing a model of anxiety and success for English language teaching. Cambridge Journal of Education, 43(3), 257–276.
  • Öz, S. (2017). The effects of mindfulness training on students’ L2 speaking anxiety, willingness to communicate, level of mindfulness and L2 speaking performance. Bahçeşehir University.
  • Özyesil, Z., Arslan, C., Kesici, Ş., Deniz, M. E. (2011). Adaptation of the mindful attention awareness scale into Turkish. Education and Science, 36(160), 226–237.
  • Özyeşil, Z. (2012). Mindfulness and psychological needs: A cross-cultural comparison. Elementary Education Online, 11(1), 151–160.
  • Price, E. (2016). Exploring the influence of gender role and mındfulness skılls on student athletes’ performance. University of La Verne.
  • Richardson, M., & Sheffield, D. (2015). Reflective self-attention: A more stable predictor of connection to nature than mindful attention. Ecopsychology, 7(3), 166–175. https://doi.org/10.1089/eco.2015.0010
  • Schoeberlein, D. S. S. (2009). Mindful teaching and teaching mindfulness: A guide for anyone who teaches anything (M. A. Wisdom (Ed.)).
  • Siegel, R. D., Germer, C. K., Olendzki, A. (2009). Mindfulness: What is it? Where did it come from? In F. Didonna (Ed.), Clinical Handbook of Mindfulness (pp. 17–35). Springer.
  • Ulivia, A. (2020). The correlations among mindfulness, academic motivation, and academic performance of English education study program students of Sriwijaya University”. Sriwijaya University.
  • Vonderheyde, E. M. (2017). The relationship between mindfulness and stress among college students. Rowan University.
  • Wang, Y., & Liu, C. (2016). Cultivate mindfulness: A case study of mindful learning in an English as a foreign language classroom. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.08
  • Yayla, E., & İkiz, E. (2017). Psikolojik danışmanların etkili nitelikleri ile danışma öz-yeterlik düzeyleri arasındaki ilişki",. Türk Psikolojik Danışma ve Rehberlik Dergisi, 7(48), 31–44.

MINDFULNESS AND ACADEMIC ACHIEVEMENT AMONG ENGISH LANGUAGE LEARNERS AT PREPARATORY SCHOOLS

Yıl 2021, Cilt: 5 Sayı: 7, 79 - 90, 30.06.2021

Öz

Kaynakça

  • Acar, E. (2019). Psikolojik danışman adaylarının bilinçli farkındalık düzeylerinin çeşitli değişkenlere göre incelenmesi. Zonguldak Bülent Ecevit University.
  • Alispahic, S., & Hasanbegovic-Anic, E. (2017). Mindfulness: Age and gender differences on a Bosnian sample. Psychological Thought, 10(1), 155–166. https://doi.org/http://dx.doi.org/10.23668/psycharchives.1863
  • Andersen, P. A., & Coussoule, A. R. (1980). The perceptual world of the communication apprehensive: The effect of communication apprehension and interpersonal gaze on interpersonal perception. Communication Quarterly, 28(1), 44–54. https://doi.org/10.1080/01463378009369357
  • Aspy, D. J., & Proeve, M. (2017). Mindfulness and loving-kindness Meditation: Effects on connectedness to humanity and to the natural world. Psychological Reports, 120, 102–117.
  • Azizi, M., & Kralik, R. (2020). Incorporating mindfulness into Efl literature courses to foster critical reading. Education & Self Development, 15(4), 21–31. https://doi.org/10.26907/esd15.4.06
  • Bakioğlu, F. (2017). Psikolojik danışman adaylarının özyeterlikleri ile kültüre duyarlılıkları, cinsiyet rolleri ve bilinçli farkındalıkları arasındaki ilişkilerin incelenmesi. Anadolu University.
  • Balcı, Y. (2018). Altı haftalık modifiye bilinçli farkındalık uygulaması yapılan bir örneklemde duygusal zekâ ve psikolojik dayanıklılığın değerlendirilmesi. Beykent University.
  • Barbaro, N., & Pickett, S. M. (2016). Mindfully green: Examining the effect of connectedness to nature on the relationship between mindfulness and engagement in pro-environmental behavior. Personality and Individual Differences, 93, 137–142. https://doi.org/10.1016/j.paid.2015.05.026
  • Bodhi, B. (2013). What does mindfulness really mean? A canonical perspective (J. M. G. Williams & J. Kabat-Zinn (eds.); pp. 19–39).
  • Brausch, B. (2011). The role of mindfulness in academic stress, self-efficacy, and achievement in college students. Eastern Illinois University.
  • Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822
  • Burton, M., S., S. K., Price, M., Masuda, A., & Anderson, P. L. (2013). The Relation Between Mindfulness and Fear of Negative Evaluation Over the Course of Cognitive Behavioral Therapy for Social Anxiety Disorder. Journal of Clinical Psychology, 69(3), 222–228. https://doi.org/10.1002/jclp.21929
  • Çelikler, A. N. (2017). Bir grup genç yetişkinde bilinçli farkındalık düzeyi ile başa çıkma tutumları ve psikolojik iyi oluş arasındaki ilişkinin incelenmesi”,. Haliç University.
  • Coo, C., & Escartin, J. (2018). Less is more: the impact of mindfulness meditation on undergraduate students’ academic performance. 9057–9059. https://doi.org/10.21125/inted.2018.2209
  • Fraenkel, J. R., Wallen, N. E., Hyun, H. H. (2012). How to design and evaluate research in education (7th ed.). McGraw-Hill Humanities/Social Sciences/Languages.
  • Franco, C., Mañas, I., Cangas, A. J., & Gallego, J. (2011). Exploring the effects of a mindfulness program for students of secondary school. International Journal of Knowledge Society Research, 2(1), 14–28. https://doi.org/10.4018/jksr.2011010102
  • Freire, P. (2000). Pedagogy of the Oppressed. Continuum.
  • Geiger, S., Grossman, P., & Schrader, U. (2018). Mindfulness and sustainability: Correlation or causation? Current Opinion in Psychology, 28, 23–27. https://doi.org/10.1016/j.copsyc.2018.09.010
  • Germer, C. K., Siegel, R., & Fulton, P. (Eds.). (2005). Mindfulness and PsychoNyanaponika Therapy. Guilford Press.
  • Green, S. M., & Bieling, P. J. (2012). Expanding the scope of mindfulness-based cognitive therapy: Evidence for effectiveness in a heterogeneous psychiatric sample. Cognitive and Behavioral Practice, 19(1), 174–180. https://doi.org/10.1016/j.cbpra.2011.02.006
  • Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits. Journal of Psychosomatic Research, 57(1), 35–43. https://doi.org/10.1016/S0022-3999(03)00573-7
  • Gürdal, Ş. (2019). Bilinçli farkındalık temelli ergenlere yönelik psikoeğitim programının karakter güçleri, bilinçli farkındalık ve akademik başarı gelişimine etkisinin incelenmesi. Marmara University.
  • Hamann, G. A., & Ivtzan, I. (2016). 30 minutes in nature a day can increase mood, wellbeing, meaning in life and mindfulness: Effects of a pilot programme. Social Inquiry into Well-Being, 2, 34–46. https://doi.org/https://doi.org/10.13165/SIIW-16-2-2-04
  • Hassed, C. Chambers, R. (2015). Mindful learning: Reduce stress and improve brain performance for effective learning. MA: Shambhala.
  • Howell, A. J., Dopko, R. L., Passmore, H.-A., & Buro, K. (2011). Nature connectedness: Associations with well-being and mindfulness. Personality and Individual Differences, 51(2), 166–171. https://doi.org/10.1016/j.paid.2011.03.037
  • Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin Books Ltd.
  • Kabat-Zinn, J. (1982). Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders. Gen Hosp Psychiatry, 4(1), 33–47. https://doi.org/10.1176/ajp.149.7.936
  • Khany, R., & Kafshgar, N. (2013). On the network of associations among Efl learners’ language learning strategies, mindfulness and personality traits: A structural equation modeling approach. European Online Journal of Natural and Social Sciences, 2(2), 584–600.
  • Koçali, Z. (2020). The relationship between mindfulness and foreign language anxiety at a university context. Çağ University.
  • Langer, E, J. (1989). Minding matters: The consequences of mindfulness. Advances in Experimental Social Psychology, 22(12), 137–173.
  • Langer, E. J. (1997). The power of mindful learning. MA: De Capo Press.
  • Lilja, J. L., Frodi-Lundgren, A. Hanse, J., Josefson, T., Lundh, L. G., Camilla, S., & Hansen, E., Broberg, A. G. (2011). Five Facets Mindfulness Questionnaire - Reliability and Factor Structure: A Swedish Version. Cognitive Behavior Therapy, 40, 291–303.
  • Mahlo, L., & Windsor, T. D. (2020). Older and more mindful? Age differences in mindfulness components and well-being. Aging & Mental Health, 1–12. https://doi.org/10.1080/13607863.2020.1734915
  • Markus, H. R., Kitayama, S., Heiman, R. J. (1996). Culture and “basic” psychological principles. In A. W. K. E. T. Higgins (Ed.), Social psychology: Handbook of basic principles (pp. 857–913). Guilford Press.
  • Masuda, A., & Tully, E. C. (2012). The role of mindfulness and psychological flexibility in somatization, depression, anxiety, and general psychological distress in a nonclinical college sample. Journal of Evidence-Based Complementary & Alternative Medicine, 17(1), 66–71. https://doi.org/10.1177/21565872 11423400
  • Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., Frank, J., Burke, C., Pinger, L., Soloway, G., Isberg, R., Sibinga, E., Grossman, L., & Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307. https://doi.org/DOI 10.1007/s12671-012-0094-5
  • Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird, B., & Schooler, J. W. (2013). Mindfulness training improves working memory capacity and Gre performance while reducing mind wandering. Psychological Science, 24(5), 776–781. https://doi.org/10.1177/0956797612459659
  • Nyklíček, I., van Beugen, S., & Denollet, J. (2013). Effects of mindfulness-based stress reduction on distressed (Type D) personality traits: a randomized controlled trial. Journal of Behavioral Medicine, 36(4), 361–370. https://doi.org/10.1007/s10865-012-9431-3
  • Önem, E. (2015). A study on the effects of meditation on anxiety and foreign language vocabulary learning. Journal of Language and Literature Education, 15(5), 134–148.
  • Önem, E., & Ergenç, E. (2013). Testing a model of anxiety and success for English language teaching. Cambridge Journal of Education, 43(3), 257–276.
  • Öz, S. (2017). The effects of mindfulness training on students’ L2 speaking anxiety, willingness to communicate, level of mindfulness and L2 speaking performance. Bahçeşehir University.
  • Özyesil, Z., Arslan, C., Kesici, Ş., Deniz, M. E. (2011). Adaptation of the mindful attention awareness scale into Turkish. Education and Science, 36(160), 226–237.
  • Özyeşil, Z. (2012). Mindfulness and psychological needs: A cross-cultural comparison. Elementary Education Online, 11(1), 151–160.
  • Price, E. (2016). Exploring the influence of gender role and mındfulness skılls on student athletes’ performance. University of La Verne.
  • Richardson, M., & Sheffield, D. (2015). Reflective self-attention: A more stable predictor of connection to nature than mindful attention. Ecopsychology, 7(3), 166–175. https://doi.org/10.1089/eco.2015.0010
  • Schoeberlein, D. S. S. (2009). Mindful teaching and teaching mindfulness: A guide for anyone who teaches anything (M. A. Wisdom (Ed.)).
  • Siegel, R. D., Germer, C. K., Olendzki, A. (2009). Mindfulness: What is it? Where did it come from? In F. Didonna (Ed.), Clinical Handbook of Mindfulness (pp. 17–35). Springer.
  • Ulivia, A. (2020). The correlations among mindfulness, academic motivation, and academic performance of English education study program students of Sriwijaya University”. Sriwijaya University.
  • Vonderheyde, E. M. (2017). The relationship between mindfulness and stress among college students. Rowan University.
  • Wang, Y., & Liu, C. (2016). Cultivate mindfulness: A case study of mindful learning in an English as a foreign language classroom. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.08
  • Yayla, E., & İkiz, E. (2017). Psikolojik danışmanların etkili nitelikleri ile danışma öz-yeterlik düzeyleri arasındaki ilişki",. Türk Psikolojik Danışma ve Rehberlik Dergisi, 7(48), 31–44.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Pınar Tural 0000-0001-9166-634X

Hadiye Küçükkaragöz 0000-0002-4576-0295

Yayımlanma Tarihi 30 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 5 Sayı: 7

Kaynak Göster

APA Tural, P., & Küçükkaragöz, H. (2021). MINDFULNESS AND ACADEMIC ACHIEVEMENT AMONG ENGISH LANGUAGE LEARNERS AT PREPARATORY SCHOOLS. Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi, 5(7), 79-90.

         14951                  27371                    19255                     21232                    19256                   .                20381                       20535                    21505                             22473                        22506                        22655                        22742                       22870                    

          31487                 31486