Communicative activities to enhance oral production in the EFL classroom

Actividades comunicativas para mejorar la producci= ón oral en la clase de inglés como idioma extranjero

¹

Adriana Carolina Lara Velarde                               https://o= rcid.org/0000-0002-2270-6843

Universidad Nacional de Chimborazo, Facultad de Ciencias de la Educación Humanas y Tecnologías, Riobamba, Ecu= ador

alara@unach.edu.ec

²

Jes= sica María Guaranga Lema⁼https://orcid.org/000= 0-0002-8451-9736

Universidad Nacional de Chimborazo, Coordinación de Competencias Lingüísticas, Riobamba, Ecuador

jessica.guaranga@unach.edu.ec<= span style=3D'mso-bookmark:_Hlk92186090'>

³

Mayra Jacqueline Iguasnia Guala                           https://orci= d.org/0000-0003-1605-0398

Colegio de Bachillerato Chambo, Chambo, Ecuador,

mayra.iguasnia@educacion.gob.ec

⁴

Jhon Jairo Inca Guerrero                                         https://orcid.org/0000-0002-1296-1920

Universidad Nacional de Chimborazo, Coordinación de Competencias Lingüísticas, Riobamba, Ecuador,

jhon.inca@unach.edu.ec

<= span lang=3DES-EC style=3D'font-size:12.0pt;font-family:"Times New Roman",seri= f; color:blue;mso-ansi-language:ES-EC'>

Artículo de Investigación Científica y Tecnológi= ca

Enviado: 30/10/2020

Revisado: 03/11/2021

Aceptado: 11/11/2021

Publicado:05/01/2022

DOI: https://doi.org/10.33262= /cienciadigital.v6i1.1952

=

Cítese:

=

Lara Velarde, A. C., Guaranga Lema, J. M., Iguasnia Guala, M. J., & Inca Guerrero, J. J. (2022). Commun= icative activities to enhance oral production in the EFL classroom. Ciencia Digital, 6(1), 6-26. https://doi.org/10.33262/cienciadigital.v6i1.195= 2<= /o:p>

CIENCIA DIGITAL, es una Revista multidisciplinaria, Trimes= tral, que se publicará en soporte electrónico tiene como misión contribuir a la   formación de profesionales competentes con visión humanística y crítica que sean capaces de exponer sus resultados investigativos y científicos en la mis= ma medida que se promueva mediante su intervención cambios positivos en = ; la sociedad. https://cienciadigital.org

La revista es editada por la Editorial Ciencia Digital (Editorial de prestigio registra= da en la Cámara Ecuatoriana de Libro con No de Afiliación 663) www.celibro.= org.ec<= /span>

<= /o:p>

<= /o:p>

Esta revista está protegida bajo una licencia Creative Commons AttributionNonCommercialNoDerivatives 4.0 International. Copia de la licencia: http://creat= ivecommons.org/licenses/by-nc-nd/4.0/.

Palabras claves:<= /b> enfoque comunicativo, actividades comunicativas, producción oral, aula de inglés como lengua extranjera<= /span>

.

Re= sumen

Introducción. La destreza de hablar se considera una de las habilidades más difíciles de desarrollar en clase al enseńar un idioma extranjero. Por lo tanto, los docentes deben buscar alternativas para mejorar la producción oral de los alumnos. En este sentido, las Actividades Comunicativas (AC) juegan un pa= pel fundamental en la enseńanza de idiomas pues brindan oportunidades a los estudiantes para utilizar el idioma como en situaciones reales. Objeti= vo. El objetivo principal de esta investigación es proporcionar una descripción general de las actividades comunicativas para mejorar la producción oral = en el aula de inglés como lengua extranjera. Metodología. Este artícu= lo se basó en el enfoque cualitativo. Se realizó una investigación descriptiva-documental a través de una extensa revisión bibliográfica sob= re los principios fundamentales del Enfoque Comunicativo, las actividades comunicativas, los tipos de AC y el habla. Resultados. Los resulta= dos de las investigaciones revisadas muestran que las AC son bastante útiles = para profesores y alumnos, ya que facilitan la producción oral de los alumnos mediante la interacción entre compańeros y profesores. Conclusión. Además, las actividades comunicativas motivan a los alumnos a desarrollar sus competencias lingüísticas debido a la dinámica en la que se llevan en el = aula de inglés como lengua extranjera.

Keywords:= Communicative Approac= h, Communicative Activities, Oral production, EFL classroom

Abstract

Introduction. Speaking is considered one of the most difficult skills to be developed in class when teaching a foreign language. Therefo= re, teachers need to look for alternatives to enhance learners’ oral producti= on. In this regard, Communicative activities (CA) play a fundamental role in language teaching due to the fact they provide them with opportunities to= use language as in real situations. Objective. The main goal of this research is to provide a general overview of Communicative activities to enhance oral production in the EFL classroom. Methodology. This article was based on the qualitative approach. A descriptive - documentary research was carried out through an extensive bibliographic literature re= view about the main principles of the Communicative Approach, communicative activities, types of CA, and speaking. Results. Results from the reviewed research investigations show that they are quite useful for teac= hers and learners since CA facilitate learners’ oral production employing the interaction among classmates and teachers. Conclusion. Besides, Co= mmunicative activities encourage learners to develop their language competencies due = to the dynamic in which these activities are carried out in the EFL classroo= m.

&n= bsp;

Introduction

Many years ago, teaching a foreign language implied learning it in a mechanical way (memorization, repetition, traditional activities, etc.). It even happens in some EFL classrooms until now. Nevertheless, the English teaching and learn= ing process is currently different since it has a communicative purpose. Learni= ng a foreign language involves the development of language skills. It means that= EFL learners should master their communicative competencies to be able to communicate effectively with others.

Consequently, various new approaches, methods, techniques, strategies, and activities have been considered to improve language learning in EFL classrooms. Some of them have as the main purpose to encourage learners to enhance their language skills; especially, they try to motivate learners to develop their productive skills. Communicative Language Teaching is one of = the approaches that promote learning a foreign language by means of different communicative activities that allow EFL students to learn it in a communica= tive way.

Communicative Language Teaching (CLT) emerged in the 1970s and 1980s as an innovative approach for second language teaching. It had a significant impact on second language learning since it proposes to change the traditional mechanism of teaching a foreign language. Therefore, teachers decided to implement this approach in their classrooms due to CLT's importance in developing communicative competence. It involves learners being able to use the language for real purposes. Richards (2006) argues that CLT is an approach focused on changing the traditional second language teaching process. It has communicative lang= uage goals focused on facilitating language teaching through communicative activities. In other words, CLT seeks to boost learner's ability to communi= cate correctly through the knowledge they receive in the classroom.

In this sense, communicati= ve activities as part of the Communicative Approach promote language competenc= e. The communicative activities are helpful for teachers and learners in an EFL classroom. Due to the communicative purpose of the aforementioned activitie= s, the language learning process becomes easier for learners and teachers. Teachers can accomplish their teaching = goals; furthermore, learners boost their communicative language competence. These = activities promote effective language teaching since they motivate EFL students to lea= rn a second language in an innovative and meaningful way.

In this sense, it is neces= sary to mention that selecting material in order to teach English plays an impor= tant role in the language learning process. Teacher would be able in order to achieve all of the class goals if they select the appropriate material so a= s to enhance learners in the EFL classroom (Guerrero Chacón et al., 2019). Therefore, choosing the correct material for the= EFL classroom help learners to develop and improve their language skills. Even,= the skills that seems difficult for learners could become easier if the correct material or activities are selected since it is a fact that if learners rec= eive a comprehensible input, they could improve their productive skills. Besides= , it would allow teachers in order to verify and evaluate how effective the materials and activities were in the EFL classroom (Rodríguez et al., 2020).

Nowadays, the English teac= hing and learning process plays an essential role in society. English is one of = the most important and useful languages around the world regarding communicatio= n. Therefore, it is crucial to improve the language learning process in order = to facilitate learners’ mastering language skills. In this context, it is vital to propose methods, techniques, strateg= ies, etc. that can improve this learning process.

In the same way, developing productive skills can become quite difficult for some EFL learners. It is essential to seek activities that allow them to boost their speaking skill.= For this reason, the current work presents some of the most important communica= tive activities to enhance learners’ speaking skill like role play, pictures des= cribing and, information gap.

As part of the teaching process, it is required to find the best manners to teach a foreign languag= e. For this reason, the language learning teaching process requires the use of= new ideas focused on real communication. It means that the main goal when teach= ing it, is to boost learners’ ability to use the language they have learned in = the classrooms in real environments or daily life situations. Thus, some authors have focused their attention on introducing teaching methods that can be applied in EFL classrooms.

In this regard, with the purpose to provide learners with opportunities to boost their oral producti= on this article is developed based on bibliographical research by reviewing numerous academic sites. Along with it, various principles and tenets about Communicative activities that might be applied in the language classroom are presented.

Background

Communicative Language Teaching

AL-Garni & Almuhammadi (2019) mention that CLT is quite effective in language teaching since it enhances learners to develop and improve their receptive = and productive language skills. In contrast, traditional methods mainly focus on teaching grammar structures and vocabulary through conventional practices. Moreover, the development of the four language skills facilitates learner’s interaction because if they master them, they will become communicative competent to interact effectively with others through a foreign language (Richards, 2006).

Learning a foreign languag= e is more than learning and memorizing grammatical rules. It is necessary to bec= ome communicative competent. It means being someone who can actively interact w= ith others by sharing ideas, discussing, arguing, questioning, etc. For this reason, it is crucial to carry out classes with activities that allow learn= ers to use the learned language to face any situation from real life ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"PRknJxFO","properties":{"= formattedCitation":"(Hiep, 2007)","plainCitation":"(Hiep, 2007)","noteIndex":0},"citationItems":[{"id&q= uot;:104,"uris":["http://zotero.org/users/local/v0HImOgR/ite= ms/UC8TQYFP"],"uri":["http://zotero.org/users/local/v0H= ImOgR/items/UC8TQYFP"],"itemData":{"id":104,"= type":"article-journal","container-title":"ELT Journal","DOI":"10.1093/elt/ccm026","ISSN&quo= t;:"0951-0893, 1477-4526","issue":"3","journalAbbreviation&q= uot;:"ELT Journal","language":"en","page":"19= 3-201","source":"DOI.org (Crossref)","title":"Communicative language teaching: u= nity within diversity","title-short":"Communicative language teaching","volume":"61","author":[{"= ;family":"Hiep","given":"P. H."}],"issued":{"date-parts":[["2007",7,= 1]]}}}],"schema":"https://github.com/citation-style-language= /schema/raw/master/csl-citation.json"} (Hiep, 2007). Communicative Language Teaching is an approach to teaching language with activities that support learners to acquire a foreign language in a meaningful way instead of a mechanical one. CLT fosters effec= tive language teaching because learners are encouraged to develop their communicative competence ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"K8f3Hk0n","properties":{"= formattedCitation":"(Ju, 2013)","plainCitation":"(Ju, 2013)","noteIndex":0},"citationItems":[{"id&q= uot;:106,"uris":["http://zotero.org/users/local/v0HImOgR/ite= ms/MZ56XXGM"],"uri":["http://zotero.org/users/local/v0H= ImOgR/items/MZ56XXGM"],"itemData":{"id":106,"= type":"article-journal","abstract":"Communica= tive Language Teaching (CLT) came up at the beginning of the nineteenth century,= and formalized in the late 1960s, reflecting the social changes. It is critical= ly evaluated as a theory in foreign language teaching based on an overall revi= ew of its history, theory and application. However, the difficulties of its application in certain countries are continually discussed, such as cultural conflicts and teacher training. Based on the evaluation, this essay points = out that only combined with the characters like teaching environment, education= al background and cultural background of teachers and learners, as well as test systems will CLT play a more significant role in language teaching.","container-title":"Theory and Practice in La= nguage Studies","DOI":"10.4304/tpls.3.9.1579-1583","= ISSN":"1799-2591","issue":"9","jour= nalAbbreviation":"TPLS","language":"en",= "page":"1579-1583","source":"DOI.org (Crossref)","title":"Communicative Language Teaching (C= LT): A Critical and Comparative Perspective","title-short":"= Communicative Language Teaching (CLT)","volume":"3","author":[{"fam= ily":"Ju","given":"Fang-an"}],"issu= ed":{"date-parts":[["2013",9,1]]}}}],"schema&= quot;:"https://github.com/citation-style-language/schema/raw/master/cs= l-citation.json"} (Ju, 2013).

The principles of CLT=

Communication centered

CLT carries out activities mainly focused on communication; it means using tasks that help language students to learn how to communicate effectively. Hence, teachers must cons= ider some communicative activities for learners. Besides that, it is necessary to engage learners in the language learning process in a communicative way. According to Ma (2009), communicative activities should be applied in the EFL classroom. They encourage lear= ners to use language for tasks like the natural environment; for instance, when working on a speaking activity, learners might interact among them to get information to solve daily problems or situations.

Integrating the four langu= age skills

The traditional methods are focused on developing one or two language skills instead of developing all = of them. On the other hand, due to the importance of the four language skills = in communication, CLT tries to enhance the training of the four language skill= s: listening, reading, speaking, and writing. Consequently, the development and integration of all language skills facilitate communication in natural environments (Desai, 2015).

Avoiding constant error correction

CLT aims to allow learners= to communicate in the target language; it means that the most important goal is learners being understood by others. Therefore, CLT does not imply correcti= ng learners’ errors all the time since it could negatively impact EFL learners. Learners sometimes become shy and lose confidence in themselves when teache= rs correct every EFL learners’ errors. For this reason, the teacher should take notes of the errors committed by the whole group of students and provide feedback on them in a general way (Desai, 2015).

Promoting cooperative and collaborative learning

One of the main principles= of CLT consists of promoting learner’s interaction to use the foreign language= in similar activities to real life. Besides, it encourages cooperative work si= nce it is considered the best way to boost interaction among learners and teacher-learners. For this reason, when teachers assign activities in CLT classrooms, it is necessary to create workgroups or pairs of work. In this = way, learners would have the opportunity to interact with their classmates, and perhaps they could learn from them when they work cooperatively (Brandl, 2008).

Meaningful, comprehensible, and elaborated Input

According to Krashen's input hypothesis (1985), input is essential when acquiring a second langu= age. Input is the most important medium to learn vocabulary, language structures, correct pronunciation, etc., since learners can receive meaningful input for their language learning. Therefore, it is necessary to expose learners to comprehensible input; learners need to receive information that they could = find difficult to produce, but they can comprehend it. That is the reason why CLT creates an environment in which learners could receive valuable and rich in= put for their language learning process (Alahmadi, 2019).

Focus on form <= /span>

CLT approach is entirely focused on boosting the learners’ ability to communicate effectively in the target language. Sometimes, some errors are ignored since the most importan= t to CLT is to be understood by others and understand others; nevertheless, it is necessary to consider how language is produced. In regards to the form of t= he language; it involves the structures or grammar since communication cannot = take place if language is not correctly used (Ma, 2009). Hence, it is necessary to provide learners enough grammar input through communicative activities that help them learn it in a communicative way. It refers to encouraging the learning of grammar to be a= ble to use it when learners need to communicate (Wong & Barrea-Marlys, 2012).

Communicative competence <= o:p>

Communicative Language Teaching encourages language learners’ communicative competence improvement. This process allows students to become authentic communicators. Canale & Swain (1980) defined communicative competence as “underlying systems of knowledge and skill required for communication”. According to Richards (2006), language learners must train their communicative competencies to achieve a good proficiency in a foreign language and communicate effectively in any context. Communicative competence consists of four communicative components:<= o:p>

Linguistic Competence=

The production of a langua= ge implies the correct use of grammar, vocabulary, and pronunciation. The characteristics mentioned above of the use of language have a close relatio= nship with language production accurately and fluently. Chomsky (= 1965), argues that linguistic competence involves the knowledge of grammar since it is part of being excellent speakers and listeners. Moreover, it refers to the production of understandable language= ; it mainly regards the proper development of speaking employing the use of the appropriate grammatical rules and the correct vocabulary (Salazar, 2015).

Socio Linguistic Competenc= e

Language learners must be = able to use the appropriate language according to the context where they use it. Socio-Linguistic competence refers to its use depending on the audience to = whom the speaker is interacting. In other words, it is using language depending = on the social and cultural background; therefore, it is necessary to take into account some factors like age, gender, status, etc. (Mede & Dikilitaş, 2015). Furthermore, Socio-linguistic competence helps language learners to avoid misunderstanding or social issues as well. Nevertheless, mastering socio-linguistic competence could become challenging for language learners due to the variation of social, cultural, and pragmat= ic elements. It refers to something correct in one context that could be wrong= for another (Ya, 2016).

Discourse Competence<= /o:p>

Discourse competence regar= ds the ability to understand and produce extended speech and written features which assists connectedness and cohesion (Kaplan & Knutson, 1993). Disc= ourse competence lets learners use language with coherence and cohesion when it is produced in a written way. On the other hand, it is also mandatory that language learners coherently produce oral language; it means that they have to be able to organize their ideas appropriately; besides, they would be able to connect their ideas to facili= tate communication (Januin & Stephen, 2015).   <= /o:p>

Strategic Competence<= /o:p>

Strategic competence invol= ves the set of strategies used by language learners to compensate for some gaps= in the use of a foreign language (Canale & Swain, 1980). It regards the EFL learners’ ability to communic= ate successfully employing active discussion. Therefore, it is necessary to men= tion that strategic competence is not related to language proficiency since some learners could have a lot of knowledge about any foreign language; nevertheless, they cannot interact effectively with others (Negoescu et al., 2019). Eventually, strategic competence has a close relation to the ability to maintain an active conversation.

Communicative activities in the EFL classroom

Communicative activities a= llow learners to use the language for fundamental purposes; they involve authent= ic communication (Stern, 1992); (Suárez Cabrera et al., 2020). These activities focus their objectives on the meaningful use of a foreign language to develop the assigned activities. Moreover, they are centered on students' interests and necessities instead = of the teacher. It is necessary to consider that the development of these activities requires the interaction student-student. Therefore, teacher intervention is less common than in traditional activities (Ellis, 2010).

It is mandatory to select = the correct classroom tasks; for instance, it would be advisable to assign communicative activities according to the level of EFL learners to avoid any problem when they develop them. Furthermore, teachers must be conscious that selecting these kinds of activities demands to bear in mind a specific criterion when performing it. Ochoa et al. (2016) claim that communicative activities must enhance = the use of language focused on the meaning.

Role play

Role play is a technique commonly used in the EFL classroom to boost learners’ confidence and motiva= tion to interact with others. It creates real contexts or scenarios in which it = is necessary to communicate effectively with their classmates (Huff, 2012). In addition, role-play allows EFL learners to participate actively in the EFL classroom since they feel more confident ab= out themselves. Aliakbari & Jamalvandi (2010) define role-play as an effective technique to imp= rove speaking skills since it encourages learners to practice the language in the classroom as much as possible.

Picture Description

Describing a picture is a communicative activity that consists of producing language to describe visu= al material. Picture describing is one of the most valuable techniques to boost speaking skill in the EFL classroom and increase learners’ involvement in t= he language learning process <= !--[if supportFields]> ADDIN ZOTERO_ITEM CSL_CITATION {"ci= tationID":"Wcq0FWOe","properties":{"formatted= Citation":"(Brown, 2007)","plainCitation":"(Brown, 2007)","noteIndex":0},"citationItems":[{"id&q= uot;:266,"uris":["http://zotero.org/users/local/v0HImOgR/ite= ms/R8EYY7DW"],"uri":["http://zotero.org/users/local/v0H= ImOgR/items/R8EYY7DW"],"itemData":{"id":266,"= type":"book","edition":"5ta","publi= sher":"Pearson: Longman.","title":"Principles of language learning & teaching","author":[{"family":"Brown",&q= uot;given":"D"}],"issued":{"date-parts":= [["2007"]]}}}],"schema":"https://github.com/citati= on-style-language/schema/raw/master/csl-citation.json"} (Brown, 2007). In addition, this technique helps learners to memorize and use new vocabulary or grammatical structures. Due to the neces= sity of using language for real situations, describing picture is an essential technique that provides learners the opportunity to put in practice the knowledge they learn in the EFL classroom (Lavalle & Briesmaster, 2017).

Information – Gap

Information – Gap refers to the set of activities used to motivate learners to use the language when th= ey must accomplish the goal of a task. It enhances the oral interaction among learn= ers because they need to communicate with each other to share ideas, opinions, suggestions, comments, etc., to complete the information of any assigned activity (Harmer & Surguine, 1987). Information gap becomes for learners one of the = most useful and interesting activities since they consider it is quite practical= to use language in real environments; moreover, it helps them to successfully complete a task in the EFL classroom (Neira, 2019).

Sharing Personal Experiences

As it is known, the main goa= l of learning a language is to use it as in a real context. In other words, to be able to interact with others by expressing ideas, thoughts, feelings (Sevilla-Pavón & Haba-Os= ca, s.f). In this regard, Sharing Pe= rsonal Experiences is an authentic Communicative Activity that allows learners to = share their insight about a moral or dilemma that could be presented to them (Richards 2006).

Debates

Debates are considered a valuable communicative activity because they promote interacti= on in the classroom. Debates promote an enjoyable learning environment among learners due to the fact they keep them active and involved in the activity while they are providing their opinions of the topic being discussed . Learners not only express = what they prepared for the class but also can use language spontaneously when agreeing or contradicting someone’s ideas . Furthermore, debates not o= nly foster the development of language use but also critical thinking skills. Students have to know how to use the language appropriately and the content= to be discussed as well . In this sense, debates inv= olve reasoning when students try to deliver their arguments. Therefore, it becom= es challenging and beneficial for students’ oral production .

Problem – Solving =

Problem – solving introduces students to a topic that requires finding a solution, something to be solve= d. It involves two essential processes: to develop critical thinking skills an= d to facilitate language use (Constantine the Philosopher University in Nitra & Pavlikova, 2019). In this regard, Larsen-Fre= eman (2000) point out that this activity is part of the main components of the Communicative Approach to foster language use and deep into details to seek= an adequate solution. Moreover, problem- solving tasks introduce students to an issue to be solved. To do so, they have to interact in the language classro= om with their classmates to find a solution (Oradee, 2013). Consequently, by giving st= udents a problem, it becomes an opportunity for them to practice speaking due to the fact they will provide ideas, make suggestions, analyze the issues to be solved.

Speaking skill

Speaking is considered a pro= ductive skill that allows learners to be able to interact with people around them, = to express their opinions, feelings, and thoughts. This skill provides students with opportunities not only for communicating but for exchanging information amo= ng people (Richard, 2006). When learning a foreign language, speaking plays a crucial role because it is part of a learner’s language proficiency and per= mits them to negotiate meaning with the ones around them (Rao,2019). In this reg= ard Wicaksono et al. (2016)= point out that speaking inv= olves a complex process of building and sharing meaning by means of using language = as the medium of communication.

In the teaching and learning process, speaking is one of the skills that are more practiced during class time. Speaking is considered a prominent language skill owing to the necess= ity that learners have to communicate and it becomes one of the primary goals of language teaching (Fandana et al., s.f.)<= /span> Therefore, teachers look for activities that will help them boost th= eir students’ oral production. In this context, it is essential that the langua= ge that students use to communicate be as real as possible. =

Speaking Subskills<= /span>

Speaking is considered the most outstanding skill in the langu= age classroom due to the fact learners always use it as their medium of communication (Masuram & Sripada, 2020= ). In this sense, speaking ai= ms to provide learners with the capacity of expressing what they think, to intera= ct with the people that surround them, to convey meaning, to be able to use language for communicative purposes (Maulidar et al., 2019)= .

Pronunciation

Pronunciation is an essential component of speaking development, it is the ability that learners have to utter a word appropriately (Pourhosein, 2012). Pronunciation involves lea= rners producing intelligible messages by taking into consideration many factors in the production i.e. phonemes, stress, rhythm, and intonation (Pardede, 2018). It is also considered as the production of English sounds when communicating a message (Paulston & Burder, 1976). In this sense, pronunciation becomes a= core component in speaking because for a person to be understood, he/she needs to articulate the words adequately (Handayani,2017. Therefore, it has also become an essential element in foreign language teac= hing (Tlazalo & Basurto, 2014= ). In this regard, teachers should work with activities that contribute= to the development of this speaking sub-skill for instance by practicing sound= s, syllables, stress, and intonation (Gilakjani et al., 2011= ). Moreover Priya & NS (2020), suggest that the teaching of phonetics when learning another language can make students develop pronunciation awareness when speaking.

Grammar

Grammar is considered an imp= ortant component in language teaching (Navaz & Sama, 2017). It is known as the structu= red organization of words in a language when producing utterances (Meenadevi, 2017). According to Saaristo (2015), grammar is the core component when learning a foreign language beca= use it allows speakers to connect words, ideas, and phrases coherently. When speaking it involves learners in u= sing language appropriately. In other words, to use grammar patterns in a correct way (Azlina et al., 2015). Furthermore, grammar plays= a crucial role in any language due to the fact if a speaker communicates a message correctly everything will make sense both for foreign and native speakers (Rao, 2019).

Vocabulary

Vocabulary is another import= ant component of language learning (Cameron, 2001). When someone wants to express somethi= ng, it is necessary to have at least a basic knowledge of words. According to N= unan (1991), a successful language learner will have a high level of vocabulary knowledge otherwise it will be difficult to be understood in a foreign lang= uage context. Lexical knowledge is an essential element when developing language competence (Alqahtani, 2015). Moreover, the mastery of vocabulary contributes to the development of language skills. All of them a= re related to each other (Asyiah, 2017).

Vocabulary has been acknowle= dged as one of the speaking sub-skills due to the fact it permits learners to expre= ss their opinions, feelings, and thoughts. In this regard, the teaching of vocabulary in the language classroom is essential. Therefore, its learning should be promoted in the language classroom by means of using different techniques to make this process significant (Alqahtani, 2015).

Fluency

Fluency as part of the speak= ing sub-skills requires students to use the language smoothly and without any k= ind of rehearsal (Masuram & Sripada, 2020= ). It is closely related to t= he idea of communication (Albino, 2017). A fluent person may have already developed his/her communicative competence. In other words, this person will be able to use language without hesitation when having a conversation (Samifanni, 2020; Oviedo & Mena, 2021). Additionally, when a speak= er is fluent, this person can use the language patterns appropriately.=

Intonation

Intonation is considered an important factor in speaking. It is the changes of pitch people make in the= ir speech when communicating a message or interacting with the ones who surrou= nd them (Kenworthy,1987). When people are communicating, intonation provides inform= ation about their attitude and the purpose of speaking (Yangklang, 2013). In this regard, Intonation contributes to distinguishing the different types of sentences, for instanc= e, statements, imperatives, questions, declaratives, exclamative, etc. It allo= ws the audience to understand what a person intends to express (Zulfugarova, 2018).<= /p>

Methodology<= /span>

This article was based on = the qualitative approach. A descriptive - documentary research was carried out through an extensive bibliographic literature review about Communicative Activities and oral production.

First, once the problem of this research was state= d, the bibliographic method was utilized by searching the information using various Search Equation as Communicative activities AND speaking, Communicative Competence OR Language competence, Communicative Language Teaching AND principles, "Communicative activities" AND "Language Learnin= g”, "Communicative tasks" " Solving problems" AND "Critical Thinking", Speaking AND sub-skills to gather the information required for this investigation. As it is shown in figure 1, these articles were taken from b= oth primary and secondary sources from Research Articles, Articles from Scienti= fic Journals, Books, and papers.

Figure 1. Type of consulted material. Academic sources

Done by: The author.

These articles were taken from numerous search engines such as Google scholar, Scielo, semantic scholar, Research gate, etc. (See fi= gure 2).

Figure 2. Search engines used in the research. Online repositories

Done by: The author.<= /span>

Second, the collected information was organized an= d categorized logically bearing in mind the search criteria. Then 47 scientific articles = were selected after an extensive review of the primary and secondary sources. Th= ird, with this information, the state of art was created taking into considerati= on relevant aspects of the topic.

Results and Discussion

Results from previous studies demonstrate that Communicative Activities CA enhance the development of the oral production = of students in the English Foreign Language Classroom. The use of CA such as R= ole play, Picture Describing, Information – Gap, Sharing Personal Experiences, Debates, and Problem-solving contributes to developing the communicative competence of learners. Moreover, these activities get students engaged in using the language when communicating among them. To perform these tasks, students need to use the language to carry out them. Most CA are based on r= eal- life situations. In this regard, students not only practice communicating f= or the task but for daily life issues.

The great majority of scientific articles that wer= e used as a basis for this research show a positive impact on students’ performanc= e. For instance, information gap activities are considered as an effective Communicative Activity when developing learner’s ability to speak due to the fact students need to fill the gap. Therefore, they have to use the language for asking questions, exchanging ideas (Neira, 2019).

As stated above, Communicative activities provide benefits in the language classroom. They are effective strategies when deve= loping learner’s autonomy while speaking in English. They provide students with opportunities to use the language spontaneously. In addition, they can negotiate meaning, to promote fluency and boost motivation in the EFL class= room .

Conclusions

· = Speaking is considered one of the most predominant skills in language learning. In this regard, researchers have carried out various studies to identify which methods, strategies, and techniques help learners develop their ability to communicate. In this context, the Communi= cative Approach encompasses a great variety of activities that aim to develop learners’ autonomy when using English to interact with people around them. = Therefore, Communicative Activities such as Role play, Picture Describing, Information= – Gap, Sharing Personal Experiences, Debates, and Problem-solving have become= an essential tool when boosting students’ oral production.

· = It is of paramount importance to highlight the benefits that Communicative Activities offer to language learners. As an illustration, CA make students get engaged in using the language due to the fact each activity has a purpose for using it. Consequently, there is a high impact on the ability to use the language fluently. Furthermore, they incre= ase learners’ motivation and facilitates language use as in real life. CA allow students to practice language that is commonly used in daily life.

· = It is crucial to remark that this research provide= s a general overview of what Communicative Activities could be implemented in foreign language teaching to support learners in developing their ability to communicate. However, it is worth mentioning that several pedagogical implications need to be considered when implementing CA activities in the classroom. Further research should be conducted about the process that has = to be followed when implementing each Communicative Activities.

Bibliographical references.

<= span class=3DSpellE>Alahmadi, N. S. (2019). The Role of Input in Second Language Acquisition: An Overview of Four Theories. Bulletin of Advanced English Studies, 3(2). https://doi.org/10.31559/baes2019.3.2.1

<= span lang=3DEN-US style=3D'font-size:12.0pt;line-height:115%;font-family:"Times = New Roman",serif; color:black;background:white;mso-ansi-language:EN-US'>Albino, G. (2017). Improving Speaking Fluency in a Task-Based Language Teaching Approach: The = Case of EFL Learners at PUNIV-Cazenga. SAGE Open, 7(= 2), 215824401769107. https://doi.org/10.1177/2158244017691077=

<= span lang=3DEN-US style=3D'font-size:12.0pt;line-height:115%;font-family:"Times = New Roman",serif; color:black;background:white;mso-ansi-language:EN-US'>AL-Garni, S. A., &= ; Almuhammadi, A. H. (2019). The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills= at the University of Jeddah. English Language Teaching, 12(6), 72. https://doi.org/10.5539/elt.v12n6p72

<= span class=3DSpellE>Aliakbari, M., & Jamalvandi<= /span>, B. (2010). The Impact of «Role Play» on Fostering EFL Learners’ Speaking Ability: A Task-Based Approach. Association of Applied Linguistics, 14, 15.=

Alahmadi, N. S. (2019). The Role of Input in Second Language Acquisition: An Overview of Four Theories. Bulletin of Advanced English Studies, 3(2). https://doi.org/10.31559/baes2019.3.2.1

Albino, G. (20= 17). Improving Speaking Fluency in a Task-Based Language Teaching Approach: The = Case of EFL Learners at PUNIV-Cazenga. SAGE Open, 7(2), 215824401769107. https://doi.org/10.1177/2158244017691077=

AL-Garni, S. A= ., & Almuhammadi, A. H. (2019). The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah. English Language Teaching, 12(6), 72. https://doi.org/10.5539/elt.v12n6p72

Aliakbari, M., & Jamalvandi, B. (2010). The Impact of «Role Play» on Fostering EFL Learners’ Speaking Ability: A Task-Based Approach. Association of Applied Linguistics, 14, 15.

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be tau= ght. International Journal of Teaching and Education, III (3), 21-= 34. https://doi.org/10.20472/TE.2015.3.3.002

Asyiah, D. N. (2017). THE VOCABULARY TEACHING AND VOCABULARY LEARNING: PERCEPTION, STRATEGIES, AND INFLUENCES ON STUDENTS’ VOCABULARY MASTERY. Journal Bahasa Lingua Scientia, 9(2), 293-318. https://doi.org/10.21274/ls.2= 017.9.2.293-318

Azlina Kurniati Kurniati, Eliwarti Eliwarti, & Novitri Novitri. (2015). A Study on the Speaking Ability of the Sec= ond Year Students of Smk Telkom Pekanbaru. Journal Online Mahasiswa Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau, 2(2), 1-14.<= /o:p>

Brandl, K. (20= 08). Principles of Communicative Language Teaching and Task—Based Instruction. <= i>Communicative Language Teaching in Action: Putting Principles to Work (pp. 1-23). Pea= rson Prentince Hall.

Brown, D. (200= 7). Principles of language learning & teaching (5ta ed.). Pearson: Longman.

Cameron, L. (2001). Teachi= ng languages to young learners. Cambridge: Cambridge University Press.

Canale, M., &a= mp; Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. 42, 47. https://doi.org/10.1093/applin/amaa037

Chomsky, N. (1965). Aspects of the Theory of Syntax (Cambridge, Massachusetts, V= ol. 1). The M.IT. Press.

Constantine the Philosopher University in Nitra, & Pavlikova, K. (2019). Use of monolog= ues, games and problem-solving activities for development of speaking skills. Educational Role of Language Journal, 1(1), 83-92. https://doi.org/10.36534/erlj.2019.01.08

Desai, A. A. (2015). Characteristics and Principles of Communicative Language Teachin= g. 3(7), 3.

Ellis, R. (201= 0). The Study of Second Language Acquisition. System, 38(1), 146-= 148. https://doi.org/10.1016/j.system.2009.11.003

Elmiyati, E. (2019). Improving Students Speaking Ability Through Debate in The Classroom= (A Case Study for Students at Second Years Students of SMAN 3 Kota Bima in Academic Year 2017/2018). International Journal of Multicultural and Multireligious Understanding, 6(1), 229. https://doi.org/10.18415/ijmmu.v6i1.561

Fandana, R., Yufrizal, H., &a= mp; Simbolon, R. (s. f.). INCREASING STUDENTS’ SPEAKING ABILITY THROUGH PROBLEM SOLVING. 14.

Firmansyah, D., & Valatansa Vegian, E. E. (2019). Improving the Students’ Speaking Skill through Debate Technique. PROJECT (Professional Journal of English Education), 2(6), 891. https://doi.org/10.22460/project.v2i6.p891-895

Gilakjani, A., Ahmadi, S., & Ahmadi, M. (2011). Why is Pronunciation So Difficult to Learn? English Language Teac= hing, 4(3), p74. https://doi.org/10.5539/elt.v4n3p74

Guerrero Chacó= n, K. E., Vallejo Barreno, C. F., & Caicedo Valencia, M. S. (2019). Estrategias didácticas para la enseńanza del inglé= s en educación media general. Ciencia Digi= tal, 3(4.2), 25-42. https://doi.org/10.33262/cienciadigital.v3i4.2.1001

Harmer, J., & Surguine, H. (1987). Coast to Coast= .

Handayani, I., & Rahmawati, E. (2017). Students’ Speaking Anxiety at English Classroom in Ag= roecotechnology Department of Agricultural Faculty Untirta (A Descriptive Study in AgroEcoTechnology Classroom, Untirta). Journal of English Language Studies, 2(2).

Hiep, P. H. (2007). Communicative language teaching: Unity within diversity. ELT Jou= rnal, 61(3), 193-201. https://doi.org/10.1093/elt/ccm026=

Huff, C. (2012= ). Action research on using role play activity in an adult ESL level one class. 4= 90.

Januin, J., &a= mp; Stephen, J. (2015). Exploring Discourse Competence Elements in EAP Class Presentations through Document and Ethnographic Analyses. Procedia - Soc= ial and Behavioral Sciences, 208, 157-166. https://doi.org/10.1016/j.sbspro.2015.11.192

Ju, F. (2013). Communicative Language Teaching (CLT): A Critical and Comparative Perspecti= ve. Theory and Practice in Language Studies, 3(9), 1579-1583. https://doi.org/10.4304/tpls.3.9.1579-1583

Kaplan & Knutson. (199= 3). The role of materials in the language classroom: Finding the balance. TESOL= in Context, 5(1), 25-33.

Krashen, S. D. (1985). Cha. 1: «The input Hypothesis. Issues and Implications». Theory = of Second Language Acquisition (Vol. 1, pp. 1-32). Longman Group UK Ltd.

Kenworthy, J. (1987). Teaching English pronunciation.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University.

Lavalle, P. I., & Briesmaster, M. (2017). The study of the Use of Picture Descriptio= ns in Enhancing Communication Skills among the 8th-Grade Students—Learners of English as a Foreign Language. 18.

Ma, T. (2009).= On Communicative Language Teaching—Theoretical Foundations and Principles. = Asian Social Science, 5(4), p40. https://doi.org/10.5539/ass.v5n4p40

Masuram, J., &= amp; Sripada, P. N. (2020). DEVELOPING SPEAKING SKILLS THROUGH TASK-BASED MATERI= ALS. Procedia Computer Science, 172, 60-65. https://doi.org/10.1016/j.procs.= 2020.05.009

Maulidar, K., Gan= i, S. A., & Samad, I. A. (2019). TEACHER’S STRATEGIES IN TEACHING SPEAKING FOR CADETS. I. A., = 15.

Mede, E., & Dikilitaş, K. (2015). Teaching and Learning Sociolinguistic Competence: Teachers’ Critical Perceptions. Participatory Educational Research, = 2(3), 14-31. https://doi.org/10.17275/per.15.29.2.3

Meenadevi, D. = M. (2017). Strategies in Teaching English Grammar. 6.=

Navaz, A., &am= p; Sama, F. (2017). TEACHING GRAMMAR IN THE ENGLISH LANGUAGE CLASSROOM: PERCEPTIONS AND PRACTICES OF STUDENTS AND TEACHERS IN THE AMPARA DISTRICT. 16.

Negoescu, A. G= ., Boştină-Bratu, S., & Morar, L.-L. (2019). Strategic and Social Competences in the Foreign Language Class. Scientific Bulletin, 2= 4(1), 61-66. https://doi.org/10.2478/bsaft-2019-0007

Neira, R. A. O. (2019). The Impact of Information Gap Activities on Young EFL Learners’ Oral Fluency. . . ISSN, 21(2), 13.

Nunan, D. (1991). Language teaching methodology (Vol. 192). New York: prentice hall.=

Ochoa, C., Cabrera, P., Quińó= nez, A., Castillo, L., & González, P. (2016). The Effect of Communicative Activities on EFL Learners’ Motivation: A Case of Students in the Amazon Region of Ecuador. <= i>Colombian Applied Linguistics Journal, 18(2), 39. https://doi.org/10.14483= /calj.v18n2.10018

Oradee, T. (20= 13). Developing Speaking Skills Using Three Communicative Activities (Discussion, Problem-Solving, and Role-Playing). International Journal of Social Scie= nce and Humanity, 533-535. https://doi.org/10.7763/IJSSH.2012.V2.164

Oviedo Guado, N. G., & Me= na Mayorga, J. I. (2021). Communicative language teaching approach in the development of speaking skill. Ciencia Digital, 5(4), 6-26. https://doi.org/10.33262/cienciadigital.v5i4.1865

Pardede, P. (2018). Improving EFL Students’ English Pronunciation by Using the Explicit Teaching Approach. JET (Journal of English Teaching), 4(3), 1= 43. https://doi.org/10.33541/jet.v4i3.852

Paulston, C. B., & Bruder, M. N. (1976). <= span lang=3DEN-US style=3D'font-size:12.0pt;line-height:115%;font-family:"Times = New Roman",serif; mso-ansi-language:EN-US'>Teaching English as a Second Language. Techniques = and Procedures.

Pourhosein Gilakjani, A. (2012). The Significance of Pronunciation in English Language Teaching. English Language Teaching, 5(4), p96. https://doi.org/10.5539/elt.v5n4p96

Pradana, S. A. (2017). Using debate to enhance students’ speaking ability as their character building. English Education: Journal Tadris Bahasa Inggri= s, 10(1), 149-163.

Priya, M. L. S., & NS,= P. K. (2020). Teaching phonetics to enhance pronunciation in an ESL classroom. Journal of Critical Reviews, 7(2), 669-672.

Rao, P. S. (20= 19). THE ROLE OF GRAMMAR IN ENGLISH LANGUAGE TEACHING (ELT) TECHNIQUES. <= i>4, 12.

Richards, J. (2006). Explorations in corpus linguistics. Cambridge University Pre= ss.

Rodríguez Durá= n, M. E., Sandra Paulina, P. P., & Moyota Amaguaya, P. P. (2020). <= span lang=3DES-EC style=3D'font-size:12.0pt;line-height:115%;font-family:"Times = New Roman",serif; mso-ansi-language:ES-EC'>Evaluación alternativa en la producción oral de estudiantes de Nivel A2. Ciencia Digital, 4(1), 34-53. https://doi.org/10.33262/cienciadigital.v4i1.1062<= /p>

Saaristo, P. (2015). Gramm= ar is the heart of language: grammar and its role in language learning among Finnish university students. Voices of pedagogical development–Expanding, enhancing and exploring higher education language learning, 279-318.

Salazar Obeso,= W. (2015). Exploring Communicative Competence Development in an EFLT Classroom= at Cursos Libres. Zona Próxima, 23, 88-103. https://doi.org/10.14482/zp.23.7214

Samifanni, F. (2020). The Fluency Way: A Functional Method for Oral Communication. Eng= lish Language Teaching, 13(3), 100. https://doi.org/10.5539/elt.v13n3= p100

Sevilla-Pavón,= A., & Haba-Osca, J. (s. f.). “Learning from real life and not books= ”: A gamified approach to Business English task design in transatlantic telecollaboration. 27.

Stern, H. H. (1992). Language Learning Strategies Among EFL/ESL Learners: A Review of Literature. International Jou= rnal of Humanities and Social Science= , 2(5), 8.

Suárez Cabrera, S. M., Molina Mazón, R. P., & Abarca García, S. L. (2020). Estrategias de interacción en el desarrollo de la destreza productiva del habla del idioma inglés. Ciencia Digital, 4(1), 126-141. https://doi.org/10.33262/cienciadigital.v4i1.1077

Syamdianita, & Maharia, A= . C. (2020). Developing Speaking Skill Through Debating: Undergraduate EFL Students’ Perception. Proceedings of the 2nd Educational Sciences International Conference (ESIC 2019). 2= nd Educational Sciences International Conference (ESIC 2019), Samarinda, Indonesia. https://doi.org/10.2991/assehr.k.200417.006

Tlazalo Tejeda, A. C., & Basurto Santos, N. M. (2014). Pronunciation Instruction and Students’ Practice to Develop Their Confidence in EFL Oral Skills. PROFILE Issues in Teachers’ Professional Development, 16<= /i>(2), 151-170. https://doi.org/10.15446/profile.v16n2.46146

Wicaksono, B. H.,= Pd, S., & Ed, M. (2016). TEACHER’S TALK ROLE IN TEACHING SPEAKING. 9.

Wong, C. C. Y., & Barrea-Marlys, M. (2012). The Role of Grammar in Communicative Language Teaching: An Exploration of Second Language Teachers’ Perceptions = and Classroom Practices. 9(1), 15.

Ya, L. (2016).= A study of language teaching from a sociolinguistic perspective of communicat= ive competence. 4, 80-86.

Yangklang, W. (2013). Improving English Stress and Intonation Pronunciation of the First = Year Students of Nakhon Ratchasima Rajabhat University through an e-Learning. Procedia - Social and Behavioral Sciences, 91, 444-452. https://doi.org/10.1016/j.sbspro.2013.08.442

<= v:shape id=3D"_x0030__x0020_Imagen" o:spid=3D"_x0000_s2054" type=3D"#_x0000_t75" a= lt=3D"editorial1.png" style=3D'position:absolute;left:0;text-align:left;margin-left:326.7pt; margin-top:34.1pt;width:93pt;height:49.1pt;z-index:251661312;visibility:vi= sible; mso-wrap-style:square;mso-width-percent:0;mso-height-percent:0; mso-wrap-distance-left:9pt;mso-wrap-distance-top:0;mso-wrap-distance-right= :9pt; mso-wrap-distance-bottom:0;mso-position-horizontal:absolute; mso-position-horizontal-relative:text;mso-position-vertical:absolute; mso-position-vertical-relative:text;mso-width-percent:0;mso-height-percent= :0; mso-width-relative:margin;mso-height-relative:margin'> = Zulfugarova, R. (2018). The Function of Intonation in the English Language. = Web of Scholar, 7(6), 18-21.

<= /o:p>

El artículo que se publica es de exclu= siva responsabilidad de los autores y no necesariamente reflejan el pensamiento = de la Revista Ciencia Digital.

El artículo queda en propiedad de= la revista y, por tanto, su publicación parcial y/o total en otro medio tiene = que ser autorizado por el director de la Revista Ciencia Digital.

Inteligencia Emocional Página <= !--[if supportFields]>PAGE \* MERGEFORMAT1 | 12=

------=_NextPart_01D802F1.B4F21ED0 Content-Location: file:///C:/32CB324E/01_AdrianaLara_Actividadescomunicativas_2darevision_archivos/image013.jpg Content-Transfer-Encoding: base64 Content-Type: image/jpeg /9j/4AAQSkZJRgABAQAAAQABAAD/2wBDAAMCAgICAgMCAgIDAwMDBAYEBAQEBAgGBgUGCQgKCgkI CQkKDA8MCgsOCwkJDRENDg8QEBEQCgwSExIQEw8QEBD/2wBDAQMDAwQDBAgEBAgQCwkLEBAQEBAQ EBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBD/wAARCAOdApADASIA AhEBAxEB/8QAHQABAAICAwEBAAAAAAAAAAAAAAECBgcDCAkEBf/EAFoQAQABAwMBAwcHBwcGCQsF AAABAgMEBQYRBxIhMQgTF0FRVtEJFSKSk5TUFBkyVFVh0hY3QnGBkbQjREZidXYYJDM2R4Whs8Q0 OENSdHeClbGy02NywcLw/8QAGwEBAQADAQEBAAAAAAAAAAAAAAECAwUEBgf/xAA4EQEAAQIEBAMF BwMFAQEAAAAAAQIRAwQFUSExQZEGEhYTFWFxgRQiobHB0fAjYnIyNTaz8STh/9oADAMBAAIRAxEA PwDS1Sq1Sr99h+TQAJJAAjKAAWnmE+AT4DNUAYiJ8EonwGUqj93ZWxt2dRdwWNrbK0PI1XU8mJmi xZiI4pjxqqqqmKaKY5jmqqYiOY7297PyfvlAXbVNyujblmqqOZt16lM1U/uns0TH90y8eY1DK5Sq KcfEimdpl6cDJ4+YjzYVEzDrWNy738kvrLsbcG3tq5OlYOqaruiMudPxtNyvOVVRjUUV3ZqmuKYp 4priY7+/if3c633psbdvTvXbm2d66Fk6Tqdq3RdmxfiOZorjmmqmqJmmqJ8OYmY5iY8YmGeDnMvm LeyribxeLT0va/yvwY4uWxsG/tKZi3Dl9X4M+Cq0+Cr0tAipKKhUAzaron1Up2D6UatlZ8bX81F7 5wmaOz5ubnm4r7Ha7fZ7Xr7PHHf4d7XXi4eFbz1RF5tF5tedvmzw8OvEv5ImbcWEq1eKytXi2IgA BWfFZWfFYEAIE+Cq0+CqwACSIq8FVqvBVYABJZQrV4kRMzERHMyVeL79Kxu3XORXHdT3U/vn2soa 8SuKImqX34eNGNZij+lPfVP73ODKHKmqapmZACSBRdRisgAorPisrPiLPJAAQADIACBFXglWrvJZ xFwBqbomJVqUrnilyTMRHMuKrvieWvEm0WbsOOsqd0omJhPHsOfa0N91U00+NX9yeOVpjingiCZt wQAzljEo45RMLInwYs1eOVZp9iwWS6gtMcqXKuxTM/3JyWzgv1RM8R4Q4lqlWiZvLOOArMLE/vY2 ZxVwUc2PR39uf7HHTRNVUUx6310xFMRTHhDZh0Xm8saquFn21KrVKurDmwAJJAAjKAF7Nm9k3reP j2q7t27VFFu3RTNVVdUzxEREd8zM+pFp5qP3f5Bb6q0eNwxsvXZ0qYmYzo069+TzEREzPnOz2fCY 9frh388l7yOtv7A0zC3v1L0yzqe6sm3F63g5Num5Y0vnvimKZ5iu9xxM1z3Uz3U+HaqzndXlj9AN o7hq23n7xrysizdizkXcHEuZFixVzMT2rlMcVccd/Y7U9/8AXx8nj+Jqq8ecHT8GcXy85i/4Wie/ Z9FhaJTThRiZvEii/KP3v+Trf5Ffktbf3xg2er3UCnC1TSqL1y1puj1TTdou3bdU01XMmnvjsxMf RtVfpd1VUdmYirHvK28knJ6XZOR1C6e4d3I2hkXO1lYtPNdek11T4T65szM8U1f0e6mr1TPbDU9r XNs36Otvk+WcXUcPVLdOVrW38GumMXXcfjn8ox+Po28umOeJjiLnfTV3+Oy9p7s2n1Q2nb1zQ71r UdK1G3XZvWb1uOaZ47Nyxet1fo1RzNNVFUf9kuBia/nMLN/bqZvhzwmnb+2Y6TtV17xHWp0nL15f 7LMWqjj5t/j8t46dpeMKJ8HaPytvJKyel2TkdQun2Jcv7QyLnaysWnmqvSa6p8J9c2ZmeKavGmZi mr1TPVyfB+g5LO4OoYMY+BN4nvE7T8XyWay2JlMScLFjj+b0P+Ts2Tp+l9L9W3zVj0TqOuanXjRe mn6VONYppimiJ9XNyq5M+3in2Q1j1U8v3qZp+/ta0jYemaHjaJpuXdw8arLxq7169FuqaZu1VduI jtTEzERHdExE8zEzO5/k+tcxNS6EV6VauU+f0jWcqzdo574iuKLlNXHsntzHP+rPsdLur3QXqltP qRuDSv5C67m4059+9iZeJgXb9nIx665qt1010UzE80zHMc8xPMTxMS+QyeBlc3rGa+3REzE8Inb/ AMs+hzGLj4Gn4H2W8RMcbfL97ttdJOu/V3yhfKA2Nj6prOiaRn6Ja1acHKs6VN2imL2LPnYrtzdj tcxapiOKo4nv7/BxeUL0Z6pdUPKhx9hxuHD13VsvR8bKqzYwIwcbBxKZqpqmqmKrk9mKuZ55mqar kUxHhDH/ACNtq7n2z5Sm0/5Sbc1TSvymxqXmfy7DuWPOdnEudrs9uI7XHap548OY9ruvty3gz5Uu 9LtyKfyynaWkU2vb5qb+T5zj93MW/wDsNRzVOlZ2ZylNPlpwuFojnNc9edrze11yeBOfy1sxM3mv jxnpH7Ov2L8mhYnHo/LusNcX5jmuLWhx2In2RM3+Z/r7v6oY5sryAcLdmfuzBudUr+N/JrXq9Gpq p0eKvPxGNj34uTHno7M/8Y7PHf8Ao889/Ebt6vWfI0u781Crq9qd21uX6H5TRk6lq9qaaezHY7FF uuLcUcccdiOzPj65fqeRtGzqdrb+p6fVxXtuN958aZVFd2uJsfkuJ2Z7V2Zrn+uqeZeKrWNToylW YnErvw54dMRxnpPG/blxemNPyc48YUUU9eVUzPLrHTu0zrHyaORRgXrmgdXLd7NpombNnM0ebVq5 X6oquUXapojx74oq/qaJ6NeSn1D6v7t1rbc1WtBx9s5VWFq+blUTXFjIpqqpmzRRTMecr5pnmOYi I75mOY53l8nPr+u6puzeuLqetZ+XZpwcW5Tbv5NdymKvO1xzEVTMc8TMc/vdlOi1Nuzh9Srui2bN edVvfWK66au6KsiIt9iKp/8A2xb/ALHqzWsajplWNl8TEiuqPLaq0Ra/wj9WnA07J52nDxqKfLE3 vF542/nR15o+TMwIp4udZMiqrv76dBpiP7vyiVMvQOo9HkIRm19Q8CvRPmS3d+b/AJhiL/mfyqJi 1+Uee47vDteb54/f3unmub36jZGrZdW4d17gnUYvXIyYyc29Fym52pmuKomfoz2pq5j28u+WVRVc +Tut26Keaq9t2aYj2zOTS9Ofw87lfYTmsaMTzYlFvu0xbnfp14cfg05OvLY/tIwMOaLUzfjPFrrZ Hyd+Bu/Zegbsr6r5GLVrel4uozYjRqa4tTetU3Ox2vPRzx2uOeI548GGdd/IW3J0j2Xlb70HeNrc mBpvFefZnBnFvWLU1cecpjzlcVxHMdrviYjmeOInjfFPky+TF0R2HpeZ1u1S/kZV7zeNdzsrVcyz RXkzRNVVFm1jV08URxVxzEzEUxzLY+v1dPMjyS92ei/JjL2rRtLW6dOuVXr9+OKLN+Koiu/M3J7N ymqI7U93ERHdEPB79zlGPTXh4tVeHNduOHFNMxflFV737bvV7sy9WHNNdEU1RTfhVMz25PJ4B+hv kRWfFZWfFYEAIE+Cq0+CqwACSIq8FVqvBVYABJZQm3aqvXabVHjVPD9+1aps26bVHhTHD5NMxvN0 efrj6Vcd37ofcyhzsziearyxygAZQ8wASsCi6jFZABRWfFZWfEWeSAAgAGQAEEzwqTPIxlsgBFU8 RywngsK1z38KA89XGbvbRERTZE0+xHHtWOOWLKEU08d6Z8AnwZxFmF7yqATCwInwSifBGaoAlx89 2rtVfujwctyriOI8ZcM+DVXs20xwupNMT4KTTMOQ45arMohxR4rVRzCZp9aaKe3V2f7yIvwXlC1i 32ae3Pr8HKtEREcQrPi9MRaLNN+L7KlVqlXuh4oAEkgARlA3z5Ee19M3P5Qeizqtui5b0ixkapat 1+FV63Txbn+umqqK4/fRDQztp5O3k2datqaZp/lB6FTZsanp9cZOBtzJomi9q2DVTNN6JrmYi1Nd uqfNxVE8zxVPZ+jM8rWcfDwsnXRVXFM1RNMX3mP5x6c3Q0vCrxMzTVTT5opm8/L+dOrbfl7date2 JtnTOnm1sq7h5W57d65nZVuezXRiUcUzboq8YmuapiZj+jTMf0nnhPg9O+rPTPY3lidLsTXNsalG FrumzdjT8jIomivDyo4i9g5lviaqPpRTFXd2qJimuntUzNNfm1uvam4dkbhz9qbr0m/puq6bdmzk 416I7VFXHMTEx3VUzExVTVTM01UzExMxMS5XhTFy9OVnLUxbFpmfNE8+fP5dPh+fR16jFnHjFnjR Mfdnp/OrdXks+VNq3RHVqNt7kuX87Zedd5v2I5quYFdU99+zHs9dVHr8Y+l45Pc8srH0Dyhs/fmx 9CnC2bq1drG1fA4mmrUopqmKs+aPCjI4mOOPGKYirmZmXVZ9uh6Lqe5NZwdv6LiV5WfqORbxcazR HNVy5XVFNMR/bLq42j5LExa8xiU8aotVtPx+fx+rwYWpZqiinBonlN43+Xy+D2lqp0jc2iTRcosZ +l6ri8TTVT2reRYu0eExPjTVTV/dLyY8o7pTT0a6s6xs7E7c6ZzTm6ZVXVNVU4t3voiZnxmmYqom fXNEy9Xto6HO2Np6Ltuq9F2dJ07GwZuRHEV+atU0cxH7+y6B/KOZGJc6v6Bj2ppnIs7cteemPGIn JvzTE/8AbPH7/wB74jwlj1YWfqwKJvRVE/hyn+bvptfwqa8pGJV/qiY/HnDUPQHygt19Ady39W0X Ht6jpmoU029S0y9cmijIinnsVU1RE9iunmririe6qYmJ5dsbPyknT2q1TOR073FRcmPpU0XrFVMT +6ZmOf7odTfJp6Zbe6vdXtK2Lui/nWtOzLGVcuVYdym3d5t2aq6eKqqao8aY57ndL83f0J/a27// AJhY/wDwO5rs6NRmYjPUz55iJvF+Mcovafg5ulRqNWB/81UeW/VqXd/lw7J3F1X6f9QMXZmuWsTa FvV6Mqxcrs+cvfldi3bomjirj6M0d/Mx3T3MF3f5Yeq3fKCs9adhaLdwsW3ptrScjT867FX5bjxM 1V019j9D6UxNMxM8TRTPfzNLbHVz5PHRMDbOXrPSTcGsZGp4Vqq9GmalVbvRlxTHM0W66KKJprn1 RMVRM93Mc8xq3ybvI/w+vexs7eGXvu/odzD1a7pn5NRp0X+exatV9qapuU8T/leOOP6P70ytehU5 eczT/ppjyTe82iqZm0x8ZmeP7LjRqk4vsZ5zPm4W6REc+3BuGr5Q/pXqVu3ka50l1W5lRRFNUTVj X4p/dFdXEzHMz6oYx0y8ufp3sO/vCuenOq2LG4ty5GtY1jCqsU0Wrddixa4qjmmO3VVZqrq4iY5r 8Z75npfPgq6UeGtOimaIpm0/3T+7xTrWbmYqmYvHwhvTyVPKF0ToBuPXtV17b+dqePrGHbsUxh3K Irt10XO1HMV8RMTEz3893Ed0892R7A8tHVunnVXeW6sPbleftfd+q3dRu6VeyIt3rFU1T2blFyIm Ir7PEVU8TE8RHMcRKvk1eSDhdf8AYudvLJ35f0SrD1a7pkY9GnRfiqKLNm52+1Nynjnz3HHH9Hx7 1fI58nXYfX2N3TvbL1ix8xfkH5N835Fu1z578o7fb7dFXP8AyVPHHHr8WjOVaTVOYxsaPNNMUxXz 6zaLctucN2WjPxTg4WHNom808vrfv1bzj5SfpvxHa6e7lifXxcsT/wD2aVv+Vvtu75LsdC42nqdO rxptGnxmRet/k/0b8V9v/wBb9GOeOPHu5472hepu3cDZ/Ujde0tKrvV4Wia5nadjVXqoquTas367 dE1TERE1cUxzMRHf6oY235XQNOopprwqZtemqOM84vb82rF1bN1VTTXMcpjlvz/J3m2r8ontm9tb B03qT04zdR1TGt0UZF7Frs3LORcpjjzsUXOJomfGY7+OZ4lx798vnptubpvuXY2j9Ptcwa9a0bO0 2xV/xem1arv2a6IqmKavCKq+Z4j2upnSHaWmb86obX2ZrNzIt4Os6pYw8irHqim5FuuqInszMTET x7YltLyw+geyug24Nu6bsvM1a/Z1bDvX7/zhft3ZpqoriI7M0UU8RxPfzy8lekaThZ2jL+WYrq+9 EXm3D6vVTn8/iZarFvHljhPDjx/9dewH1Tgis+Kys+KwIAQJ8FVp8FVgAEkRV4KrVeCqwD6MLG/K b8UT+jHfV/U+eImZ4h+7g40Y1iImPp1d9XwOrVj4vsqOHOXL4d0JBXMAGUAASsCi6jFZABRWfFZW fEWeSAAgAGQiZSEkQqJmn2IYsp4DjrnmePYtVPEONrrno3YcdQBqs3wAFupNXQJ7wVY4qzEwLExE osSqifBMxwifBLM1TwTz6pcd2qIjsxPik8OKRF5s466u1VyrPgkaJ4y33tCgmY4QhEkuW1R2aeZ8 ZUop7U/uhzNmHT1Y11cLCs+Kys+LbMWa4l9lSq1Sr2Q8kACSQAIyh9ek6lk6LqmHrGFFmcjByLeT ai9Zpu25roqiqntUVxNNdPMRzTVExMd0xMPVDycPKP251725PdZ07dGnW6Z1TS4q7vVHn7PPfVam Zj2zRMxTVzzTVV5SP2dobv3HsPceDuzaeq3tO1TTrnnbF+1PfHqmmqJ7qqZiZiqmeYmJmJiYlxNb 0bD1fBtyrp/0z+k/CfwdPS9RryGJvTPOP1h6n772JuPa247/AFc6R4tFzWblNMa/oE1+bx9wY9Hh PPhby6I583d9f6NXMS6A+VX1zp64b9t5eNtadFw9CtV4GPTl49NGoV/S5rjImOZjs1drs2+ZiiZr 9dVTvh5OPlI7a687diJmxpu6cC3Hznpfb8fV5+xzPNVqZ/rmiZ7NXP0aqvr6oeS50a6t6nGu7n23 VY1WqY87nafenHu34j1XOPo1zxHHamJq47ol8Vpmfo0fN+XUcOfPTFonrEflMW5Ttw4xa31OdytW o5e+Urjy1cbdJ/ad43+t/JzHx8jMyLWJiWLl+/frpt2rVumaq665niKaYjvmZmeIiHod5H3km19N 6LPU3qNh0/yov25+b8CuIn5st1RxNVf/AOtVEzHH9CJmPGZ4270u8mro90hyI1HaW1qKtTiJiNRz rk5GTTH+rVV3W/8A4Ip59bZeXl4mn4t7Oz8qzjY2PRVdvXr1cUUW6Ijmaqqp7oiI75mW3W/E9Wfo nLZSJppnnM85+Hwj82nTNEjKVe2x5iao5bR8fm4NZ1jS9vaTma7redawtP0+xXk5ORdq4otW6I5q qmf3RDyG65dTMjq91Q13fd2mu3j5t/zeFaq8bWLbiKLVM/v7NMTP+tMt1+V75WE9Ur93pz0+yq6N p412Jy8uOaatUu0zzHEeMWaZjmIn9KYiqfCHVmfB3vC+i15CiczjxauqOEbR+8/g5muajTmaowMK b0xznef/AMb98hb/AM5HQP8A2TP/AMNcbA+Uazs3F6nbYoxsy/ZpnQeZi3cmmJn8ou+xr/yFv/OR 0D/2TP8A8NcdpPKu8lXevXveGj7i2zuDRMCxp2m/kVyjPruxXVX52uvmOxRVHHFUetqz+Zwcpr+H i49VqfJzn51NuTwcTH0qqjCi8+b9nP5AW99xbu6N5mn7h1C7nToOrXMLEvXrnbuRj1W7dyKKpn6U xTVXXxM+qYpjup4i/Qfo10w3Bl9T7uu7NwNQuYnUTV8axXkWaoqt2Yps1Rbp54+jE11ce2J5jnnl m3QXpNo3kz9JcnTtd16xdrt3L+sa1qM80WKZimInsxPfFFFu3THf3zMVT3driMa8i3dP8uNnb83j FFVFOt7+1TPooq8aKLlrGqpp/siYj+x83msbz1ZvM5SZiiaqbTHDr+vGfq7GBRNEYGDj8arT8ejU fkr+S70vnpV6aOseFa1C3lY9/PtWMuuqnFwcKzNXN2ummY7dVUUVV9/MRTNPdzzLafSraPkUdVoy tL6abO2/rE6LZsxked0rJorooq5pomqvIopm5M9ieZ5qnu5nxcfSfTLHW7yLMXZW3tTsY2ZkaJc0 Squ5M9mxl2Z4im52eZiKuKJniJns188T4T+R5Fnk+9SuiWq7ryt+4GHj29VsYlvFnHy6L3am3Vcm rns+H6UeL1Z3M1YsZrFxseqnEpqtTRFVote3Lrw2+c82nLYMYc4OHhYUTRMXmq15vbd9Xk8dFulW sVdTbOp7F0vJo0vqHq+n4dNdueLGNRRYmi1T391MdqeI/e5/IT1rpPqPTSrTthaT+R7i0/FxKN0V 1Y9VNd+/VVf83VNyZmLkTxdmnifoxVEcU+EZd5Mv/LdXP/ehrX/d47QnyZl23FfUazNymLlUaRVT Rz3zEflcTMR7I5j++GGY8+YyucqrrmfJ7OYi/Djwm8fW/wA2WFMYWNgU00x97zxy24vk8one/km3 N76ZhYm28X570vf1Fzd9dOlXKar+Nbrv05kVV8RF2JuzTMxHPa47uWY6XvHyCtYv2rOF05xaqb1y i153+S+T5uiauJiaqooniOKonn2TyxLSPJo3PpnldU716l7ewqto7g3dqmTptdzKs3aMq9XRlZWN RVa7U1R3W+1MVU8c0ceuOe02+t6dY9v67Tp2xeiFjdOl+Zor/L6t0Y+BMVzz2qPNXLdU93Ed/PE8 t+bxsDCpwsDArqqny3v7WKY49LzFpmNujDL0Ytc14uLTEcbW8kzPz4S6+dTvJt2V0o659KN/dPdP r0zTtU3VjYGbgRcruWbd+Zm5RXbmqZmmKopuRNPPZjsx2YjvYV8pd/zv2T/s3K/72l2c8ov/AMt6 S/8AvJ0v/D5brH8pd/zv2T/s3K/72ls0TM4uazuVrxqrzFNcXnn1YajhUYOVx6cOLRen9HTIB+iP kBWfFZWfFYEAIE+Cq0+CqwACSIq8FVqvAt26rtdNuiOZqniFg5Ps0vF87c89XH0bc9375frqWLNN i1Tao8KY/vXVycbE9pVdUAYgDKAAJWBRdRisgAorPisrPiLPJAAQADIASYWJEVeCUVexjM2bLX4O KrmZ5VcsxEqzS1tscOSgmYmDju5Y2ZX6oAZWsRxAGMsoACYZCJj1pJ8EZKTxxzLhqjmeZclc+pRq rm82bIhTu8JRMcd60+KJj2NbNWY5VmJWmJjwha1HanteqFiLzY5Q5LdHZp49frTMetKJ8G61mueK qs+KyJhZSIfXUqtUq9cPJAAkkACMoABaeb9Lbm5Ne2jrWJuLbOrZOm6lg3IuWMnHrmmuir/+Ynwm J7piZiYmJdy+m3yjNNjBtYPVfZl/IyLVMRVqOizRzd/fVYuVUxE+2aa+J57qY8HSInwc7P6VlNSi IzFF5jlPKY+r35XPY+Tn+lVaNuj0J1z5R3pXjYldW3dk7o1DLjns28unHxbU+zmum5cmPqT4/wBj qr1t8qbqd1u7Wm6vmW9J0CK+3RpGBM02qpjwm7VP0rs+vv8AoxPfFMNPDz5LQMhkK/aYVF6t542+ WzZmdWzeap8ldVo2jgInwSifB2XPlkGwOoG6umO6MbeOzNQpwtVxKLlFq9VYouxFNdE0VR2a4mme YmfU2x/w5PKU9+MX/wCUYn/42hR5MfI5XM1efGw6ap3mIn83ows3j4FPlw65iPhLZXUXyjutHVXT fmXeu+MnL07tRVVh2LNrGs1zHfHbptU09vie+O1zxK/TPyj+r3SHQL+2dg7ks6fp+Rl151y1XgWL 0zeqooomrtXKJmPo26O7njuayF+w5X2XsfZ0+Ta0W7cj7Vj+f2vnnzb3m7tp5HXSXrNuDauo786X dYaNpWvnKvTsjCuYX5Vav1W7VuuLlVuvm3M8XeIns8xxPE97uP030jqlsnB1fUutXVnTNw4tFq1X Yv06bY061h0URXN25crpiInnmjvniKezPt7vJzSN57w27i14W3916xpmPXcm7VZw867ZoqrmIiap poqiJnimI5/dHsNW3vvTXsScDXN361qONMxVNnL1C7etzMeE9mqqYcDUdAx9RxaqqsSmKZ/sjzRH +XP8XWyerYOUw6aYomZj+6bX+XL8G3Mnys+p20N4b0vdK9yUYGg7h3PqGuWrd7TrFyurz1cRTVPn KappmbdFvmnniJiWsOnnVDfnSfXKtx9P9w3tJzrlmqxcrpt0XaLtuZiZprt3KaqKo5iJjmO6Y5ji WLoqd7DyOWw6JoiiLVRETwjjblff6uVVmsauYqmqeHLjyvts2tvXypeuXUHB0zB3NvWq7Gj6ha1X CvY2HYxbtrLt0100XYrtUUzzEXKu7w7/AAZBj+XB5S+Pai1PUC1d7MREVXNIw5q4iIjx813+HPM9 /e0QMJ0zJVUxRODTaOX3Y/ZlTnczFU1RiTefjLcG5vK167bvr0a5r27bF+rQNUs6zgTTpmNR5vLt U100Vz2bcdqIi5XHZnmO/wAO6GKdU+s3UTrLn4Oo9Qtbt6je02zVZxpoxLNiKKaquau63TTzzMR4 8+DClavFswsjlsGqKsPDpiY5WiItfnZK81j4kTTXXMxPPigB6mgVnxWVnxWBACBPgqtPgqsAAkiK vB+npWN2aZya476u6n+p8WLjVZV6m3H6PjVPsh+7FMUxFNMcREcRCw8uZxLR5IAFc5UAZgDKAAJW BRdRisgAorPisrPiLPJAAQADIACBWe9NU+pDCri208IuANdm1WpWfBapBELzhQWmIlExMLZI4IAS YsziQBJWJEVTxTMpcdyee72MJmzOmLy4wGqzcrPiE+IxZdETEzxEOWI4jhFunnvWbaabcWEz0ET4 JRPgyRUAH1VKtnz0x0Gf871D7Sj+A9GGgfreofaUfwOFHi/TN57OhHh7O7R3awGz/RhoH63qH2lH 8B6MNA/W9Q+0o/gSfF+mbz2I8PZ3aO7WA2f6MNA/W9Q+0o/gPRhoH63qH2lH8B6u0zeeyx4fzu0d 2sBs/wBGGgfreofaUfwHow0D9b1D7Sj+A9XaZvPZY8P52J5R3awJ8Gz/AEYaB+t6h9pR/AejDQP1 zUPtKP4D1dpm89mXuDObR3auG0PRfoH65qH2lH8B6L9A/XNQ+0o/gPV2mbz2Y+n87tHdq9E+DaPo v0D9c1D7Sj+BE9Ltvz/nmofaUfwHq7TN57MvcGc2ju1aNpei3b/65qH2lH8B6Ldv/rmofaUfwHq7 TN57HuDObR3atG0vRbt/9c1D7Sj+A9Fu3/1zUPtKP4D1dpm89j3BnNo7tWT4KtqT0t2/P+eah9pR /Aeivb365qP2lH8B6u0zeex7gzm0d2q0VNq+ivb365qP2lH8CJ6Vben/ADzUftKP4D1dpm89l9w5 zaO7VQ2r6Ktvfrmo/aUfwHoq29+uaj9pR/AertM3nsRoOc2ju1UrV4tr+irb365qP2lH8CJ6U7dn /PdR+0o/gPV2mbz2X3DnNo7tUDa/oo27+u6j9pb/AID0Ubd/XdR+0t/wHq7TN57HuHObR3aoVnxb Z9FG3f13UftLf8CPRNtz9d1L7S3/AAEeL9M3nse4c5tHdqYbZ9E23P13UvtLf8B6JtufrupfaW/4 D1dpm89j3DnNo7tTT4Ktt+ibbn67qX2lv+BHol25+u6l9pb/AIFjxfpm89j3DnNo7tSjsV0n8mLR +p29sLbFnUNVtY085GdfouW+bONTMdqqOaPGZmmmO6fpVRz3OzVv5N7odbrprjdO+Z7M88TnYfH+ GT1dps9Z7HuLObR3ee2n4v5PZ5qj6dffP7v3Ponxehv5vPot7z71++4n4ZE/J5dFp/0n3t99xPwz L1dpm89nPq8NahVVNUxHd55D0N/N49Fvefe333E/DH5vHot7z72++4n4Y9XaZvPZj6Y1DaO7zwHo d+bw6K+8+9vvuJ+GPzeHRX3n3t99xPwx6u0zeey+mc/tHd54j0O/N4dFfefe333E/DH5vDor7z72 ++4n4ZY8X6ZvPY9MZ/aO7zxHod+bw6K+8+9vvuJ+GPzeHRX3n3t99xPwxPi/TN57LHhnP7R3eeKj 0R/N4dFfefe333E/DI/N3dFPeje333E/DJ6u0zeeyz4Zz+0d3nePRD83d0U96N7ffcT8Mfm7uinv Rvb77ifhj1dpm89j01n9o7vO9WfF6Jfm7uinvRvb77ifhkT8nb0Un/Sje/33E/DHq7TN57L6az+0 d3naPRL83Z0U96N7/fcT8Mfm7OinvRvf77ifhj1dpm89iPDWf2ju87R6Jfm7OinvRvf77ifhj83Z 0U96N7/fcT8MertM3nsvpvP7R3edpPc9EvzdnRT3o3v99xPwzgu/J5dFYq7NO6N7Tx4/8dxPwx6u 03eeyx4bz20d3nkirwehf5vPot7z71++4n4ZFXyefRj1bn3r99xPwzGfFum7z2bPT2d2ju89Y8Ev Qf8AN7dGI7v5Tb1++4n4ZMfJ69GPefev33E/DJ6s03eeyx4ez0dI7vPbjlExw9Cp+T16Merc+9fv uJ+GRPye3Rjw/lNvX77ifhj1Zpu89mXp/O7R3eeo9CfzevRf3n3r99xPwyJ+T16Me8+9fvuJ+GT1 Zpu89k9P52Okd3ntNKJjh6E/m9ujHvNvX77ifhifk9ujE/6T71++4n4ZPVmnbz2Zen85tHd56j0H n5PbozH+k29PvuJ+GR+b46Me829PvuJ+GPVem7z2I8P53aO7z4qniHHPg793vIG6OduYt7l3lNMT 3c5mL+HcM+QR0fjx3HvH75i/h2ufFWnT1ns206FnI6R3dBx33/4A/R/1bk3j98xfw6s+QR0g95N4 /fMX8Ox9UadvPZl7kze0d3QpHZ5nud9Z8grpBH+ke8fvmL+Hfdi/J+dHrlrzl3cu8omrwiMzF8Pu 56o06/GZ7L7kze0d3QCniFu6XoF+b66M+829PvuJ+GPzfXRr1bm3p99xPwzZ6q07eezX7izm0d3n 5McKz4PQWfk/OjfvLvP77i/hlZ+T76NT/pNvT77i/hj1Vp289l9xZzaO7z6HoHPyffRqP9Jt6ffc X8Mfm++jXvNvT77i/hj1Vp289l9xZvaO7QQD8tfagAAAAAAAAAA+inFsVafczJ1LGpvUXabcYk03 PO10zEzNcTFHY7MccTzVFXfHETHMvnABexbovX7dq5fosU11xTVduRVNNETP6U9mJniPHuiZ9kSC g5Mqzbx8m9YtZVrJot3KqKb1qKoouxE8RVTFcU1cT4x2oie/viJ7nGAMi3TtKxtnPysCvXce5cx8 XAyaLddm5Rcv/lOPbvTFEUxVRHm/OcTNVdPPdMRPfEY6AP1adu5eTjZOZpeRj6hZwMG3nZtdmaqP yamuui32KouU0zVVFdyimex2o7+YmYiZj8oAfu7s2/j7eu6Xbx79y7GfpOJqFfbiPo13aO1NMceq PU/CAAAAAAAAABuXyZOl0b53lG4NVx5r0fb9dF+uKo+jeyeebdv2TETHaqj2RET3VKOwXk49Lp6d 7IozNUxoo1vW+zk5fMfSs2//AEdnn90TzMf+tVVHfxDbIMgAAAAAAAAAAAAAAAAAAABWursU8/3P mnv8XLd+nPdPg4gVmJQuiYiQVmmJ8VZjheYmEAqiYiV5iJVmJgFZiYQuiY5BWYiVZiYWmJgEUfLn 19i32KO6qv8A+j7KuIiapniI75fl3q5u1zXV/Z/UD4ppmPFExE+L6aqIlxVW/YiuCaPYrMe1zTEx 4omIkEY2P5+7FH9GO+r+p+v2ezHER3OLDxvMWuZj6VXfLnUUmIlExMLzCJjgFETT7F5iFZiYBXj2 qzS5ETT7AecYDAAAAAWtXbli7Rfs3KqLluqK6KqZ4mmYnmJiW/r+s7D1ua9Cva7pmPT1JtzqWq5V d2imnS8ui1brtUXKv6E/lNOTzzx9G7TzHe6/ije1nqLt7VqtY3ZkZ+LZytnalkZe2sW9VHavWbtm LGPbopnvr81XZsXJj1RNUmbuvZuka/oui6Pq2JOhbsvZeoa35u7FVOLRn2vMxZuT/RmxHbq4nvjm JlokLjfORufZuFpmXdw9X0/8u6eYtzTdFm3djnUKr9imzVet8f8AKdjI89e5j1XInw4Yvs+xO1cX cekaNvLQMfcuViYN7TtSs59Fu3FmqKqsixbya+zTZvfStRPM0/oVR2vbq4Ljb1zW8O3pcWuoG4tL 1u/TurQ8nUoxL9u/XfxbePkRe7VVER5+qmmqKKrkTVE1TEduZfub43Ppt/T9Rt5mrWNQsZGoYtel zd3Xj51OP2btNXnMbGs41M41MW4qpqpuVW44nj6VUQ0KFxuXdm+7e48zqZp+s6/ZztKtZlF3RcaM imbXFGo26e1i0xPHNViq5NU0fpRM1Tz4ubcWu6xe1y5m6dv7Qf5EV5mNVp2mxnWeLONF6mbdunDn muxcop/Srmmj9Gqe3PPfpQLjfW2dY0zB1fWdZwd712acjdWVeybGLr+JptuMaK4mi9XNyiuvMt1R NUeboiY7p9cxz8OVqdVGPqOn9LN36PoORa3NqFedManZwfyrFm5/xWui9XVFN2xTTFcebpmfGJ7N XMS0mA3VvjXtvZGo7xqytb0zUbWRO2u1ODdoijKi1jUxf8zTEx3RMTExHHZ8J4fuWdU3HqGrbxu2 d8aJnbVu7f1erS8Cxn2avN2PyO75qiziRPbxqqKeIqmaKeeKomaueZ69UVzbrprpiJmmYmOYiY/t ie6WXZfUnLvYuo0YG1tv6ZmatYnGzc7CxrlF65bnjt000zcm1aivj6Xm6KOYmfbJcbB0veObRi5e ibc3xRp2RkbL023i9nWKcS1Tm27tia6fOVV00UXYt03Ke+Ynjmn18Pr2/maNibRnTc7elOZp+Ttj Kiqxe3Bh2sWnNrx7lcWPm+KJu1XqbvHF+qqmZmI4mfo01aEC4zzd2Jh7inAyMLX9ItxpO1MC5cpv ZURVduUU001WLcRz2rsTVz2J4nimr2M/tbjsxuCznfyz0aOm8aZFFei/ltqJ815nirHnC585ORNf P+V7M989rt8dzQgXG4MDfOBi5HTnRNS121OgY+l016nj01ecsxk/lWRNucm3T+nFExZr7FUTxTzM R9Lv+nUsvemT003t/K7euma5HnMOrHpsapZzrlETlU81UTbmrzNqe7i3PZ7+PoRw1BpOpXtH1LG1 THs4165i3KbtNvJs03bVUx6qqKomJh+3rG+b2o6Rf0LTduaNoeHmZFOVl0adbvRORXTz2Iqqu3K5 imntTMUUzTTEzzx4AxoBAAAAB9WlaVqGuali6PpOJXk5mZdps2LNHjXXVPER7P7Z7nob0z2JgdON m4G1sKaa67FHbyr1McefyKu+5X/VM90eyIiPU0N5I3S6Kpu9UdYscxHnMXSaaqY45/Ru34/uqtx/ 8f7naJlEAAoAAAAAAAAAAAAAAAAAAK1zxT3eMrKVRzPIOI7p8Vpj2omAVmn2KrnET4goiYWmmYQC sxwhdE0+wFJpRxwugFUTT7Fpp9ildUUUzVV6gfLmXJiPNR6++XxzDmrqmuqaqvGVZp9gjimn2KzH tck0omPaK4aqIlbGxu3diqY+jT3yv2ZmeIffZtRatxTx3+M/1ghExEuSaPYpxwCsxwhdEwCk0+xC 8xwgFJp9irkmn2IB5vj01+adK/ZmJ9jT8D5p0r9mYn2NPwSw8yh6a/NOlfszE+xp+B806V+zMT7G n4Fh5lD01+adK/ZmJ9jT8D5p0r9mYn2NPwLDzKHpr806V+zMT7Gn4HzTpX7MxPsafgWHmUPTX5p0 r9mYn2NPwPmnSv2ZifY0/AsPMoemvzTpX7MxPsafgfNOlfszE+xp+BYeZQ9NfmnSv2ZifY0/A+ad K/ZmJ9jT8Cw8yh6a/NOlfszE+xp+B806V+zMT7Gn4Fh5lD01+adK/ZmJ9jT8D5p0r9mYn2NPwLDz KHpr806V+zMT7Gn4HzTpX7MxPsafgWHmUPTX5p0r9mYn2NPwPmnSv2ZifY0/AsPMoemvzTpX7MxP safgfNOlfszE+xp+BYeZQ9NfmnSv2ZifY0/A+adK/ZmJ9jT8Cw8yh6a/NOlfszE+xp+B806V+zMT 7Gn4Fh5lD01+adK/ZmJ9jT8D5p0r9mYn2NPwLDzKZR002JqHUfeWBtbA7VFN+vt5V6P/AEGPTMec r/riO6I9dU0x63ob806V+zMT7Gn4OSxg4WNXNzGw7FqqY4mqi3FM8ezuLDi0jScDQtLxNG0rHpsY eFZosWLdMd1NFMcRD7AUAAAAAAAAAAAAAAAAAAAARM+pVM8+tACJp9iQTkpMKzEw5eOVZp9gXUJi J/ctMKzEwKrMTCF+UTTE+AK8cqzT7FpiY8QFHzZVfanzceEeL6btUUUTV6/U+GYmZmfWDjmj2KTE w5SYiQcUxyrNLkmj2IimaqopiO+QWxbPNXnJjujw/rfUtRTFFMUx6kzHIihMRKZiYQCk0THgq5UT TEiuNE0+xaaZhAKomIldWafYD90AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAABWafYsAoLImn2CIACxMcqzCwHJxzT7EOSYiUTHtFU59veiafYtNPscdyqaae7xBwXau1Vx6o cU0xK8xyiY4EcU0z64UmlzqzRE+AXcLmsW447c/2Kxb7VUUvpiIiOIFVmJgXVmn2AhExEpBLKzEw hdE0h81UTRErccIBxzTMIcvHKs0ewV+wAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAACJjlExMLAigtMRKJiYFQAJZExD5blU1Vc+r1Oe9VMU9mPGXACkxyiYmF5p9iAcc wiYmHJMRJFMzPfHcHMt08RzPrWmlIKqLTESrMTACs0+xYBQWmIlExIIRNPsSCWUF+OVZp9gP1QBQ AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAETSrPdHMrqXJ5jsg4 Kp7U8omIlaaeFQVmJhHHK6JiJBSaV6Y4giO9IImlHHCwCgtNPsVAmIVmJhYBUTNPsQCJiJRMTCwC i9q3NyuKfV6/6kTD68a15ujmfGoHMAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAACJ7lJjnvWmfUgSZURNPLkmOVZgW7immYQ5eOVZp9cARxxxMImn1wkBQX7p8UTT MeAKnHIArNKFyYiQUEzEwgETT7ELHHILWLfnK+/wjvl9ilq35ujj1+MrgAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAImeEq1cggAAASyJiJRMTCwF7KTESrMTDkmI RMTAqhzwtMcqzEwBMRP7lZpmFiJBQXmmJ8FZiYBCJiJSArMcOSxR2qu1PhH/ANVYjmeI9b6aKYop imAWAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAABExEqzHC4 IoLTT7FeOBQAAAS2yJp9iq4F3HNPsRxw5Jp9ioqpz7UzT7EAiaYnwVmJhdMR2p44BNmj+nP9jmRE REcR6kgAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAr NPsQuiY5EVEzCBQAAmIkBLWVmJRMcromIkLqTS5LdPEcz60RTzPDkFAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAETESkEsrMTCF0TEAqExMAoCYjk SyYjhICgAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAACJp9iQSyi0RxCQUAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAfjZm89oadrlvbGobq0jF1i9apv2tPv5tujIuW6qppium3MxVMTNMxzEe MP2XnJ8oZ/Plp3+7eL/iMh1dG06nVMz9nqq8vCZvz5OTrOpVaVlvtFNPm4xFuXN2k8pzyk9Q8nnM 2rVjbUx9cxtdjO/KLdeVVj3KJs+Y7PYrimqI587VzzTPhHgyToR5Q+zuv2BqeRtnTtTwMnRZsU5u Pm26I7PnYrmiaKqKpiqmfN1x38T9HviOY56geV7du3+jXk+Xr1yq5cubXqqrrqnmqqqcXT5mZmfG WbfJqf8ASN/1R/4x3MfR8rRon2u39SmZi954/f8ALxjlycTA1nNYmuRlL/06oibWjh/T83CefN2v 6p9StvdJNjanvrct3jGwLU+asxz2sm/McWrNPETxNdXFPMxxHMzPERMuo+m+W55Rm6bFWrbP6B0a hpldyqm1extOz8umOJ76ZuW+Kapj18RH9TYvyiGPm3uhOBcxYqm1j7jxbmTx4RbmxkUxz+7t1Uf2 8M28lfeOyb3QDZlnA13TbM4mnxjZNmvIot128iiqqLsVUzMTEzX2qu+O+KomOYmJfHPsXx7J8oHq FrvULaOwNxdF9U0u3r2j2s/O1ivz9uxiX5xK71dvzddnu/ylHm+KrnMTPfzMcTu7I1DAw5iMvNx7 E1TMR5y7TTzMcc+M/vj++HQ3rjufN2z5Z2Zu/QLlNeXp20c/Ow7tPFdMV06HlVUV+yYiYir98Q6/ 7O23lbyw8vcOvdLepO9cnJyqpq1PRtQmi3VVxE1U3KqsLImu5zPMz247pju9ch63XNZ0i1XVau6r h0V0TNNVNV+mJiY8YmOX1ect+b8726exx2u1z3ce3l5p7X6IbY6sdbOtOma9qOq4lvbORrOoYk4l y3TVXct5dymKbnboq5jjx44n97CI6gbw1bodtHppm7rycPQcrdOoY127duzFu3j0WsGaKKu+ObVu rIvXJpmeOaonu4jgPS7qv1Hv9Pdh6xuvb2g1bo1PSvM9nSMS/MXr3byLdqr9CmuqOzFyap+jP6Pq 8Y+rYG/Kt2bJ0XdG49K/kzn6rixk3NLzL3F3H5qmIie3TRVPMRzE9mPF1J63eSL0+6G9Dt7by21r +4c7Ou4OFg1UZ16xVZ7FepYlU1RFFqmYnmiOPpeufFqDdfo017bfTDQ8raW99z7so2pasRh6FqFn GtRZjJyrtNMU1Yt+5Xc4qrqq4iKYp7Pr7XAen1jIsZNuL2Net3bdXhXRVFUT/bDkdB/IG1HVtG63 bv2PbwtX0fSq9Hu5tWj6ndmu/j37eRYoom5/k7cTcii7XEz5unnmO7uh34AAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAecnyhn8+Wnf7t4v8AiMh6NvOT 5Qz+fLTv928X/EZD6fwj/uUf4y+X8X/7bP8AlDn8rj+ZXyef91Z/wmns4+TU/wCkb/qj/wAYwfyu P5lfJ5/3Vn/Caezj5NT/AKRv+qP/ABjvZv8A45X85/7XAyn/ACTD/wAY/wCp3A3tszbvULa2o7N3 XgRmaXqlrzV+1MzE90xNNVMx3xVTVEVRPqmIl1EyfIG6L15FdWF1ryrVmap83Rcu4lyqmPVE1RNM TP7+IdsOqP8ANnu7/YWf/h63nr5Mfko6J1/2ZrW4c/d2dpGVp2fODZos49F23V/kqa4qqiZifGrw iY7ofnT9Hdstt+SDsnRd8bZ33RuXP1G3oeg06JXhX7duqxm2pw7mLNUzTxMRVRd547++PHiWIZXy fOz8fOybm1up+69Fwb9yblOJbrori3z6u1HZmqI8I55niO+Z8XWXYm/dw7Y6U9Wuj25c7UcnD0m1 iZlmzi5s2qsW9Z1XHsXos3Joq7NNU3aJmOzxPY7oiZmXY/E8rra/R7pF040DC2/q+59w6roli7b0 6rP7d21b583b87f839KquqmYoppomYinviPozUG0+n/kx7c2HvDfO8aNz6tqGRvmnKt5Fu7FumLF F+7Vcr4q4maquao4qn2TzE892Ff8CjpRpXSmvp3ubdubNv55uathavcqtY97GvXLNu3Vbp55pqpq psRM0z3zx3cTESwLWvLOzOp21977C1fpVqm2L9nbmZlXblrXZoyaIimmOxxVjUzT2orjmZ55ju47 +Wjeq+/8zU/Jz6a7Js7W1ajTKLmXq9Gs5mZORFV2czOtTjTVFqimaoint8888TEdn+lIdmNH+T12 dpGna5p9HUPWbka3gUYFdU4tqJtRTlWMjtR7Z5x4p4/1pn1P1d1eQx0/1PTNvXcTfGuaLm7a0uNP u6jaqtxORaomqrzlcd3YmO3XHMTx2eInnjmfgxfK86iabsPQ9Ys+TPuPJvZGVk6dVi05V+KrdvHs 4tVF+ZjEmezcnIriI4iP8lVxNXM8fnV+Vzi9Wtm9S+m25On2Zs3XrezdZybOPmZ1Nc3Ypwq6pt9m 5Rar852Ku3FMU1fQpqq7oiQZ/wBAfJZ230d3hmdRNG6gahuO7qWnXdOqqv025oqiq7brmvt0zM1T E2eP7Z9jfzrN8nv/ADB3f9vZf/2WXZkAAAAAHy6nqen6Lp+Rq2q5drFw8S3VdvXrlXFNFER3zIPq GBenfpB7/aX9ar4Hp36Qe/2l/Wq+AM9GBenfpB7/AGl/Wq+B6d+kHv8AaX9ar4Az0YF6d+kHv9pf 1qvgenfpB7/aX9ar4Az0YF6d+kHv9pf1qvgenfpB7/aX9ar4Az0YF6d+kHv9pf1qvgenfpB7/aX9 ar4Az0YF6d+kHv8AaX9ar4Hp36Qe/wBpf1qvgDPRgXp36Qe/2l/Wq+B6d+kHv9pf1qvgDPRgXp36 Qe/2l/Wq+B6d+kHv9pf1qvgDPRgXp36Qe/2l/Wq+B6d+kHv9pf1qvgDPRgXp36Qe/wBpf1qvgenf pB7/AGl/Wq+AM9GBenfpB7/aX9ar4Hp36Qe/2l/Wq+AM9GBenfpB7/aX9ar4Hp36Qe/2l/Wq+AM9 GBenfpB7/aX9ar4Hp36Qe/2l/Wq+AM9GBenfpB7/AGl/Wq+B6d+kHv8AaX9ar4Az0YF6d+kHv9pf 1qvgenfpB7/aX9ar4Az0YF6d+kHv9pf1qvgenfpB7/aX9ar4Az0YF6d+kHv9pf1qvgenfpB7/aX9 ar4Az0YF6d+kHv8AaX9ar4Hp36Qe/wBpf1qvgDPRgXp36Qe/2l/Wq+B6d+kHv9pf1qvgDPRgXp36 Qe/2l/Wq+B6d+kHv9pf1qvgDPRgXp36Qe/2l/Wq+B6d+kHv9pf1qvgDPRgXp36Qe/wBpf1qvgenf pB7/AGl/Wq+AM9GBenfpB7/aX9ar4Hp36Qe/2l/Wq+AM9GBenfpB7/aX9ar4Hp36Qe/2l/Wq+AM9 GBenfpB7/aX9ar4Hp36Qe/2l/Wq+AM9GBenfpB7/AGl/Wq+B6d+kHv8AaX9ar4Az0YF6d+kHv9pf 1qvgenfpB7/aX9ar4Az0YF6d+kHv9pf1qvgenfpB7/aX9ar4Az0YF6d+kHv9pf1qvgenfpB7/aX9 ar4Az0AAAB5yfKGfz5ad/u3i/wCIyHo20N1z8kfbHXTeOPvHWN2appl+xp9vT4s41q3VRNNFdyuK uao55/ykx/Y7nh7PYOn5322PNqbTG7heIsjjahkpwcCL1XidnWTyuP5lfJ5/3Vn/AAmnsj+To3Xt nRNV3poes69gYOfrHzZGn4+Rfpt15U2/ynt024qmO1VHnKPox39/h3S3vR5NW7cfQcDbFHWarUtK 0rGjDwsLXdqadqVi1Zpoiimj6dEV9mKaaYmIrjnsxzLGtw+R/Rq9mqjO29011WaaJ7FeFpGXt695 z1fTxr923EePjZq8eeO7h3J1TJY2n1afiV8JmeMXvxq80cKoiPnxcONKz2DqFOo4dHGIiLTa3CiK Z40zM/GODfHVH+bPd3+ws/8Aw9bzm8nPyscjoBtPV9r4mwqddv6rnTmWsirUpsRar81TRFM24tVT XHNPPdVTzzx3eLuL0/2p166WW7uNi3r26dBxexEaJqurW8jJt0T2uZwdQmi3VdmnujzOTatUcRT2 blPNXG8tNz7ep4FjULePk2Kb9EVxaybNVm7R+6qiqImJj/8A3c+QzOXjAq+7VFUbx+sdPy2mX2GW zE49P36Zpq2n9J6/nvEPMTRumu86ehPVbrXvDS7+DGuUYWJhzftTbqyZu6rjXr92mme/sdqiiInw mZnjwl+pg0bk6Mbj6ReUJlbWydb238wWKaqrM/RtV02rli5RVVxMUVRTXTco7XEVT3RP0auz6YNJ 9fei/VXqdrGlal08606rsuxh41djJxcTIybVF+uauabk+ZuUxM8TMd8eqO/2eZ6XSTWeouB1Z6qd VOoOmafkYOLq+0smq3j36qZuUebs41ueZp7u+aJn+1lG9dE1XU/II6c6hp+BeyLGm6/nXsuq3RNX mbdV/Mpiurjwp7UxHPhzMe12f6CeS1mdKN76p1K3l1DzN47k1HEjEjKybdcVUUzFHbqqrruV13Kv oRREzMcUx4d/Efd106/6j083fo2ytp16HXm3cavP1a5qnb81i2Zrpt41vmmun6d65NcfQi7cppo7 XmqomJejK5XEzmJ7LCjj+3878HnzWaw8nh+1xZ4fv/O3F1Z67df9x9V9l7N17a9jdehbL07NvaXr E4dzs115FqjHqmqaqJ7P/JXf8nFcxE1RX48TLVG1dQ0bUupGo5Wgarr2fiztLcdMXtamicmavmTN 5iexVVHZ9ne7I7n8vPcN7fN3F2jhaXgbb5xabc6pZpu5fMd92Zm1f81T2q581MdqezTxcjj6XGwM 7y5dp6RuevSda2prGJZ078ssanZjHp89buxVTViVU1XblqKIqtU3YuWrlFNdF2qij+jM1dKvw9qF ERPkveL8P1/nNzKPEOn1zMee1ptx6/L8/k5fk9/5g7v+3sv/AOyy7MsH6Mb01TqJsLG3rqUWqber ZWZkYFFFmq3VRg/lFcY9Nfa/Sri1FHNURETP985w5OLhVYOJVh1c4m0/R18LFpxsOnEo5TF4+oA1 tgAA6t+Vz1Ri5Xa6X6Pkc00djK1aqme6av0rVmf6u6uf66PZLfPU/f8Ap/TXZudujOmiu7bp81h2 Kp4/KMmqJ7Fv2+qZnjwppqn1PPTVNU1DWtSydX1XKryczMu1X796v9KuuqeZmf7UkfKAxAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAHqAAzAAAAAAAAAABi+p9NNl6vuu zvbO0iudYs27Vqb1rLv2qL1NqvzlqL1qiuLd7sV/Sp85TV2ZiJjiYjjKBnRiV4c3omY+TCvDoxIt XET81KLNm3bptW7VFNFMRTTTTTERERHHER/V3FNmzTFdNNqiIuTM1RFMfSmfGZ9q4wuzsAAAAA1t 5Qu8NU2V0u1LUtFqijMyqqMGi9z32YuTxVXH+t2eYj2TMT6uJDrT5S/VGrfm9K9D0y/2tG0CuvHs zTVPZv3+6Lt2fVMRMdmnx7o5ifpNPAxABAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAB//2R== ------=_NextPart_01D802F1.B4F21ED0 Content-Location: file:///C:/32CB324E/01_AdrianaLara_Actividadescomunicativas_2darevision_archivos/filelist.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01D802F1.B4F21ED0--

¹	Adriana Carolina Lara Velarde https://o= rcid.org/0000-0002-2270-6843 Universidad Nacional de Chimborazo, Facultad de Ciencias de la Educación Humanas y Tecnologías, Riobamba, Ecu= ador alara@unach.edu.ec
²	Jes= sica María Guaranga Lema⁼https://orcid.org/000= 0-0002-8451-9736 Universidad Nacional de Chimborazo, Coordinación de Competencias Lingüísticas, Riobamba, Ecuador jessica.guaranga@unach.edu.ec<= span style=3D'mso-bookmark:_Hlk92186090'>
³	Mayra Jacqueline Iguasnia Guala https://orci= d.org/0000-0003-1605-0398 Colegio de Bachillerato Chambo, Chambo, Ecuador, mayra.iguasnia@educacion.gob.ec
⁴	Jhon Jairo Inca Guerrero https://orcid.org/0000-0002-1296-1920 Universidad Nacional de Chimborazo, Coordinación de Competencias Lingüísticas, Riobamba, Ecuador, jhon.inca@unach.edu.ec

<= span lang=3DES-EC style=3D'font-size:12.0pt;font-family:"Times New Roman",seri= f; color:blue;mso-ansi-language:ES-EC'>	Artículo de Investigación Científica y Tecnológi= ca Enviado: 30/10/2020 Revisado: 03/11/2021 Aceptado: 11/11/2021 Publicado:05/01/2022 DOI: https://doi.org/10.33262= /cienciadigital.v6i1.1952

= Cítese:	=	Lara Velarde, A. C., Guaranga Lema, J. M., Iguasnia Guala, M. J., & Inca Guerrero, J. J. (2022). Commun= icative activities to enhance oral production in the EFL classroom. Ciencia Digital, 6(1), 6-26. https://doi.org/10.33262/cienciadigital.v6i1.195= 2<= /o:p>
		CIENCIA DIGITAL, es una Revista multidisciplinaria, Trimes= tral, que se publicará en soporte electrónico tiene como misión contribuir a la formación de profesionales competentes con visión humanística y crítica que sean capaces de exponer sus resultados investigativos y científicos en la mis= ma medida que se promueva mediante su intervención cambios positivos en = ; la sociedad. https://cienciadigital.org La revista es editada por la Editorial Ciencia Digital (Editorial de prestigio registra= da en la Cámara Ecuatoriana de Libro con No de Afiliación 663) www.celibro.= org.ec<= /span> <= /o:p> <= /o:p>
		Esta revista está protegida bajo una licencia Creative Commons AttributionNonCommercialNoDerivatives 4.0 International. Copia de la licencia: http://creat= ivecommons.org/licenses/by-nc-nd/4.0/.
Palabras claves:<= /b> enfoque comunicativo, actividades comunicativas, producción oral, aula de inglés como lengua extranjera<= /span> .		Re= sumen Introducción. La destreza de hablar se considera una de las habilidades más difíciles de desarrollar en clase al enseńar un idioma extranjero. Por lo tanto, los docentes deben buscar alternativas para mejorar la producción oral de los alumnos. En este sentido, las Actividades Comunicativas (AC) juegan un pa= pel fundamental en la enseńanza de idiomas pues brindan oportunidades a los estudiantes para utilizar el idioma como en situaciones reales. Objeti= vo. El objetivo principal de esta investigación es proporcionar una descripción general de las actividades comunicativas para mejorar la producción oral = en el aula de inglés como lengua extranjera. Metodología. Este artícu= lo se basó en el enfoque cualitativo. Se realizó una investigación descriptiva-documental a través de una extensa revisión bibliográfica sob= re los principios fundamentales del Enfoque Comunicativo, las actividades comunicativas, los tipos de AC y el habla. Resultados. Los resulta= dos de las investigaciones revisadas muestran que las AC son bastante útiles = para profesores y alumnos, ya que facilitan la producción oral de los alumnos mediante la interacción entre compańeros y profesores. Conclusión. Además, las actividades comunicativas motivan a los alumnos a desarrollar sus competencias lingüísticas debido a la dinámica en la que se llevan en el = aula de inglés como lengua extranjera.
Keywords:= Communicative Approac= h, Communicative Activities, Oral production, EFL classroom		Abstract Introduction. Speaking is considered one of the most difficult skills to be developed in class when teaching a foreign language. Therefo= re, teachers need to look for alternatives to enhance learners’ oral producti= on. In this regard, Communicative activities (CA) play a fundamental role in language teaching due to the fact they provide them with opportunities to= use language as in real situations. Objective. The main goal of this research is to provide a general overview of Communicative activities to enhance oral production in the EFL classroom. Methodology. This article was based on the qualitative approach. A descriptive - documentary research was carried out through an extensive bibliographic literature re= view about the main principles of the Communicative Approach, communicative activities, types of CA, and speaking. Results. Results from the reviewed research investigations show that they are quite useful for teac= hers and learners since CA facilitate learners’ oral production employing the interaction among classmates and teachers. Conclusion. Besides, Co= mmunicative activities encourage learners to develop their language competencies due = to the dynamic in which these activities are carried out in the EFL classroo= m.