Journal articles on the topic 'Z (Computer program language)'

Computer technology has been used in teaching foreign languages since the 1980s, which led to the emergence of a special direction in the methodology of teaching foreign languages, which examines the theoretical and practical aspects of the use of these technologies in the course of teaching a foreign language. In Kazakhstan, this direction is called "computer linguodidactics", the most common term used abroad is CALL (Computer-assisted language learning). With the technological progress, more and more advanced technical devices appeared with significant linguodidactic potential. Today, in the practice of teaching foreign languages, a wide range of technical devices are used, both stationary (for example, a computer, interactive whiteboard) and mobile (tablet computers, smartphones), which are combined under the concept of "digital technology". The appearance of these technical tools also influenced the ways of presenting information, which today is most often given in a multimedia format, that is, in several forms simultaneously: text, graphic, video, audio, interactive. Key words: digital technologies, self-development, active learning, generations Z and α, ICT.

A new computer program has been developed to convert electron probe microanalysis data into accurate measurements of chemical composition. It is menu-based and designed to operate off-line using any IBM PC compatible computer. As shown in the flowchart, fig. 1, the architecture is modular and the programming language adopted is a compilable version of BASIC which possesses much of the processing speed associated with FORTRAN or C. Specimens containing up to fifteen elements, with 4 ≤ Z ≤ 96, can be handled and all the major x-ray lines (Kα, Kβ, Lα, L(β, Mα and Mβ) are available for analysis purposes.The procedure itself is based upon the classical ZAF approach in which corrections for atomic number (Z), x-ray absorption (A), characteristic fluorescence (Fl) and continuum fluorescence (F2) are treated independently. The factors dealing with fluorescence are essentially those of Reed (characteristic) and Springer (continuum) although both contain minor updates. However, the atomic number and absorption factors are the authors' own and the latter, developed from a quadrilateral representation of the x-ray distribution with depth in a solid, distinguishes this program from others.

Programming languages which are capable of interpreting themselves have been fascinating computer scientists. Indeed, if this is possible then a ‘strange loop’ (in the sense of Hofstadter, 1979) is involved. Nevertheless, the phenomenon is a direct consequence of the existence of universal languages. Indeed, if all computable functions can be captured by a language, then so can the particular job of interpreting the code of a program of that language. Self-interpretation will be shown here to be possible in lambda calculus.The set of λ-terms, notation Λ, is defined by the following abstract syntaxwhereis the set {v, v′, v″, v′″,…} of variables. Arbitrary variables are usually denoted by x, y,z,… and λ-terms by M,N,L,…. A redex is a λ-term of the formthat is, the result of substituting N for (the free occurrences of) x in M. Stylistically, it can be said that λ-terms represent functional programs including their input. A reduction machine executes such terms by trying to reduce them to normal form; that is, redexes are continuously replaced by their contracta until hopefully no more redexes are present. If such a normal form can be reached, then this is the output of the functional program; otherwise, the program diverges.

Conjoint analysis is a statistical method in which consumer preferences are decomposed in order to evaluate: utility function for each attribute, importance of each attribute, market shares simulations and segmentation of consumers. There are many different computer programs that can be applied for conjoint analysis research. The paper presents conjoint package of R software which are useful to evaluate empirical preferences. The R program is more and more popular and many researchers are applying it. The conjoint package of R software is a response to a fact, that not all steps of conjoint analysis were programmed in R. In particular it concerns evaluation of attributes’ importance, market share simulations and interpretation of results. The article presents also results of the evaluation of wine consumers’ preferences with application of conjoint package, market share simulations and segmentation of consumers.

Texton Telling. Distributed Translation Based on Stephanie Strickland and Nick Montfort’s Sea and Spar Between Generator (2010) The article presents challenges of translating poetry generators in multi-authorial, creative collaboration and within the context of understanding text as process. Stephanie Strickland and Nick Montfort’s Sea and Spar Between is in many respects a translational challenge that in some languages might seem an impossible task. Polish, our target language, imposes some serious constraints: one-syllable words become disyllabic or multisyllabic; kennings have different morphological, lexical, and grammatical arrangement, and most of the generative rhetoric of the original (like anaphors) must take into consideration the grammatical gender of Polish words. As a result, the JavaScript code, instructions that accompany the JavaScript file, and arrays of words that this poetry generator draws from, needed to be expanded and rewritten. Moreover, in several crucial points of this rule-driven work, natural language forced us to modify the code. In translating Sea and Spar Between, the process of negotiation between the source language and the target language involves more factors than in the case of traditional translation. Strickland and Montfort read Dickinson and Melville and parse their readings into a computer program (in itself a translation, or port, from Python to JavaScript) which combines them in almost countless ways. This collision of cultures, languages, and tools becomes amplified if one wants to transpose it into a different language. This transposition involves the original authors of Sea and Spar Between, the four original translators of Dickinson and Melville into Polish, and us, turning into a multilayered translational challenge, something we propose to call a distributed translation. While testing the language and the potential of poetry translation in the digital age, the experiment – we hope – has produced some fascinating and thought-provoking poetry.

This paper describes a PC-based mainframe computer emulatorcalled VisibleZ and its use in teaching mainframe Computer Organizationand Assembly Programming classes. VisibleZ models IBM’s z/Architectureand allows direct interpretation of mainframe assembly language objectcode in a graphical user interface environment that was developed in Java.The VisibleZ emulator acts as an interactive visualization tool to simulateenterprise computer architecture. The provided architectural componentsinclude main storage, CPU, registers, Program Status Word (PSW), andI/O Channels. Particular attention is given to providing visual clues tothe user by color-coding screen components, machine instruction execution,and animation of the machine architecture components. Students interact with VisibleZ by executing machine instructions in a step-by-stepmode, simultaneously observing the contents of memory, registers, and changes inthe PSW during the fetch-decode-execute machine instruction cycle. Theobject-oriented design and implementation of VisibleZ allows students todevelop their own instruction semantics by coding Java for existing specificz/Architecture machine instructions or design and implement new machineinstructions. The use of VisibleZ in lectures, labs, and assignments is describedin the paper and supported by a website that hosts an extensivecollection of related materials. VisibleZ has been proven a useful tool inmainframe Assembly Language Programming and Computer Organizationclasses. Using VisibleZ, students develop a better understanding of mainframe concepts, components, and how the mainframe computer works.ACM Computing Classification System (1998): C.0, K.3.2.

AbstractIn recent years the application of computer software to the learning process has been found to be an indisputably effective tool supporting the traditional teaching methods. Particular focus has been put on the application of techniques based on speech and language processing to the second language learning. Most of the commercial self-study programs, however, do not allow for introduction of an individualized learning course by the teacher and to concentrate on segmental features only. The paper discusses the use of speech technology in the training of foreign languages' pronunciation and prosody and defines pedagogical requirements for an effective training with CAPT systems. In this context, steps taken in the development of the intelligent tutoring system AzAR3.0 (German‘Automat for accent reduction’) in the scope of the Euronounce project (Cylwiket al., 2008) are described with the focus on creation of the linguistic content. In response to the European Union's call for promoting less widely spoken languages, the project focuses on German as a target language for native speakers of Polish, Slovak, Czech, and Russian, andvice versa. The paper presents the design of the speech corpus for the purpose of the tutoring system and the analysis of pronunciation errors. The results of the latter provide information which is important for Automatic Speech Recognition (ASR) training on the one hand, and for automatic error detection and feedback generation on the other hand. In the end, Pitch Line software for implementation in the prosody visualization and training module of AzAR3.0 tutoring system is described.

This paper's focal point is on the nonstandard Optimal Control (OC) problem. In this matter, the value of the final state variable, y(T) is said to be unknown. Moreover, the Lagrangian integrand in the function is in the form of a piecewise constant integrand function of the unknown state value y(T). In addition, the Lagrangian integrand depends on the y(T) value. Thus, this case is considered as the nonstandard OC problem where the problem cannot be resolved by using Pontryagin’s Minimum Principle along with the normal boundary conditions at the final time in the classical setting. Furthermore, the free final state value, y(T) in the nonstandard OC problem yields a necessary boundary condition of final costate value, p(T) which is not equal to zero. Therefore, the new necessary condition of final state value, y(T) should be equal to a certain continuous integral function of y(T)=z since the integrand is a component of y(T). In this study, the 3-stage piecewise constant integrand system will be approximated by utilizing the continuous approximation of the hyperbolic tangent (tanh) procedure. This paper presents the solution by using the computer software of C++ programming and AMPL program language. The Two-Point Boundary Value Problem will be solved by applying the indirect method which will involve the shooting method where it is a combination of the Newton and the minimization algorithm (Golden Section Search and Brent methods). Finally, the results will be compared with the direct methods (Euler, Runge-Kutta, Trapezoidal and Hermite-Simpson approximations) as a validation process.

Introduction. Environmental problems arising in shallow waters and caused by both natural and man-made factors annually do significant damage to aquatic systems and coastal territories. It is possible to identify these problems in a timely manner, as well as ways to eliminate them, using modern computing systems. But earlier studies have shown that the resources of computing systems using only a central processor are not enough to solve large scientific problems, in particular, to predict major environmental accidents, assess the damage caused by them, and determine the possibilities of their elimination. For these purposes, it is proposed to use models of the computing system and decomposition of the computational domain to develop an algorithm for parallel-pipeline calculations. The research objective was to create a model of a parallel-conveyor computational process for solving a system of grid equations by a modified alternating-triangular iterative method using the decomposition of a three-dimensional uniform computational grid that takes into account technical characteristics of the equipment used for calculations.Materials and Methods. Mathematical models of the computer system and computational grid were developed. The decomposition model of the computational domain was made taking into account the characteristics of a heterogeneous system. A parallel-pipeline method for solving a system of grid equations by a modified alternating-triangular iterative method was proposed.Results. A program was written in the CUDA C language that implemented a parallel-pipeline method for solving a system of grid equations by a modified alternating-triangular iterative method. The experiments performed showed that with an increase in the number of threads, the computation time decreased, and when decomposing the computational grid, it was rational to split into fragments along coordinate z by a value not exceeding 10. The results of the experiments proved the efficiency of the developed parallel-pipeline method.Discussion and Conclusion. As a result of the research, a model of a parallel-pipeline computing process was developed using the example of one of the most time-consuming stages of solving a system of grid equations by a modified alternating-triangular iterative method. Its construction was based on decomposition models of a three-dimensional uniform computational grid, which took into account the technical characteristics of the equipment used in the calculations. This program can provide you for the acceleration of the calculation process and even loading of program flows in time. The conducted numerical experiments validated the mathematical model of decomposition of the computational domain.

Language makes human communication possible. Apart from everyday applications, language can provide insights into individuals’ thinking and reasoning. Machine-based analyses of text are becoming widespread in business applications, but their utility in learning contexts are a neglected area of research. Therefore, the goal of the present work is to explore machine-assisted approaches to aid in the analysis of students’ written compositions. A method for extracting common topics from written text is applied to 78 student papers on technology and ethics. The primary tool for analysis is the Latent Dirichlet Allocation algorithm. The results suggest that this machine-based topic extraction method is effective and supports a promising prospect for enhancing classroom learning and instruction. The method may also prove beneficial in other applied applications, like those in clinical and counseling practice. References Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research 3, 993-1022. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Chen, K. Y. M., & Wang, Y. (2007). Latent dirichlet allocation. http://acsweb.ucsd.edu/~yuw176/ report/lda.pdf. Chung, C. K., & Pennebaker, J. W. (2008). Revealing dimensions of thinking in open-ended self-descriptions: An automated meaning extraction method for natural language. Journal of research in personality, 42(1), 96-132. Feldman, S. (1999). NLP meets the Jabberwocky: Natural language processing in information retrieval. Online Magazine, 23, 62-73. Retrieved from: http://www.onlinemag.net/OL1999/ feldmann5.html Mishlove, J. (2010). https://www.youtube.com/watch?v=0XTDLq34M18 (Accessed June 12, 2018). Ostrowski, D. A. (2015). Using latent dirichlet allocation for topic modelling in twitter. In Semantic Computing (ICSC), 2015 IEEE International Conference (pp. 493-497). IEEE. Pennebaker, J. W. (2004). Theories, therapies, and taxpayers: On the complexities of the expressive writing paradigm. Clinical Psychology: Science and Practice, 11(2), 138-142. Pennebaker, J.W., Boyd, R.L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC 2015. Austin, TX: University of Texas at Austin. Pennebaker, J. W., Chung, C. K., Frazee, J., Lavergne, G. M., & Beaver, D. I. (2014). When small words foretell academic success: The case of college admissions essays. PLoS ONE, 9(12), e115844. Pennebaker, J. W., & King, L. A. (1999). Linguistic styles: Language use as an individual difference. Journal of Personality and Social Psychology, 77(6), 1296-1312. Recchia, G., Sahlgren, M., Kanerva, P., & Jones, M. N. (2015). Encoding sequential information in semantic space models: Comparing holographic reduced representation and random permutation. Computational intelligence and neuroscience, 2015, 1-18. Salzmann, Z. (2004). Language, Culture, and Society: An Introduction to Linguistic Anthropology (3rd ed). Westview Press. Schank, R. C., Goldman, N. M., Rieger III, C. J., & Riesbeck, C. (1973). MARGIE: Memory analysis response generation, and inference on English. In IJCAI, 3, 255-261. Taraban, R., Marcy, W. M., LaCour Jr., M. S., & Burgess II, R. A. (2017). Developing machine-assisted analysis of engineering students’ ethics course assignments. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Columbus, OH. https://www.asee.org/public/conferences/78/papers/19234/view. Taraban, R., Marcy, W. M., LaCour, M. S., Pashley, D., & Keim, K. (2018). Do engineering students learn ethics from an ethics course? Proceedings of the American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference, Austin, TX. http://www.aseegsw18.com/papers.html. Taraban, R., & Marshall, P. H. (2017). Deep learning and competition in psycholinguistic research. East European Journal of Psycholinguistics, 4(2), 67-74. Weizenbaum, J. (1966). ELIZA—a computer program for the study of natural language communication between man and machine. Communications of the ACM, 9(1), 36-45. Winograd, T. (1972). Understanding natural language. New York: Academic Press.

Статтю присвячено спробі дослідити двомовний ментальний лексикон. Головне питання дослідження – встановити, чи персько-англійські білінгви можуть досягнути ефекту семантичного / асоціативного або перекладацького праймінгу. Для відповіді на це питання було застосовано масковану праймінгову парадигму як техніку, що відображає автоматичні когнітивні процеси, що тривають під час семантичної обробки, а не стратегічного використання прайму. Із метою вирішення лексичного завдання було сформовано чотири типи цільових пар праймінгу (перекладацькі еквіваленти, семантично подібні, асоціативно та семантично пов’язані пари). Загалом у дослідженні взяло участь 85 персько-англійських білінгвів. Хоча ефекту праймінгу не було виявлено для перших трьох груп, респонденти із семантично пов’язаних пар (найміцніше пов’язаних слів) відповіли приблизно на 29 мс швидше. Результати засвідчили, що білінгви мають спільні уявлення для асоціативних семантично пов’язаних слів. 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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. 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The aim of this paper was to identify which psycholinguistic variables are better predictors of performance for healthy participants in a picture naming task and in a picture categorization task. A correlation analysis and a Path analysis were carried out. The correlation analysis showed that naming accuracy and naming latency are significant and positively correlated with lexical frequency and conceptual familiarity variables, whereas they are negatively correlated with H index. Reaction times in the categorization task were negatively correlated with lexical frequency and conceptual familiarity variables and positively correlated with visual complexity variable. The Path analysis showed that subjective lexical frequency and H index are the better predictors for picture naming task. In picture categorization task, for reaction times, the better predictor variables were subjective lexical frequency, conceptual familiarity and visual complexity. These findings are discussed considering previous works on the field. References Akinina, Y., Malyutina, S., Ivanova, M., Iskra, E., Mannova, E., & Dragoy, O. (2015). Russian normative data for 375 action pictures and verbs. Behavior research methods, 47(3), 691-707. doi: 10.3758/s13428-014-0492-9 Alario, F. X., & Ferrand, L. (1999). A set of 400 pictures standardized for French: Norms for name agreement, image agreement, familiarity, visual complexity, image variability, and age of acquisition. Behavior Research Methods, Instruments, & Computers, 31(3), 531-552. Alario, F. X., Ferrand, L., Lagnaro, M., New, B., Frauenfelder, U. H., & Seguí, J. (2004). Pre­dictors of picture naming speed. Behavior Research Methods, Instruments and Computers, 36, 140-155. doi: 10.3758/BF03195559 Albanese, E., Capitani, E., Barbarotto, R., & Laiacona, M. (2000). Semantic category disso­ciations, familiarity and gender. Cortex, 36, 733-746. Almeida, J., Knobel, M., Finkbeiner, M., & Caramazza, A. (2007). 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One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). 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Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). 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A model program for language/concept enrichment was set up with 22 kindergarten students as participants. A total screening score during routine kindergarten screenings relative to the areas of articulation, language and concepts was low for each of these students, but not low enough to recommend indepth diagnostic testing. The objective of the program was to demonstrate the role of the speech-language pathologist as consultant, an alternate service delivery model for public school speech-language services. Language/concept enrichment was provided by volunteers using four educational software programs for the microcomputer. Concepts taught included quantity, quality, time/sequence, nouns, and verbs. Program structure, implementation, and evaluation are discussed.

Two instructional strategies were implemented in a two-and-a-half hour computer-based training program that was designed to teach elementary turtle graphics programming techniques to novice undergraduate students ( N = 40). Learning activities that either emphasized the completion of existing programs or the generation of new programs were studied for the two strategies. In the completion group, the information needed to perform the program completion tasks appeared to be largely available in the to-be-completed programs; in the generation group, students frequently had to search for useful examples while they were performing their program generation tasks. It is hypothesized that during practice, the direct availability of examples in the form of incomplete computer programs facilitates the acquisition of programming language templates, especially because students cannot complete a program without carefully studying it so that “mindful abstraction” is explicitly provoked. Data in this study on learning outcomes support this hypothesis: the completion group showed a superior use of programming language templates in both a program construction test and a multiple choice test that measured the knowledge of language statements.

We address the problem of scene-aware activity program generation, which requires decomposing a given activity task into instructions that can be sequentially performed within a target scene to complete the activity. While existing methods have shown the ability to generate rational or executable programs, generating programs with both high rationality and executability still remains a challenge. Hence, we propose a novel method where the key idea is to explicitly combine the language rationality of a powerful language model with dynamic perception of the target scene where instructions are executed, to generate programs with high rationality and executability. Our method iteratively generates instructions for the activity program. Specifically, a two-branch feature encoder operates on a language-based and graph-based representation of the current generation progress to extract language features and scene graph features, respectively. These features are then used by a predictor to generate the next instruction in the program. Subsequently, another module performs the predicted action and updates the scene for perception in the next iteration. Extensive evaluations are conducted on the VirtualHome-Env dataset, showing the advantages of our method over previous work. Key algorithmic designs are validated through ablation studies, and results on other types of inputs are also presented to show the generalizability of our method.

In second language teaching a great deal of attention is paid to the learning of communicative skills. The computer program PRESTIGE (Productive and Receptive English, a Smart Tutor and Intelligent Generator of Exercises) subscribes to the views currently held in communicative language teaching. Among these are learning the meaning of a word through deduction of the word's meaning from contexts, and emphasizing the use of productive language. The computer program PRESTIGE, written in PROLOG, consists of several parts: A parser, which checks if syntax, spelling and inflection of pupils' input sentences, words, and verbs are correct. The parser is the heart of the program, and is capable of analysing most English sentence structures which are used in the first years of secondary education. A database of descriptions of words and context sentences in everyday English (taken from Collins COBUBLD English Language Dictionary). Both databases can be consulted by the pupil at any moment and thus constitute an extensive help facility. A database of texts. These texts are taken from a method called "Notting Hill Gate" (Malmberg). A generator of exercises. The program is able to generate exercises for both receptive and productive language use. Receptive: a story fragment is selected from the database. For every word, pupils can ask for a description (in English) or for a context sentence in which the word is used. Productive: several different exercises can be generated. They vary from cloze texts: the parser leaves out words that belong to a certain grammatical class (adjectives, prepostions, etc.), to free language productions: writing a composition. Furthermore, exercises can be generated in which interrogative or negative sentences have to be made. When the pupil is writing a composition, the parser checks whether the sentences are grammatically correct. Here as well, all help options from the databases are available. Pupil registration. For every pupil the program keeps track of the words that (s)he has studied, what kind of help (s)he has asked for, and what the results of the exercises are. The advantage of PRESTIGE over existing courseware for second language teaching is the open structure of the program, which makes free input of language possible. In the article the possibilities of the parser are shown and illustrated by examples. The article concludes with a discussion of the uses of PRESTIGE as an intelligent generator of exercises, and some plans for further research.

CARI is a computer assisted reading instruction program that was designed by two English Language teachers for the purpose of providing supplementary and relevant material for their students in three subskill areas. The program was written for intermediate level adults learning English in a business environment. The reading subskills include skimming, scanning and guessing. The paper describes in detail the content and structure of the program and outlines the steps involved in its development. Following the description are comments and suggestions for teachers on how to evaluate effective courseware.

Abstract The current paper explores whether a Dynamic Usage Based (DUB) approach – which takes authentic meaningful language use with repetition and scaffolding for comprehension as its basis – can also be implemented in a CALL environment. The effectiveness of the DUB-CALL program was tested in a semester-long experiment, comparing it with a teacher-fronted DUB program (using the same materials as the CALL program) and a traditional CLT program; 228 university undergraduates in Sri Lanka participated. Language gains were assessed in a pre-post design with an objective General English Proficiency (GEP) test and a writing task. The results show that the students in the DUB-CALL condition performed significantly better on the GEP test than the students in the two teacher-fronted classes. The results of the writing tests show that all groups improved significantly, but here there were no differences among groups.

This article is based on a presentation at CALICO '85. It discusses the problems inherent in making teachers computer literate. It then describes a staff development program for foreign language teachers in North Carolina which introduces them to the potential of CAI for foreign language instruction by providing hands-on experience with the computer which is directly applicable to this instructional area.

Has conducted research to determine the derivation of quantum guarded command language (qGCL) program for average. Initially calculation of average value was made in guaded command language (GCL) which is then implemented on a digital computer into the Pascal programming language. Furthermore GCL to calculate the average value was analyzed again to be made in the quantum guarded command language (qGCL). qGCL implementation is on a quantum computer is a future computer could perform calculations very quickly because it uses a superposition state is referred to as quantum bits (qubits). Keywords : GCL, qGCL, Quantum Computer

A computer-assisted language intervention program called Fast ForWord® (Scientific Learning Corporation, 1998) has received a great deal of attention at professional meetings and in the popular media. Newspaper and magazine articles about this program contain statements like, "On average, after only 6 to 7 weeks of training, language-learning impaired children ages 4 to 12 showed improvement of more than one and a half years in speech processing and language ability." (Scientific Learning Corporation, 1997). Are the claims that are being made about this intervention approach just a matter of product promotion, or is this really a scientifically proven remedy for language-learning impairments? This article critiques the theoretical basis of Fast ForWord®, the documented treatment outcomes, and the clinical methods associated with the procedure. Fifteen cautionary statements are provided that clinicians may want to consider before they recommend Fast ForWord® intervention for the children they serve.