The Role of Explicit Instruction on Students Learning their Second Programming Language

2020 ◽  
Author(s):  
Ethel Tshukudu ◽  
Siri Annethe Moe Jensen
Keyword(s):  
Programming Language ◽  
Explicit Instruction

scholarly journals Penerapan Metode Simple Columnar Transposition (SCTR) untuk Aplikasi Enkripsi Teks Berbasis Android

2021 ◽  
Vol 6 (1) ◽  
pp. 144
Author(s):  
Bramantara Yudha
Keyword(s):  
Programming Language ◽  
Mobile Phones ◽  
Communication Technology ◽  
Personal Computer ◽  
Important Data ◽  
Java Programming ◽  
Critical Data ◽  
Storage Area ◽  
Key Length

The development of communication technology such as the use of mobile phones based on android. Android has the capability of getting good as personal computer and it has a large storage area. Android users use it to store important data. Critical data that is stored to make various ways to membobolnya. The role of cryptography is indispensable for securing the data. Cryptography is the science to encode a message, while to keep the message or document is secure and cannot be read by those who are not entitled to use encryption. The application of encryption uses a symmetric algorithm. On the application of this method used is Simple Columnar Transposition method. Simple Columnar Transposition method by dividing plainteks into blocks with a key length (k) certain then these blocks are arranged in the form of rows and columns. The making of this application using the JAVA programming language and XML. The application is made for a mobile with Android using the Studio. This application was eventually shown on android mobile phone users. The application used to encode text/sentence, the result of encryption in the form of chipertext, and the result of decrypting plaintext form.

scholarly journals “Little language” project modules

2010 ◽  
Vol 20 (1) ◽  
pp. 3-18
Author(s):  
JOHN CLEMENTS ◽  
KATHI FISLER
Keyword(s):  
Computer Science ◽  
Programming Languages ◽  
Programming Language ◽  
First Year ◽  
First Year Students ◽  
Domain Specific ◽  
Science Departments

AbstractMany computer science departments are debating the role of programming languages in the curriculum. These discussions often question the relevance and appeal of programming-languages content for today's students. In our experience, domain-specific, “little languages” projects provide a compelling illustration of the importance of programming-language concepts. This paper describes projects that prototype mainstream applications such as PowerPoint, TurboTax, and animation scripting. We have used these exercises as modules in non-programming languages courses, including courses for first year students. Such modules both encourage students to study linguistic topics in more depth and provide linguistic perspective to students who might not otherwise be exposed to the area.

scholarly journals Position paper: Moving task-based language teaching forward

2017 ◽  
Vol 50 (4) ◽  
pp. 507-526 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Teacher Training ◽  
Task Complexity ◽  
Explicit Instruction ◽  
Language Teaching ◽  
Object Oriented ◽  
Position Paper ◽  
Focus On Form ◽  
And Task

The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to move forward by examining a number of real problems that TBLT faces – such as how a ‘task’ should be defined, the nature and timing of the ‘focus-on-form’ required, how to determine task complexity and sequence tasks, the role of explicit instruction, the timing of focus on form and the teacher training needed to ensure effective uptake of TBLT – and to also consider what solutions are possible. Disagreements exist regarding the relative merits of task-based and task-supported language teaching. I will propose that a hybrid/modular syllabus that allows for a balance between an object-oriented and a tool-oriented view of language teaching offers the most promising way forward.

The interaction between timing of explicit grammar explanation and individual differences in second language acquisition

2019 ◽  
Vol 2 (2) ◽  
pp. 197-232 ◽  
Author(s):  
Ilina Kachinske ◽  
Robert DeKeyser
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Explicit Instruction ◽  
Task Demands ◽  
Language Aptitude ◽  
Experimental Treatments ◽  
Types Of Instruction

Abstract Despite numerous positive findings of explicit instruction, this topic continues to engage scholars worldwide. One issue that may be crucial for the effectiveness of explicit instruction is the interaction between cognitive individual differences (language aptitude and working memory) and types of instruction. In this experiment, 128 learners of Spanish were randomly assigned to four experimental treatments and completed comprehension-based practice for interpreting object-verb and ser/estar sentences in Spanish. Results revealed that the various combinations of rules and practice posed differential task demands on the learners and consequently drew on language aptitude and working memory to a different extent. We argue that not only are rules and practice both necessary, but that their suitable integration ameliorates task demands, reducing the burden on the learner, and accordingly mitigates the role of participants’ individual differences, thus making a substantial difference for the learning of second language grammar.

The role of planning in learning a new programming language

1992 ◽  
Vol 37 (2) ◽  
pp. 191-214 ◽  
Author(s):  
Jean Scholtz ◽  
Susan Wiedenbeck
Keyword(s):  
Programming Language

The long-term effect of explicit instruction on learners’ knowledge on English articles

2017 ◽  
Vol 23 (2) ◽  
pp. 179-199 ◽  
Author(s):  
Mari Umeda ◽  
Neal Snape ◽  
Noriaki Yusa ◽  
John Wiltshier
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Group ◽  
Instruction Group ◽  
Long Term Effect ◽  
One Year ◽  
English Articles ◽  
Generic Sentences

This study examines the role of explicit instruction in article semantics to L2 learners of English. Two types of generic sentences, expressed by different articles, were tested over time. An instruction group ( n = 21), a control group ( n = 16) and a native English speaker control group ( n = 9) participated in the study. The instruction group received nine 60-minute lessons across 9 weeks. A pre-test was administered to both groups before instruction began and four post-tests were given to both groups. The results from delayed post-tests show that the instruction group improved, but after one year little knowledge was retained. The findings suggest that explicit knowledge of articles is unlikely to be retained unless ongoing instruction is achieved.

Sign in / Sign up

Export Citation Format

Share Document