Two-way metalinear PC grammar systems and their descriptional complexity

Besides a derivation step and a communication step, a two-way PC grammar system can make a reduction step during which it reduces the right-hand side of a context-free production to its left-hand side. This paper proves that every non-unary recursively enumerable language is defined by a centralized two-way grammar system, ┌, with two metalinear components in a very economical way. Indeed, ┌'s master has only three nonterminals and one communication production; furthermore, it produces all sentential forms with no more than two occurrences of nonterminals. In addition, during every computation, ┌ makes a single communication step. Some variants of two-way PC grammar systems are discussed in the conclusion of this paper

EXPLORING TEACHING WRITING IN THE 2013 CURRICULUM: A CASE STUDY AT SALMAN SENIOR HIGH SCHOOL

Rosita Martin. 14121310350. Exploring Teaching Writing Class in the 2013 Curriculum: A Case Study at Salman Senior High School. This research aims to explore the teaching writing in the 2013 curriculum in Senior High School of Salman. The students of universities will be never able to avoid themselves from the writing skill. Hence, writing skill is the number one ability that the students must master most. Bailey (2006, 01) also says that essays or other written assignments are used in most academic courses in Englishmedium colleges and universities to grade students‟ performance. No wonder, writing is compulsory skill for all students, because it is the main way for the educators to measure the study successfulness of the students. Since the writing skill is very important, so this research must be conducted. This study is intended to: 1) explore how the teacher teaches writing in the 2013 curriculum, 2) explore how the students implement the 2013 curriculum in writing class. Hence, this study conducted in Senior High School of Salman is the qualitative research because the goal of it is a depth of understanding (Ary, et al, 2010: 29). The data of this research are collected in form of documentation. It is because the data are from the lesson plan of the teacher that have been recorder. Then, this study also uses interviews and observation to strengthen the data. So, it utilizes the case study . This study shows that the teacher uses various teaching writing focus in each meeting. In the first meeting, there are focus on language structure (6,2%), focus on the text function (56,2%), focus on the writing process (18,8%), and focus on content (18,8%). In the second and third meeting, there is only focus on the language structure (100%). In the fourth meeting, there are focus on language structure (11%), focus on the text function (66,5%), and focus on content (22,2%). In the fifth meeting, there are focus on language structure (36,4%), focus on the text function (54,5%), and focus on content (9,1%). Then, in the last meeting, there are focus on language structure (9,1%), focus on the text function (72,7%), focus on the writing process (9,1%), and focus on content (9,1%). In addition, the teacher and the students also face several difficulties in the step of questioning, associating, and communicating, while there are no big problems in the step of observation and collecting information. Key words: teaching writing focus, 2013 Curriculum, the teacher, the student

Language as an instrument of thought

I show that there are good arguments and evidence to boot that support the language as an instrument of thought hypothesis. The underlying mechanisms of language, comprising of expressions structured hierarchically and recursively, provide a perspective (in the form of a conceptual structure) on the world, for it is only via language that certain perspectives are avail- able to us and to our thought processes. These mechanisms provide us with a uniquely human way of thinking and talking about the world that is different to the sort of thinking we share with other animals. If the primary function of language were communication then one would expect that the underlying mechanisms of language will be structured in a way that favours successful communication. I show that not only is this not the case, but that the underlying mechanisms of language are in fact structured in a way to maximise computational efficiency, even if it means causing communicative problems. Moreover, I discuss evidence from comparative, neuropatho- logical, developmental, and neuroscientific evidence that supports the claim that language is an instrument of thought

Communicative Language Teaching to develop oral production on intermediate level students at Sucre Language Institute in Quito

To determine the efficiency of using the Communicative Language Teaching activities in the development of oral production on intermediate-level students at Sucre Language Institute of Quito in the academic year 2021- 2022.Desarrollar las destrezas adecuadas del habla inglesa se ha vuelto fundamental para enfrentar este mundo globalizado, siendo el idioma inglés fundamental en cualquier ámbito. Por ello, el presente estudio de investigación se centró en determinar la eficiencia del uso de actividades comunicativas de Enseñanza de Lenguas en el desarrollo de la producción oral en estudiantes de nivel medio del Instituto Sucre. La muestra escogida por la investigadora fueron dos grupos de nivel B1 de 15 participantes cada uno, utilizando una metodología no probabilística. Un grupo fue el control y el otro fue el grupo experimental. Para la investigación se utilizó una metodología cualitativa y cuantitativa, basada en una investigación aplicada cuasiexperimental y descriptiva. Los datos cualitativos se obtuvieron a través de una entrevista con el docente, mientras que para los datos cuantitativos los instrumentos utilizados fueron una encuesta, un pretest y un post-test. Ambas pruebas evalúan el habla del estudiante antes y después del uso de las actividades CLT. El resultado del estudio demuestra una mejora significativa en el desarrollo de la producción oral utilizando esta metodología.Maestrí

Decolonial Potential in a Multilingual FYC

Scholars in rhetoric and composition have questioned to what extent the field can be decolonial because of the gatekeeping role that writing plays in the university. This article examines the decolonial potential of implementing multilingual practices in first-year composition (fyc), enacting what Walter Mignolo calls “epistemic disobedience” by complicating the primacy of English as the language of knowledge-building. I describe a Spanish-English “bilingual” fyc course offered at a private university with a Jesuit Catholic heritage. The course is characterized by a translanguaging approach in which Spanish is presented as a valid language for academic writing. The students’ writing highlights the enduring influence of colonialism in the form of monolingual ideology within the linguistically diverse geographical context of Silicon Valley, where the potential of decolonial practices are tempered by the economic power of the tech industry and its hiring practices, which have resulted in a low number of employed women and minorities in comparison to both national employment levels and diversity within the region