Language Learning Strategy Taxonomy Used by the Teacher in Teaching English

Language Learning Strategies is simply refers to an individual‘s approach to complete a task. This is an individual way of organizing and using a particular set of skills in order to learn content or accomplish other tasks more effectively and efficiently in school as well as in nonacademic settings. Some previously conducted research found that good language learners actively involve themselves in the language learning process by identifying and seeking preferred learning environments and exploring them. The newly adapted curriculum in Indonesia emphasizes on the discovery learning. This study is aimed to find facts dealing with learning strategies used by high achievers and underachievers, whether there are any differences between the two groups. After research was conducted, the data shows that there are some differences in the learning strategies used by the two groups. The high-achievers uses more varied strategies

Affect and strategy use in independent language learning

Affect is about emotions and feelings, moods and attitudes, anxiety, tolerance of ambiguity and motivation. For some it is also connected with dispositions and preferences (Oatley & Jenkins, 1996). It is generally accepted that the affective domain encompasses a wide range of elements which reflect the human side of being, and play a part in conditioning behaviour and influencing learning. We are becoming more knowledgeable about the importance of attention to affective factors, but there is still a huge gap in terms of our knowledge of the affective strategies that students use or could use to promote more effective language learning. Moreover, the research that has been carried out into affect over several years has largely concentrated on language learning in the classroom (Arnold, 1999; Ehrman, 1996; MacIntyre, 1999; Young, 1999) with very few studies devoted to independent learning settings. Independent language learners, whether learning through self-access, distance or other modes, are a fast-growing group, and we need to know more about them, in particular the ways in which their affective needs differ from those of classroom learners (Harris, 2003; Hurd, 2002; White, 2003). This chapter investigates affect and strategy use in independent settings. It looks first at the concept of affect and its interrelationships with other domains, continues with an exploration of strategy definitions and classification schemes in relation to affect, and concludes with a study carried out with a small group of distance language learners using think-aloud verbal protocols

Ideas for a high-level proof strategy language

ABSTRACT Finding ways to prove theorems mechanically was one of the earliest challenges tackled by the AI community. Notable progress has been made but there is still always a limit to any set of heuristic search techniques. From a proof done by human users, we wish to find out whether AI techniques can also be used to learn from a human user. AI4FM (Artificial Intelligence for Formal Methods) is a four-year project that starts officially in April 2010 (see www.AI4FM.org). It focuses on helping users of "formal methods" many of which give rise to proof obligations that have to be (mechanically) verified (by a theorem prover). In industrial-sized developments, there are often a large number of proof obligations and, whilst many of them succumb to similar proof strategies, those that remain can hold up engineers trying to use formal methods. The goal of AI4FM is to learn enough from one manual proof, to discharge proof obligations automatically that yield to similar proof strategies. To achieve this, a high-level (proof) strategy language is required, and in this paper we outline some ideas of such language, and towards extracting them. * During this work Gudmund Grov has been employed jointly by University of Edinburgh and Newcastle University. and constrained use of Z [FW08] -is the so-called "posit and prove" approach: a designer posits development steps and then justifies that they satisfy earlier specifications by discharging (often automatically generated) proof obligations (POs). A large proportion of these POs can be discharged by automatic theorem provers but "some" proofs require user interaction. Quantifying "some" is hard since it depends on many factors such as the domain, technology and methodology used -it could be as little as 3% or as much as 40%. For example, the Paris Metro line 14, developed in the Bmethod, generated 27, 800 POs (of which around 2, 250 required user-interaction) [Abr07] -the need for interactive proofs is clearly still a bottleneck in industrial application of FM, notwithstanding high degree of automation. THE FORMAL METHODS PROBLE

INSERTING JAVANESE ACRONYMS FOR TEACHING GRAMMAR RULES: A Theoretical Assumption

Teaching grammar approaches have been applied one after another in the class for quite some time. However, the approaches may match to some students and may not to some others. The appropriateness and the effective usage of teaching grammar approaches can help students to facilitate the language process more comprehend (Thornbury.2006). Oxford (1989) states that there is a relationship between students‘ variables and the choice of Language Learning Strategies (LLSs). Students‘ variable likes students‘ background language can be used as a media to transfer the grammar. For example when Javanese students learn English grammar, then the strategy used can be linked with the Javanese way of thinking. In addition, there must be an appropriate strategy to bridge between the LLSs and the students‘ language background. Teaching grammar using acronyms is one of the ways to bridge between LLSs and Javanese in the class

A Strategy Language for Testing Register Transfer Level Logic

The development of modern ICs requires a huge investment in RTL verification. This is a reflection of brisk release schedules and the complexity of contemporary chip designs. A major bottleneck to reaching verification closure in such designs is the disproportionate effort expended in crafting directed tests; which is necessary to reach those behaviors that other, more automated testing methods fail to cover. This paper defines a novel language that can be used to generate targeted stimuli for RTL logic and which mitigates the complexities of writing directed tests. The main idea is to treat directed testing as a meta-reasoning problem about simulation. Our language is both formalized and prototyped as a proof-search strategy language in rewriting logic. We illustrate its novel features and practical use with several examples.published or submitted for publicatio

Strategic programming on graph rewriting systems

We describe a strategy language to control the application of graph rewriting rules, and show how this language can be used to write high-level declarative programs in several application areas. This language is part of a graph-based programming tool built within the port-graph transformation and visualisation environment PORGY.Comment: In Proceedings IWS 2010, arXiv:1012.533