Input and Output of Instructions
نویسنده
چکیده
In this paper N is a set with non empty elements. One can prove the following propositions: (1) For all sets x, y, z such that x 6= y and x 6= z holds {x, y, z}\{x} = {y, z}. (2) For every non empty non void AMI A over N and for every state s of A and for every object o of A holds s(o) ∈ ObjectKind(o). (3) Let A be a realistic IC-Ins-separated definite non empty non void AMI over N , s be a state of A, f be an instruction-location of A, and w be an element of ObjectKind(ICA). Then (s +· (ICA, w))(f) = s(f). Let N be a set with non empty elements, let A be an IC-Ins-separated definite non empty non void AMI over N , let s be a state of A, let o be an object of A, and let a be an element of ObjectKind(o). Then s+· (o, a) is a state of A. We now state several propositions: (4) Let A be a steady-programmed IC-Ins-separated definite non empty non void AMI over N , s be a state of A, o be an object of A, f be an instruction-location of A, I be an instruction of A, and w be an element of ObjectKind(o). If f 6= o, then (Exec(I, s))(f) = (Exec(I, s +· (o, w)))(f).
منابع مشابه
A Comparative Study of Effects of Input-Based, Meaning-Based Output, and Traditional Instructions on EFL Learners’ Grammar Learning
This quasi-experimental study examined the effects of input-based, meaning-based output (MO) and traditional instruction (TI) on EFL learners’ grammar learning. To this end, 120 junior high school students were selected from 4 intact classes. Each class was assigned to an instructional condition, that is, textual enhancement (TE), input flood (IF), MO, and TI. Before the treatment, a multiple-c...
متن کاملA Young EFL Learner’s Lexical Development through Different Input and Output Frequency Patterns
The present study was undertaken to investigate the effects of varying frequency patterns (FPs) of words on the productive acquisition of a young EFL learner in a home setting. Target words were presented to the learner using games and role plays. They were subsequently traced for their frequencies in input and output. Eighteen immediate tests and delayed tests were administered to measure the ...
متن کاملTeaching English Pragmatics in an EFL Context: Effects of Obtrusive and Unobtrusive Focus on Form Instructions
With the aim of more emphasis on pragmatics and its inclusion in EFL classrooms, this study attempted to investigate the effectiveness of obtrusive and unobtrusive focus on form instructions on learners’ pragmatic performance of criticizing in English. 54 Iranian learners, all at intermediate level, participated in this study, and they were divided into three groups: 19 participants receiving o...
متن کاملThe Effect of Input, Input-output andOutput-input Modes of Teaching on Vocabulary Learning of Iranian EFL Learners
This study was designed to find which one of the three different presentations, i.e. input, input-output, and output-input, will be more effective in Iranian EFL learners' vocabulary acquisitions. To this end, first 54 out of 64 female students, aged from 19 to 23 years, with an average of 21, were selected out of starter-level EFL learners at the University of Tarbiat Moalem in Bandar Abbas, I...
متن کاملThe influence of input and output modality on following instructions in working memory
Following instructions is an important component of learning and has been shown to rely on working memory. This study examined the ability to follow instructions within working memory under varying input and output modalities. In Experiment 1, participants heard, read, or viewed demonstration of short sequences of instructions, and recalled either by oral repetition or physical enactment. There...
متن کاملThe Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speech
This study aimed at investigating the relative impact of comprehensible input and comprehensible output on the development of grammatical accuracy and syntactic complexity of Iranian EFL learners’ oral production. Participants were 60 female EFL learners selected from a whole population pool of 80 based on the standard test of IELTS. To investigate the research questions, the participants were ...
متن کامل