This paper surveys past research on instruction scheduling for exploiting more Instruction Level Parallelism (ILP). We focus on static instruction scheduling performed by compiler. The hardware platform for implementing such compiler techniques, i.e. VLIW is also reviewed. We also give comparison between the code scheduling done dynamically by out-of-order machines and that by compilers, along ...

We define focus-method interfaces and some connections between such interfaces and instruction sequences, giving rise to instruction sequence components. We provide a flexible and practical notation for interfaces using an abstract datatype specification comparable to that of basic process algebra with deadlock. The structures thus defined are called progression rings. We also define thread and...

A n orientation to teaching is outlined that stresses the necessity of matching both motivation and capabilities. This model encompasses both regular instruction and remediation. The approach begins with an emphasis on improving regular instruction by enhancing the ability of teachers to personalize instruction. For students found to need additional assistance, remediation is introduced and pur...

Humans improve their performance by means of a variety of learning strategies, including both gradual statistical induction from experience and rapid incorporation of advice. In many learning environments, these strategies may interact in complementary ways. The focus of this work is on cognitively plausible models of multistrategy learning involving the integration of inductive generalization ...

This study was inspired by VanPatten and Uludag’s (2011) study on the transferability of training via processing instruction to output tasks and Mori’s (2002) work on the development of talk-in-interaction during a group task. An interview was devised as the pretest, posttest, and delayed posttest to compare four intervention types for teaching the simple past passive: traditional intervention ...

Teacher-students’ and students-students’ interactions are of significant importance in foreign language teaching and learning. It is argued that interactions between teachers and students facilitate language development and lead to better language learning. The present study is an attempt to investigate the effect of two teaching approaches: 1. Task-Based Instruction (TBI) and 2. Form-Focused I...

negotiation, as an interactional strategy and proactive focus on form (fof) have received increased attention in second language research. the combination of negotiation and proactive fof, however, has not been examined in relation to l2 vocabulary learning. to address this gap, the present study investigated how the amount of negotiation and proactive fof impacted learners’ vocabulary knowledg...

this study investigated how english as foreign language (efl) learners with different learning styles (field dependent and field independent) boost up their reading comprehension abilities as they develop their metacognitive skills. to conduct this research, 60 participants were randomly invited to sit pet (preliminary english test) to ensure homogeneity of the participants in terms of language...