Study Of Programming Languages Research Articles

EVALUATION OF INFORMATION RESOURCES USED IN TEACHING PROGRAMMING

The study proposes a methodology for assessing the quality of information resources used in the study of programming languages. The methodology is based on factor analysis, which is based on the analysis of the usefulness of information used by students of information resources in the study of information technology. A comparative analysis of these resources and their capabilities in the development of the graduates’ competencies demanded by the professional business community is carried out.

Developing mobile software for foreign language learning

Problem. The subject of the study is an interactive mobile application in Java. To perform this work, the following tasks were set: analysis of programming environments and languages of development; analysis of methods for developing the logic and interface of the mobile application; development of an interactive mobile application in Java. Goal. The aim of the work is to develop a mobile application for learning a foreign language for the Android operating system, whose interface and logic will be modern, user-friendly and accessible to users. Methodology. The general concept of a mobile application for learning a foreign language is as follows: learning a foreign language offline, versatile learning (words, grammar), the presence of a motivational unit, simple design. The object of research is the process of building an interactive mobile application in Java for the Android operating system. In the course of the work, a study of programming languages and environments for the development of mobile applications was conducted. Programming languages such as: Java, C ++, C # were considered. Programming environments such as Android Studio, NetBeans and Eclipse were also analyzed. As a result, the Java programming language and Android Studio programming environment were chosen for the development of the mobile application. Two types of markup were selected: LinearLayout; ConstraintLayout. Results. The mobile application for learning a foreign language for the Android operating system was developed in Android Studio in two programming languages: Java (logic) and XML (interface). The aim to provide the application with modern interface and logic, to make it user-friendly and accessible to users was completed. Originality. Contribution has been made to the field of using smartphones for learning foreign languages. The sphere of using smartphones has been expanded with the use of all modern trends to the creation of mobile applications for learning foreign languages. Practicalvalue. Considering that the number of potential users will only increase in the nearest future, the developed mobile application for learning a foreign language is an ideal platform for educating those who want to develop and learn foreign languages for themselves, as well as for work, communication and travel.

Development and Application of a Software Tool to Support the Teaching of Formal Languages

The purpose of the article is to present the results of a study on the possibility of using a deductive approach in the study of programming languages (from the theory of formal languages to specific programming languages) and the development of a training system for implementing this approach. The issue of training specialists in the field of information technology is still relevant, and the variety of programming languages is so great that it is not always possible to guess which of them will be in demand in professional activities. According to the authors, the application of this approach will allow you to see common elements and find syntactic differences in programming languages, and therefore simplify and speed up their development. The article analyzes the methods of teaching programming, substantiates the relevance of learning formal languages by future IT specialists, formulates the requirements for a software tool to support learning formal languages, describes its implementation. Materials and methods. Theory of formal languages, syntax and semantics of programming languages, lexical analysis, analysis of various sources of information on the subject under study, systematization of the collected data, technologies for designing, implementing and testing software products, experimental research. Results. A methodology for learning programming languages through formal languages is proposed. A software training system has been created that allows you to link the theory of formal languages with high-level languages through appropriate examples. The algorithm of checking the correctness of the task execution by means of syntactic analysis of the program entered by the student and imitation of its execution is developed and implemented in the specified system. Experiments have shown the feasibility of the approach and the performance of the software product. Currently, the developed system is used at Vologda State University when teaching the disciplines “Theory of programming languages and translation methods” and “Theory of automata and formal languages”. Conclusion. The results of the study show the acceptability of the proposed approach and the expediency of using the developed program when learning programming languages.

Use of online game services in the study of programming languages

Use of online game services in the study of programming languages

Methods of teaching the basics of programming in Python

The article discusses the main trends in the study of programming languages in the school course of informatics. The programming languages (Basic, Pascal, C, Python, algorithmic language) that are acceptable for use at the Unified State Exam in informatics and ICT and their main features are listed. The analysis of the use of the proposed programming languages in educational and methodological kits on informatics is carried out. The program of the elective course for teaching the basics of programming in Python is proposed. It contains an explanatory note, goals and objectives of the course, thematic planning, course content, expected learning outcomes. The methodical material on the theme "Programming of branching algorithms" in Python is considered.

Abstract machines for Open Call-by-Value

The theory of the call-by-value λ -calculus relies on weak evaluation and closed terms, that are natural hypotheses in the study of programming languages. To model proof assistants, however, strong evaluation and open terms are required. Open call-by-value is the intermediate setting of weak evaluation with (possibly) open terms, on top of which Grégoire and Leroy designed one of the abstract machines of Coq. This paper provides a theory of abstract machines for the fireball calculus , the simplest presentation of open call-by-value. The literature contains machines that are either simple but inefficient, as they have an exponential overhead, or efficient but heavy, as they rely on a labeling of environments and a technical optimization. We introduce a machine that is simple and efficient : it does not use labels and it implements the fireball calculus within a bilinear overhead. Moreover, we provide a new fine understanding of how different optimizations impact on the complexity of the overhead, and evidence that the time cost model we work with is minimal. • Study of the implementation of Open Call-by-Value via simple, reasonable and efficient abstract machines. • Comparison with abstract machines in the literature closely related to the ones we introduce. • Examples of machine executions and of size-explosion problems, together with refined explanations and insights. • Focus on the key property leading to reasonable machines for Open CbV: avoiding the substitution of inert terms. • Fine understanding of how different optimizations impact on the implementation of Open CbV.

PROBLEM ORIENTED APPROACH TO TEACHING PROGRAMMING ON THE EXAMPLE OF PYTHON

The issues of the development of education and training of highly qualified specialists in the field of priority directions of modernization and technological development of the economy of the Russian Federation are considered. It is noted that information and communication technologies, transforming many sectors of the Russian economy, are becoming the basis of the of innovative development of the state. At the intersection of the disciplines, new technical approaches and solutions are being developed that stimulate the emergence of new interdisciplinary areas and, as a result, the demand for specialists able to develop technologies and innovative business. The problems of training highly qualified engineering personnel in the IT field are highlighted. It is noted that the strategy for the development of the digital economy of the Russian Federation is the main factor determining the basic concept of the development of the education system.The organization of the modern educational process using a problem oriented approach in the study of programming languages on the example of Python is considered. The importance of the integrated use of an interdisciplinary approach and information and communication technologies in the formation of general professional and professional competencies of future IT professionals is shown.

Visualizing the Evolution of Programming Languages

The study of cultural evolutionary patterns, particularly when dealing with artifacts, is constrained by a lack of powerful quantitative methods. In this work, the project team shows that a simple network approach can reconstruct phylogenetic trees from existing databases of recorded artifact influences. They created novel network tools to visualize the large-scale evolution of programming languages. The simple idea of trees of influence can be extended to many other fields beyond the study of programming languages, offering a new theoretical framework to rigorously quantify cultural and technological evolution.

David Barron: a life in software, 1935–2012

David Barron: a life in software, 1935–2012

Development of software and hardware interface for educational process in the complex study of programming languages at different levels

The paper deals with designing an interface for projects MATLAB and its realization in the programming language C, schemes and methods of interaction of application C and the environment MATLAB including local area network (LAN). The methodology of this interface operation is suggested. The need for interface between the application C and application packages for solving technical computing and comprehensive study of students of different levels of programming languages is substantiated.

Why teach programming languages

In 1991, the year I received my doctorate, I was discussing my thesis topic with the dean of a top-three research department in Computer Science. He remarked, “I don’t see what the issue is. The programminglanguage problem has been solved; the name of the solution is C.” Several years later, I reminded him of this claim, and, suitably chastened, he amended his point of view, saying, “OK, Java.” So it does not surprise me that the importance of programming languages, as a field of study within Computer Science, is not understood as well as it should be. My belief, on which I’ll expand in this essay (or, more accurately, this collection of mini-essays), is that the study of programming languages (PL) is central to the study of Computer Science. I would go further, in fact: not only is PL a core component in the curriculum for students specialising in Computer Science, it is an important element of a general, liberal-arts education. Consider other major elements of a liberal-arts education. We do not think it’s important for college students to study Physics or History because they plan to become physicists or historians. We wish students to have knowledge of Physics, because it illuminates the world in which we live and informs our experience in that world—when we skid a car, for example, or pick up a heavy box, or vote on government proposals to fund ethanol fuel production. We could say the same of History, or Literature, or Economics. . . or, for that matter, Computer Science: it is important for students to understand something about computation, as this also illuminates the world in which they live, a world whose connective tissue is increasingly composed of pervasive computational systems. The mechanisms of programming languages, in turn, inform a student’s understanding of computation itself, its power and its limitations. Studying these mechanisms, and—critically—putting them to work to design and implement programs, is the fundamental means by which students grapple with the nature of computation. The only way to really understand computation is to write programs; students can only write programs by means of programming languages.

Three Inadequate Models

Abstract. The connection between operational and denotational semantics is of longstanding interest in the study of programming languages. The emphasis has been on positive results, whether for adequacy or full abstraction. One normally considers the standard solution of an evident natural domain equation for the language; this is generally adequate but not fully abstract if one uses any of the usual categories of domains. One then tries other categories to get improved results. Here we restrict ourselves to a standard category of domains and show, for an untyped λ-calculus with arithmetic, that inadequate models exist if one considers non-standard solutions to the domain equation. One model is inadequate, simpliciter; a second is adequate but inadequate when the language is extended by a “parallel or” construct; the third is adequate in the latter sense, but in it the Y -combinator does not denote the least fixed point operator. We also consider whether it is possible to do better than the standard solution as regards full abstraction. Surprisingly this question only makes sense for solutions which are adequate for the extended language. For these the standard solution is indeed closest to full abstraction, justifying the use of non-standard categories.

Mini-languages revisited

The study of programming languages is beneficial to all levels of programmers. The nature of the work done by graduating students requires that they be familiar with at least one programming langua...

Computational reflection in PowerEpsilon

Reflective programming languages were introduced in order to study programs that need knowledge of their own behavior. In artificial intelligence, this kind of knowledge is heeded, for example, in programs that must explain their behavior to a user. In the study of programming languages, a similar phenomenon occurs in extensible languages, that is, languages in which one can write programs that change the language itself. In this paper, we present an investigation of computational reflection mechanism in a higher-order λ-calculus - PowerEpsilon. We will show that PowerEpsilon is an extremely rich and powerful language for reflective computation.

An Introduction to Action Semantics

<p>Formal semantics is a topic of major importance in the study of programming languages. Its applications include documenting language design, establishing standards for implementations, reasoning about programs, and generating compilers.</p><p> </p><p>These notes introduce <em>action semantics</em>, a recently-developed framework for formal semantics. The primary aim of action semantics is to allow <em>useful</em> semantic descriptions of <em>realistic</em> programming languages.</p>

Notions of computation and monads

The λ-calculus is considered a useful mathematical tool in the study of programming languages, since programs can be identified with λ-terms. However, if one goes further and uses βη-conversion to prove equivalence of programs, then a gross simplification is introduced (programs are identified with total functions from values to values ) that may jeopardise the applicability of theoretical results. In this paper we introduce calculi, based on a categorical semantics for computations , that provide a correct basis for proving equivalence of programs for a wide range of notions of computation .

A category-theoretic account of program modules

The type-theoretic explanation of modules proposed to date (for programming languages like ML) is unsatisfactory, because it does not capture that the evaluation of type-expressions is independent from the evaluation of program expressions. We propose a new explanation based on ‘programming languages as indexed categories’ and illustrate how ML can be extended to support higher order modules, by developing a category-theoretic semantics for a calculus of modules with dependent types. The paper also outlines a methodology, which may lead to a modular approach in the study of programming languages.

J. Roger Hindley and Jonathan P. Seldin. Introduction to combinators and λ-calculus. London Mathematical Society student texts, no. 1. Cambridge University Press, Cambridge etc. 1986, vi + 360 pp.

Combinatory logic and lambda-conversion were originally devised in the 1920s for investigating the foundations of mathematics using the basic concept of 'operation' instead of 'set'. They have now developed into linguistic tools, useful in several branches of logic and computer science, especially in the study of programming languages. These notes form a simple introduction to the two topics, suitable for a reader who has no previous knowledge of combinatory logic, but has taken an undergraduate course in predicate calculus and recursive functions. The key ideas and basic results are presented, as well as a number of more specialised topics, and man), exercises are included to provide manipulative practice.

A Comparative Study of Programming Languages.

A Comparative Study of Programming Languages.

A Comparative Study of Programming Languages

A Comparative Study of Programming Languages