Coordination through Indu tive Meaning Negotiation

Cmsc 351 2 Mathematical Induction

brie y review indu tion through some examples. It usually works as follows. Let T be a theorem (statement that we want to prove). Suppose T in ludes a parameter n whose value an be any natural number (a positive integer). Instead of proving dire tly that T holds for all values of n, we prove the following two onditions: 1. Basis of the indu tion: T holds for n = 1 2. Indu tive Step: For every n...

Learners’ Engagement in Meaning Negotiation and Classroom Interaction as a Function of Their Perceptions of Teachers’ Instructional Communicative Behaviors

A significant share of classroom interaction occurs between teachers and language learners. Therefore, the individual characteristics of teachers could play facilitative or impeding roles thus encouraging or discouraging learners from getting engaged in interaction and meaning negotiation attempts when interacting with their teachers. Surprisingly however, this area has attracted scant attentio...

CPS Translating Inductive and Coinductive Types [Extended Abstract]

We investigate CPS translatability of typed al uli with indu tive and oindu tive types. We show that tenable Plotkin-style all-by-name CPS translations exist for simply typed al uli with a natural number type and stream types and, more generally, with arbitrary positive indu tive and oindu tive types. These translations also work in the presen e of ontrol operators and generalize for dependentl...

Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts

With the current availability of state-of-the-art technology, particularly the Internet, people have expanded their channels of communication. This has similarly led to many people utilizing technology to learn second/foreign languages. Nevertheless, many current computer-assisted language learning (CALL) programs still appear to be lacking in interactivity and what is termed social presence, w...

An Indu tive Approa h to Formalizing Notions of Number Theory