An efficient null-free procedure for deciding regular language membership

1998 ◽  
pp. 159-170 ◽  
Author(s):  
J. -L. Ponty
Keyword(s):  
Regular Language ◽  
Language Membership

scholarly journals Regular Language Constrained Sequence Alignment Revisited

2011 ◽  
Vol 18 (5) ◽  
pp. 771-781 ◽  
Author(s):  
Gregory Kucherov ◽  
Tamar Pinhas ◽  
Michal Ziv-Ukelson
Keyword(s):  
Sequence Alignment ◽  
Regular Language

MYHILL-NERODE THEOREM FOR INTERVAL-VALUED FUZZY REGULAR LANGUAGE

2010 ◽  
Author(s):  
K. M. Ravi ◽  
Alka Choubey ◽  
R. B. Patel ◽  
B. P. Singh
Keyword(s):  
Regular Language ◽  
Interval Valued

Reading difficulties in primary progressive aphasia in a regular language-speaking cohort of patients

2017 ◽  
Vol 101 ◽  
pp. 132-140 ◽  
Author(s):  
Jordi A. Matías-Guiu ◽  
Fernando Cuetos ◽  
María Nieves Cabrera-Martín ◽  
María Valles-Salgado ◽  
Teresa Moreno-Ramos ◽  
...  
Keyword(s):  
Regular Language ◽  
Reading Difficulties ◽  
Primary Progressive Aphasia ◽  
Progressive Aphasia ◽  
Primary Progressive

Finite Automata as Regular Language Recognizers

2013 ◽  
pp. 91-140
Author(s):  
Stefano Crespi Reghizzi ◽  
Luca Breveglieri ◽  
Angelo Morzenti
Keyword(s):  
Regular Language ◽  
Finite Automata

scholarly journals EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth

2019 ◽  
Vol 29 ◽  
Author(s):  
Amanda Goldrick-Jones ◽  
Daniel Chang
Keyword(s):  
Academic Writing ◽  
Safe Space ◽  
Student Writing ◽  
Roundtable Discussion ◽  
Peer Tutors ◽  
Writing Genres ◽  
Language Membership ◽  
Pedagogical Approaches

Writing centres offer a safe space for writers, including English-as-additional-language (EAL) students, to negotiate meaning and become more <luent with academic writing genres. However, a disconnect still exists between the writer-centred principles that inform WC tutoring practice and the pervasive myth that writing centres repair “broken” writing. An analysis of data from a writing centre’s client reports, as well as peer tutors’ comments and student writing samples, indicates that a student’s language membership does not predict types of writing challenges or errors. This <inding inspired a roundtable discussion about pedagogical approaches that not only empower EAL students but help writing centres resist the “broken writer” myth.

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