P Li The Language

Principles of Verilog PLI is a `how to do' text on Verilog Programming Language Interface. The primary focus of the book is on how to use PLI for problem solving. Both PLI 1.0 and PLI 2.0 are covered. Particular emphasis has been put on adopting a generic step-by-step approach to create a fully functional PLI code. Numerous examples were carefully selected so that a variety of problems can be solved through ther use. A separate chapter on Bus Functional Model (BFM), one of the most widely used commercial applications of PLI, is included. Principles of Verilog PLI is written for the professional engineer who uses Verilog for ASIC design and verification. Principles of Verilog PLI will be also of interest to students who are learning Verilog.

by Maq Mannan President and CEO, DSM Technologies Chairman of the IEEE 1364 Verilog Standards Group Past Chairman of Open Verilog International One of the major strengths of the Verilog language is the Programming Language Interface (PLI), which allows users and Verilog application developers to infinitely extend the capabilities of the Verilog language and the Verilog simulator. In fact, the overwhelming success of the Verilog language can be partly attributed to the exi- ence of its PLI. Using the PLI, add-on products, such as graphical waveform displays or pre and post simulation analysis tools, can be easily developed. These products can then be used with any Verilog simulator that supports the Verilog PLI. This ability to create thi- party add-on products for Verilog simulators has created new markets and provided the Verilog user base with multiple sources of software tools. Hardware design engineers can, and should, use the Verilog PLI to customize their Verilog simulation environment. A Company that designs graphics chips, for ex- ple, may wish to see the simulation results of a new design in some custom graphical display. The Verilog PLI makes it possible, and even trivial, to integrate custom so- ware, such as a graphical display program, into a Verilog simulator. The simulation results can then dynamically be displayed in the custom format during simulation. And, if the company uses Verilog simulators from multiple simulator vendors, this integrated graphical display will work with all the simulators.

The Routledge Handbook of Chinese Second Language Acquisition is the first reference work of its kind. The handbook contains twenty contributions from leading experts in the field of Chinese SLA, covering a wide range of topics such as social contexts, linguistic perspectives, skill learning, individual differences and learning settings and testing. Each chapter covers historical perspectives, core issues and key findings, research approaches, pedagogical implications, future research direction and additional references. The Routledge Handbook of Chinese Second Language Acquisition is an essential reference for Chinese language teachers and researchers in Chinese applied linguistics and second language acquisition.

This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.

The progression from newborn to sophisticated language user in just a few short years is often described as wonderful and miraculous. What are the biological, cognitive, and social underpinnings of this miracle? What major language development milestones occur in infancy? What methodologies do researchers employ in studying this progression? Why do some become adept at multiple languages while others face a lifelong struggle with just one? What accounts for declines in language proficiency, and how might such declines be moderated? Despite an abundance of textbooks, specialized monographs, and a couple of academic handbooks, there has been no encyclopedic reference work in this area--until now. The Encyclopedia of Language Development covers the breadth of theory and research on language development from birth through adulthood, as well as their practical application. Features: This affordable A-to-Z reference includes 200 articles that address such topic areas as theories and research tradition; biological perspectives; cognitive perspectives; family, peer, and social influences; bilingualism; special populations and disorders; and more. All articles (signed and authored by key figures in the field) conclude with cross reference links and suggestions for further reading. Appendices include a Resource Guide with annotated lists of classic books and articles, journals, associations, and web sites; a Glossary of specialized terms; and a Chronology offering an overview and history of the field. A thematic Reader’s Guide groups related articles by broad topic areas as one handy search feature on the e-Reference platform, which includes a comprehensive index of search terms. Available in both print and electronic formats, Encyclopedia of Language Development is a must-have reference for researchers and is ideal for library reference or circulating collections.

This book investigates language disorders in children who speak languages other than, or in addition to, English. The chapters in the first section of the volume focus on language disorders associated with four different syndromes in multilingual populations and contexts. This section discusses language disorders associated with autism spectrum disorders, Down syndrome, fetal alcohol syndrome and Williams syndrome. The chapters in the second section of the book relate to language impairment in children who speak diverse languages, although the issues they address are relevant across languages and cultural contexts. The book also reviews assessment procedures and intervention approaches for diverse languages, including Bengali, Cantonese, French, Spanish, and Turkish. The volume aims to stimulate thoughtful clinical practice and further research in language disorders in multilingual populations.

This volume gives an up-to-date account of the language situation and social context in multilingual Hong Kong. After an in-depth, interpretive analysis of various language contact phenomena, it shows why it is such a tall order for Hongkongers to live up to the Special Administrative Region government’s language policy goalpost, ‘biliteracy and trilingualism’. A detailed contrastive analysis between Cantonese and (a) English, (b) Modern Written Chinese, and (c) Putonghua helps explain the nature of the linguistic and acquisitional challenges involved. Economic forces and sociopolitical realities helped shape the ‘mother tongue education’ or ‘dual MoI streaming’ policy since September 1998. The book provides a critical review of the significant milestones and key policy documents from the early 1990s, and outlines the concerns of stakeholders at the receiving end. Another MoI debate concerns the feasibility and desirability of teaching Chinese in Putonghua (TCP). Based on a critical review of the TCP literature and recent psycholinguistic and neuroscience research, the language-in-education policy implications are discussed, followed by a few recommendations. Hongkongers of South Asian descent saw their life chances curtailed as a result of the post-1997 changes in the language requirements for gaining access to civil service positions and higher education. Based on a study of 15 South Asian undergraduate students’ prior language learning experiences, recommendations are made to help redress that social inequity problem.