This paper describes the design and analysis of a fully differential,gain-enhanced CMOS telescopic operational transconductance amplifier （OTA） used in a pipeline analog-to-digital converter （ADC）. Specifications ...This paper describes the design and analysis of a fully differential,gain-enhanced CMOS telescopic operational transconductance amplifier （OTA） used in a pipeline analog-to-digital converter （ADC）. Specifications of the OTA are derived from the requirements of ADC. Simulation shows that for a lpF load capacitance, this OTA achieves a high DC gain （approximately 145dB） and a wide unity-gain bandwidth （above 750MHz） at a phase margin 58°. In a configuration where the closed loop-gain is 4,the design spends about 18ns for settling with 0.05% accuracy. Simulations of this design are performed in SMIC CMOS 0.18μm technology.展开更多
Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college student...Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic knowledge.The participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun collocations.The results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features.These results shed some light on teaching and consolidation of language points through writing in EFL contexts.展开更多
The contemporary emphasis on learner-centeredness and autonomy suggests that in some contexts, learners' self-correction of mistakes might be more beneficial for language learning than teacher's direction corr...The contemporary emphasis on learner-centeredness and autonomy suggests that in some contexts, learners' self-correction of mistakes might be more beneficial for language learning than teacher's direction correction. A case study was constructed to discover how effective the target students could self-correct their writing mistakes against the teachers' feedback. The findings may give some insights into the role of self- correction in teaching L2 writing.展开更多
The ability to write in English has become more and more important after China's entrance into the WTO. Unfortunately EFL writing is a headache. Error correction (revision) is still a problem which needs to be sol...The ability to write in English has become more and more important after China's entrance into the WTO. Unfortunately EFL writing is a headache. Error correction (revision) is still a problem which needs to be solved between English teachers and their students. This paper investigates what Chinese EFL college students think about their teachers feedback in regard to their writing in order to find proper and effective ways to implement error correction by the teacher.展开更多
文摘This paper describes the design and analysis of a fully differential,gain-enhanced CMOS telescopic operational transconductance amplifier （OTA） used in a pipeline analog-to-digital converter （ADC）. Specifications of the OTA are derived from the requirements of ADC. Simulation shows that for a lpF load capacitance, this OTA achieves a high DC gain （approximately 145dB） and a wide unity-gain bandwidth （above 750MHz） at a phase margin 58°. In a configuration where the closed loop-gain is 4,the design spends about 18ns for settling with 0.05% accuracy. Simulations of this design are performed in SMIC CMOS 0.18μm technology.
文摘Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic knowledge.The participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun collocations.The results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features.These results shed some light on teaching and consolidation of language points through writing in EFL contexts.
文摘The contemporary emphasis on learner-centeredness and autonomy suggests that in some contexts, learners' self-correction of mistakes might be more beneficial for language learning than teacher's direction correction. A case study was constructed to discover how effective the target students could self-correct their writing mistakes against the teachers' feedback. The findings may give some insights into the role of self- correction in teaching L2 writing.
文摘The ability to write in English has become more and more important after China's entrance into the WTO. Unfortunately EFL writing is a headache. Error correction (revision) is still a problem which needs to be solved between English teachers and their students. This paper investigates what Chinese EFL college students think about their teachers feedback in regard to their writing in order to find proper and effective ways to implement error correction by the teacher.
