Major Tasks in Code Generation
In addition to the basic conversion from an intermediate representation into a linear sequence of machine instructions, a typical code generator tries to optimize the generated code in some way.
Tasks which are typically part of a sophisticated compiler's "code generation" phase include:
- Instruction selection: which instructions to use.
- Instruction scheduling: in which order to put those instructions. Scheduling is a speed optimization that can have a critical effect on pipelined machines.
- Register allocation: the allocation of variables to processor registers
- Debug data generation if required so the code can be debugged.
Instruction selection is typically carried out by doing a recursive postorder traversal on the abstract syntax tree, matching particular tree configurations against templates; for example, the tree W := ADD(X,MUL(Y,Z)) might be transformed into a linear sequence of instructions by recursively generating the sequences for t1 := X and t2 := MUL(Y,Z), and then emitting the instruction ADD W, t1, t2.
In a compiler that uses an intermediate language, there may be two instruction selection stages — one to convert the parse tree into intermediate code, and a second phase much later to convert the intermediate code into instructions from the instruction set of the target machine. This second phase does not require a tree traversal; it can be done linearly, and typically involves a simple replacement of intermediate-language operations with their corresponding opcodes. However, if the compiler is actually a language translator (for example, one that converts Eiffel to C), then the second code-generation phase may involve building a tree from the linear intermediate code.
Read more about this topic: Code Generation (compiler)
Famous quotes containing the words major, tasks, code and/or generation:
“The man, or the boy, in his development is psychologically deterred from incorporating serving characteristics by an easily observable fact: there are already people around who are clearly meant to serve and they are girls and women. To perform the activities these people are doing is to risk being, and being thought of, and thinking of oneself, as a woman. This has been made a terrifying prospect and has been made to constitute a major threat to masculine identity.”
—Jean Baker Miller (20th century)
“We are all adult learners. Most of us have learned a good deal more out of school than in it. We have learned from our families, our work, our friends. We have learned from problems resolved and tasks achieved but also from mistakes confronted and illusions unmasked. . . . Some of what we have learned is trivial: some has changed our lives forever.”
—Laurent A. Daloz (20th century)
“... the self respect of individuals ought to make them demand of their leaders conformity with an agreed-upon code of ethics and moral conduct.”
—Mary Barnett Gilson (1877?)
“Never before has a generation of parents faced such awesome competition with the mass media for their childrens attention. While parents tout the virtues of premarital virginity, drug-free living, nonviolent resolution of social conflict, or character over physical appearance, their values are daily challenged by television soaps, rock music lyrics, tabloid headlines, and movie scenes extolling the importance of physical appearance and conformity.”
—Marianne E. Neifert (20th century)