Translator (computing) - Types

Types

If the translator translates a high level language into another high level language, it's called a translator. Examples include Haxe, FORTRAN-to-Ada translators, CHILL-to-C++ translators, PASCAL-to-C translators, COBOL(DialectA)-to-COBOL(DialectB) translators.

If the translator translates a high level language into a lower level language it is called a compiler. Notice that every language can be either translated into a (Turing-complete) high level or assembly language.

If the translator translates a high level language into an intermediate code which will be immediately executed it is called an interpreter.

If the translator translates target/machine code to source language it is called a decompiler. Example: DCC, Boomerang Decompilers and Reverse Engineering Compiler (REC).

If the translator translates assembly language to machine code it is called an assembler. Examples include MASM, TASM, NASM and FASM.

If the translator translates machine code into assembly language it is called a disassembler. Examples include gdb, IDA Pro and OllyDbg.

This translation article is a stub. You can help Wikipedia by expanding it.

Read more about this topic:  Translator (computing)

Famous quotes containing the word types:

    Our children evaluate themselves based on the opinions we have of them. When we use harsh words, biting comments, and a sarcastic tone of voice, we plant the seeds of self-doubt in their developing minds.... Children who receive a steady diet of these types of messages end up feeling powerless, inadequate, and unimportant. They start to believe that they are bad, and that they can never do enough.
    Stephanie Martson (20th century)

    The bourgeoisie loves so-called “positive” types and novels with happy endings since they lull one into thinking that it is fine to simultaneously acquire capital and maintain one’s innocence, to be a beast and still be happy.
    Anton Pavlovich Chekhov (1860–1904)

    The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences. We must widen the range of topics and goals, the types of situations we offer and their degree of structure, the kinds and combinations of resources and materials, and the possible interactions with things, peers, and adults.
    Loris Malaguzzi (1920–1994)