Concept

Programming language generations

Programming languages have been classified into several programming language generations. Historically, this classification was used to indicate increasing power of programming styles. Later writers have somewhat redefined the meanings as distinctions previously seen as important became less significant to current practice. Second-generation programming language Examples: assembly languages Second-generation programming language (2GL) is a generational way to categorize assembly languages. Third-generation programming language Examples: C, C++, Java, Python, PHP, Perl, C#, BASIC, Pascal, Fortran, ALGOL, COBOL 3GLs are much more machine-independent (portable) and more programmer-friendly. This includes features like improved support for aggregate data types and expressing concepts in a way that favors the programmer, not the computer. A third-generation language improves over a second-generation language by having the computer take care of non-essential details. 3GLs are more abstract than previous generations of languages, and thus can be considered higher-level languages than their first- and second-generation counterparts. First introduced in the late 1950s, Fortran, ALGOL, and COBOL are examples of early 3GLs. Most popular general-purpose languages today, such as C, C++, C#, Java, BASIC and Pascal, are also third-generation languages, although each of these languages can be further subdivided into other categories based on other contemporary traits. Most 3GLs support structured programming. Many support object-oriented programming. Traits like these are more often used to describe a language rather than just being a 3GL. Fourth-generation programming language Examples: ABAP, Unix Shell, SQL, PL/SQL, Oracle Reports, R, Halide (programming_language) Fourth-generation languages tend to be specialized toward very specific programming domains. 4GLs may include support for database management, report generation, mathematical optimization, GUI development, or web development.

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