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Lexical and grammatical prepositionsMeijer, Sietske Johanna January 1998 (has links)
No description available.
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Multi-layer syntactical model transformation for model based systems engineeringKwon, Ky-Sang 03 November 2011 (has links)
This dissertation develops a new model transformation approach that supports engineering model integration, which is essential to support contemporary interdisciplinary system design processes. We extend traditional model transformation, which has been primarily used for software engineering, to enable model-based systems engineering (MBSE) so that the model transformation can handle more general engineering models.
We identify two issues that arise when applying the traditional model transformation to general engineering modeling domains. The first is instance data integration: the traditional model transformation theory does not deal with instance data, which is essential for executing engineering models in engineering tools. The second is syntactical inconsistency: various engineering tools represent engineering models in a proprietary syntax. However, the traditional model transformation cannot handle this syntactic diversity.
In order to address these two issues, we propose a new multi-layer syntactical model transformation approach. For the instance integration issue, this approach generates model transformation rules for instance data from the result of a model transformation that is developed for user model integration, which is the normal purpose of traditional model transformation. For the syntactical inconsistency issue, we introduce the concept of the complete meta-model for defining how to represent a model syntactically as well as semantically. Our approach addresses the syntactical inconsistency issue by generating necessary complete meta-models using a special type of model transformation.
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[en] ADVERTISING AS A RESOURCE FOR CONTEXTUALIZATION IN THE TEACHING OF GERMAN AS A FOREIGN LANGUAGE (GFL) / [pt] O ANÚNCIO PUBLICITÁRIO COMO RECURSO PEDAGÓGICO CONTEXTUALIZADOR DO ALEMÃO COMO LÍNGUA ESTRANGEIRA (ALE)MERGENFEL A VAZ FERREIRA 21 July 2005 (has links)
[pt] Pensando a linguagem como um construto social inseparável
do contexto
situacional e cultural em que está ancorada, este estudo
tem por objetivo principal
descrever e analisar anúncios publicitários alemães
veiculados na mídia impressa,
verificando nos mesmos as relações entre seus diferentes
componentes verbais e
não-verbais. Esta análise baseou-se fundamentalmente nos
pressupostos da
Gramática Sistêmico-Funcional (Halliday, 1994), assim como
nas categorias da
Gramática Visual (Kress e Van Leeuwen, 1996). Deste modo,
a descrição e
análise dos componentes lingüísticos e extralingüísticos
dos anúncios são usadas
para a observação das possíveis relações entre língua e
contexto. Somando-se à
análise das propriedades verbais e não-verbais dos
anúncios, este estudo fez uso
de um questionário distribuído a professores de Alemão
como Língua Estrangeira
(ALE), atuantes em diferentes instituições de ensino desta
língua na cidade do Rio
de Janeiro. Através das respostas ao questionário, o
presente trabalho discute
questões relacionadas à abordagem dos aspectos culturais
nas aulas de ALE,
assim como o uso e exploração significativos dos elementos
visuais presentes nos
diversos materiais de ensino utilizados pelos professores.
Salientando, então, a
importância de se promover um ensino da LE
contextualizada, este estudo
pretende também contribuir para a discussão que envolve o
ensino de ALE,
trazendo em seu escopo teorias que tratam de gêneros
textuais, contexto, cultura e
comunicação visual. / [en] From the view that language is a social construct that is
inseparable from its
situational and cultural context, the main objective of
the present study is to
describe and analyze German advertisements in printed
form, focusing on the
relationship between their verbal and non-verbal
components. The analysis is
primarily based on the principles of Halliday`s (1994)
systemic-functional
grammar and on the categories in the visual grammar of
Kress and van Leeuwen
(1996). Thus, the description and analysis of the
linguistic and extra-linguistic
components in the advertisements are used to observe the
relationships between
the advertisements as genre. In addition to the analysis
of the verbal and nonverbal
features of advertisements, the study made use of a
questionnaire
distributed to professionals that teach German as a
foreign language in various
institutions in Rio de Janeiro. In light of the responses
to the questionnaire, the
present study discusses questions related to how culture
is approached in the
classroom and whether visual elements are significantly
explored in the teaching
materials used by these teachers. The aim of the research
is twofold: it proposes
the importance of encouraging contextualized foreign
language teaching and it
attempts to contribute to the discussion on the teaching
of German as a foreign
language, from a multiple perspective that includes genre,
context, culture and
visual communication.
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