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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.

[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.