Fujaba Days 2011

Fujaba is an Open Source UML CASE tool project started at the software engineering group of Paderborn University in 1997. In 2002 Fujaba has been redesigned and became the Fujaba Tool Suite with a plug-in architecture allowing developers to add functionality easily while retaining full control over their contributions. Multiple Application Domains Fujaba followed the model-driven development philosophy right from its beginning in 1997. At the early days, Fujaba had a special focus on code generation from UML diagrams resulting in a visual programming language with a special emphasis on object structure manipulating rules. Today, at least six rather independent tool versions are under development in Paderborn, Kassel, and Darmstadt for supporting (1) reengineering, (2) embedded real-time systems, (3) education, (4) specification of distributed control systems, (5) integration with the ECLIPSE platform, and (6) MOF-based integration of system (re-) engineering tools. International Community According to our knowledge, quite a number of research groups have also chosen Fujaba as a platform for UML and MDA related research activities. In addition, quite a number of Fujaba users send requests for more functionality and extensions. Therefore, the 8th International Fujaba Days aimed at bringing together Fujaba develop- ers and Fujaba users from all over the world to present their ideas and projects and to discuss them with each other and with the Fujaba core development team.

A Dynamical Systems Model for Language Change

Formalizing linguists' intuitions of language change as a dynamical system, we quantify the time course of language change including sudden vs. gradual changes in languages. We apply the computer model to the historical loss of Verb Second from Old French to modern French, showing that otherwise adequate grammatical theories can fail our new evolutionary criterion.

A Self-Scoring Exercise On APA Style, Research Language, and Referencing for Undergraduate Students

Based on examples provided by 27 graduate psychology faculty, this self-test incorporates many of the more common errors in style, language, and referencing found in student papers. Taking this self-test helps students to recognize common errors and encourages them to refer the APA Publication Manual on a regular basis. In addition, students begin to think about how to use correctly the language of psychological research. This self-test should take about 30 minutes to complete and score. It is composed of three parts: a) a mock Discussion section, where students are asked to act as editors and find the errors, p. 2 (10 minutes). b) a corrected Discussion section, where students find the errors they missed, p. 3 (5 minutes) and, c) a full description of each error with illustrations of correct usage, pp. 4-7 (15 minutes). This exercise assumes some knowledge of APA style. Thus, it is best-suited for advanced undergraduates who need to write research reports and all levels of graduate students. It may be taken at home or in class. Although the self-test is designed to be fully self-directed, instructors may wish to use it at the beginning or end of a classroom discussion on APA style. It could also be used in a pre-test-post-test fashion to evaluate students learning over the course of a term.

TU Graz: Course: 707.000 Web Science and Web Technology: Lecture 10: Text Mining

This class introduces basics of web mining and information retrieval including, for example, an introduction to the Vector Space Model and Text Mining. Guest Lecturer: Dr. Michael Granitzer Optional: Modeling the Internet and the Web: Probabilistic Methods and Algorithms, Pierre Baldi, Paolo Frasconi, Padhraic Smyth, Wiley, 2003 (Chapter 4, Text Analysis)

Teachers as course developers.

Este estudio muestra cómo los mismos profesores de lengua diseñan y aplican sus propios cursos. El autor proporciona un esquema ó estructura para los procesos de desarrollo de los cursos, que, por otra parte, cualquier profesor puede utilizar en la planificación de los suyos. A través de los relatos de seis profesores que han desarrollado con éxito sus cursos en distintos lugares del mundo, vemos cómo ellos han utilizado se han apartado de este marco estructurado para afrontar los retos de su situación particular. Cada relato va seguido de un análisis, unas tareas y unas preguntas para el debate, así como de una bibliografía anotada.

A report on the language instruction provided to a group of deaf children

This paper is a summary of a course of language instruction provided to a group of deaf children over the course of one year.

Gaps in second language sentence processing

Four groups of second language (L2) learners of English from different language backgrounds (Chinese, Japanese, German, and Greek) and a group of native speaker controls participated in an online reading time experiment with sentences involving long-distance whdependencies. Although the native speakers showed evidence of making use of intermediate syntactic gaps during processing, the L2 learners appeared to associate the fronted wh-phrase directly with its lexical subcategorizer, regardless of whether the subjacency constraint was operative in their native language. This finding is argued to support the hypothesis that nonnative comprehenders underuse syntactic information in L2 processing.

Transfer of conceptualisation patterns in bilinguals: the construal of motion events in Turkish and German

We test Slobin's (2003) Thinking-for-Speaking hypothesis on data from different groups of Turkish-German bilinguals, those living in Germany and those who have returned to Germany.

(In)Complete acquisition of Turkish among Turkish German bilinguals in Germany and Turkey: an analysis of complex embeddings in narratives

Although most researchers recognise that the language repertoire of bilinguals canmvary, few studies have tried to address variation in bilingual competence in any detail. This study aims to take a first step towards further understanding the way in which bilingual competencies can vary at the level of syntax by comparing the use of syntactic embeddings among three different groups of Turkish�German bilinguals. The approach of the present paper is new in that different groups of bilinguals are compared with each other, and not only with monolingual speakers, as is common in most studies in the field. The analysis focuses on differences in the use of embeddings in Turkish, which are generally considered to be one of the more complex aspects of Turkish grammar. The study shows that young Turkish� German bilingual adults who were born and raised in Germany use fewer, and less complex embeddings than Turkish�German bilingual returnees who had lived in Turkey for eight years at the time of recording. The present study provides new insights in the nature of bilingual competence, as well as a new perspective on syntactic change in immigrant Turkish as spoken in Europe.

The impact of overseas training on curriculum innovation and change in English language education in Western China

This article assesses the impact of a UK-based professional development programme on curriculum innovation and change in English Language Education (ELE) in Western China. Based on interviews, focus group discussions and observation of a total of 48 English teachers who had participated in an overseas professional development programme influenced by modern approaches to education and ELE, and 9 of their colleagues who had not taken part, it assesses the uptake of new approaches on teachers’ return to China. Interviews with 10 senior managers provided supplementary data. Using Diffusion of Innovations Theory as the conceptual framework, we examine those aspects of the Chinese situation that are supportive of change and those that constrain innovation. We offer evidence of innovation in classroom practice on the part of returnees and ‘reinvention’ of the innovation to ensure a better fit with local needs. The key role of course participants as opinion leaders in the diffusion of new ideas is also explored. We conclude that the selective uptake of this innovation is under way and likely to be sustained against a background of continued curriculum reform in China.

The time-course of morphological constraints: a study of plurals inside derived words

The avoidance of regular but not irregular plurals inside compounds (e.g. *rats eater vs. mice eater) has been one of the most widely studied morphological phenomena in the psycholinguistics literature. To examine whether the constraints that are responsible for this contrast have any general significance beyond compounding, we investigated derived word forms containing regular and irregular plurals in two experiments. Experiment 1 was an offline acceptability judgment task, and experiment 2 measured eye movements during reading derived words containing regular and irregular plurals and uninflected base nouns. The results from both experiments show that the constraint against regular plurals inside compounds generalizes to derived words. We argue that this constraint cannot be reduced to phonological properties, but is instead morphological in nature. The eye-movement data provide detailed information on the time-course of processing derived word forms indicating that early stages of processing are affected by a general constraint that disallows inflected words from feeding derivational processes, and that the more specific constraint against regular plurals comes in at a subsequent later stage of processing. We argue that these results are consistent with stage-based models of language processing.

Processing reflexives in a second language: the timing of structural and discourse-level information

We report the results from two eye-movement monitoring experiments examining the processing of reflexive pronouns by proficient German-speaking learners of second language (L2) English. Our results show that the nonnative speakers initially tried to link English argument reflexives to a discourse-prominent but structurally inaccessible antecedent, thereby violating binding condition A. Our native speaker controls, in contrast, showed evidence of applying condition A immediately during processing. Together, our findings show that L2 learners’ initial focusing on a structurally inaccessible antecedent cannot be due to first language influence and is also independent of whether the inaccessible antecedent c-commands the reflexive. This suggests that unlike native speakers, nonnative speakers of English initially attempt to interpret reflexives through discourse-based coreference assignment rather than syntactic binding.

Writing in French in secondary schools in England and Germany: are the British really 'bad language learners’?

It is widely assumed that the British are poorer modern foreign language (MFL) learners than their fellow Europeans. Motivation has often been seen as the main cause of this perceived disparity in language learning success. However, there have also been suggestions that curricular and pedagogical factors may play a part. This article reports a research project investigating how German and English 14- to 16-year-old learners of French as a first foreign language compare to one another in their vocabulary knowledge and in the lexical diversity, accuracy and syntactic complexity of their writing. Students from comparable schools in Germany and England were set two writing tasks which were marked by three French native speakers using standardised criteria aligned to the Common European Framework of Reference (CEF). Receptive vocabulary size and lexical diversity were established by the X_lex test and a verb types measure respectively. Syntactic complexity and formal accuracy were respectively assessed using the mean length of T-units (MLTU) and words/error metrics. Students' and teachers' questionnaires and semi-structured interviews were used to provide information and participants' views on classroom practices, while typical textbooks and feedback samples were analysed to establish differences in materials-related input and feedback in the two countries. The German groups were found to be superior in vocabulary size, and in the accuracy, lexical diversity and overall quality – but not the syntactic complexity – of their writing. The differences in performance outcomes are analysed and discussed with regard to variables related to the educational contexts (e.g. curriculum design and methodology).