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A comparison of current trends within computer science teaching in school in Germany and the UK
(2013)
In the last two years, CS as a school subject has gained a lot of attention worldwide, although different countries have differing approaches to and experiences of introducing CS in schools. This paper reports on a study comparing current trends in CS at school, with a major focus on two countries, Germany and UK. A survey was carried out of a number of teaching professionals and experts from the UK and Germany with regard to the content and delivery of CS in school. An analysis of the quantitative data reveals a difference in foci in the two countries; putting this into the context of curricular developments we are able to offer interpretations of these trends and suggest ways in which curricula in CS at school should be moving forward.
The aim of our article is to collect and present information about contemporary programming environments that are suitable for primary education. We studied the ways they implement (or do not implement) some programming concepts, the ways programs are represented and built in order to support young and novice programmers, as well as their suitability to allow different forms of sharing the results of pupils’ work. We present not only a short description of each considered environment and the taxonomy in the form of a table, but also our understanding and opinions on how and why the environments implement the same concepts and ideas in different ways and which concepts and ideas seem to be important to the creators of such environments.
The process of introducing compulsory ICT education at primary school level in the Czech Republic should be completed next year. Programming and Information, two topics from the basics of computer science have been included in a new textbook. The question is whether the new chapters of the textbook are comprehensible for primary school teachers, who have undergone no training in computer science. The paper reports on a pilot verification project in which pre-service primary school teachers were trained to teach these informatics topics.
In this paper, we show how the theory of NP completeness can be introduced to students in secondary schools. The motivation of this research is that although there are difficult issues that require technical backgrounds, students are already familiar with demanding computational problems through games such as Sudoku or Tetris. Our intention is to bring together important concepts in the theory of NP completeness in such a way that students in secondary schools can easily understand them. This is part of our ongoing research about how to teach fundamental issues in Computer Science in secondary schools. We discuss what needs to be taught in which sequence in order to introduce ideas behind NP completeness to students without technical backgrounds.
Development of competence-oriented curricula is still an important theme in informatics education. Unfortunately informatics curricula, which include the domain of logic programming, are still input-orientated or lack detailed competence descriptions. Therefore, the development of competence model and of learning outcomes' descriptions is essential for the learning process in this domain. A prior research developed both. The next research step is to formulate test items to measure the described learning outcomes. This article describes this procedure and exemplifies test items. It also relates a test in school to the items and shows which misconceptions and typical errors are important to discuss in class. The test result can also confirm or disprove the competence model. Therefore, this school test is important for theoretical research as well as for the concrete planning of lessons. Quantitative analysis in school is important for evaluation and improvement of informatics education.
The most recent trend in the studies of LF intervention effects makes crucial reference to focusing effects on the interveners, and this paper critically examines the representative analyses of the focus-based approach. While each analysis has its own merits and shortcomings, I argue that a pragmatic analysis that does not make appeal to syntactic configurations is better equipped to deal with many of the complex and delicate facts surrounding intervention effects.
When we pay close attention to the prosody of Wh-questions in Japanese, we discover many novel and interesting empirical puzzles that would require us to devise a much finer syntactic component of grammar. This paper addresses the issues that pose some problems to such an elaborated grammar, and offers solutions, making an appeal to the information structure and sentence processing involved in the interpretation of interrogative and focus constructions.
This paper discusses how focus changes prosodic structure in Tokyo Japanese. It is generally believed that focus blocks the intonational process of downstep and causes a pitch reset. This paper presents experimental evidence against this traditional view by looking at the prosodic behavior of Wh words, which receive focus lexically in Japanese as in other languages. It is demonstrated, specifically, that the focused Wh element does not block downstep although it receives a much higher pitch than its preceding element. This suggests that presence of lexical focus does not trigger pitch reset in Japanese.
The end of culture?
(2000)
Local Orders, Global Chaos
(1999)
Face-to-face communication is multimodal. In unscripted spoken discourse we can observe the interaction of several "semiotic layers", modalities of information such as syntax, discourse structure, gesture, and intonation. We explore the role of gesture and intonation in structuring and aligning information in spoken discourse through a study of the co-occurrence of pitch accents and gestural apices. Metaphorical spatialization through gesture also plays a role in conveying the contextual relationships between the speaker, the government and other external forces in a naturally-occurring political speech setting.
This paper investigates the structural properties of morphosyntactically marked focus constructions, focussing on the often neglected non-focal sentence part in African tone languages. Based on new empirical evidence from five Gur and Kwa languages, we claim that these focus expressions have to be analysed as biclausal constructions even though they do not represent clefts containing restrictive relative clauses. First, we relativize the partly overgeneralized assumptions about structural correspondences between the out-of-focus part and relative clauses, and second, we show that our data do in fact support the hypothesis of a clause coordinating pattern as present in clause sequences in narration. It is argued that we deal with a non-accidental, systematic feature and that grammaticalization may conceal such basic narrative structures.
The Semantics of Ellipsis
(2005)
There are four phenomena that are particularly troublesome for theories of ellipsis: the existence of sloppy readings when the relevant pronouns cannot possibly be bound; an ellipsis being resolved in such a way that an ellipsis site in the antecedent is not understood in the way it was there; an ellipsis site drawing material from two or more separate antecedents; and ellipsis with no linguistic antecedent. These cases are accounted for by means of a new theory that involves copying syntactically incomplete antecedent material and an analysis of silent VPs and NPs that makes them into higher order definite descriptions that can be bound into.
We present a system for the linguistic exploration and analysis of lexical cohesion in English texts. Using an electronic thesaurus-like resource, Princeton WordNet, and the Brown Corpus of English, we have implemented a process of annotating text with lexical chains and a graphical user interface for inspection of the annotated text. We describe the system and report on some sample linguistic analyses carried out using the combined thesaurus-corpus resource.
Fronting of an infinite VP across a finite main verb-akin to German "VP-topicalization"-can be found also in Czech and Polish. The paper discusses evidence from large corpora for this process and some of its properties, both syntactic and information-structural. Based on this case, criteria for more user-friedly searching and retrieval of corpus data in syntactic research are being developed.
Multiple hierarchies
(2005)
In this paper, we present the Multiple Annotation approach, which solves two problems: the problem of annotating overlapping structures, and the problem that occurs when documents should be annotated according to different, possibly heterogeneous tag sets. This approach has many advantages: it is based on XML, the modeling of alternative annotations is possible, each level can be viewed separately, and new levels can be added at any time. The files can be regarded as an interrelated unit, with the text serving as the implicit link. Two representations of the information contained in the multiple files (one in Prolog and one in XML) are described. These representations serve as a base for several applications.
This paper describes the standardization problems that come up in a diachronic corpus: it has to cope with differing standards with regard to diplomaticity, annotation, and header information. Such highly het-erogeneous texts must be standardized to allow for comparative re-search without (too much) loss of information.
Unity in diversity
(2005)
This paper describes the creation and preparation of TUSNELDA, a collection of corpus data built for linguistic research. This collection contains a number of linguistically annotated corpora which differ in various aspects such as language, text sorts / data types, encoded annotation levels, and linguistic theories underlying the annotation. The paper focuses on this variation on the one hand and the way how these heterogeneous data are integrated into one resource on the other hand.
ANNIS
(2004)
In this paper, we discuss the design and implementation of our first version of the database "ANNIS" ("ANNotation of Information Structure"). For research based on empirical data, ANNIS provides a uniform environment for storing this data together with its linguistic annotations. A central database promotes standardized annotation, which facilitates interpretation and comparison of the data. ANNIS is used through a standard web browser and offers tier-based visualization of data and annotations, as well as search facilities that allow for cross-level and cross-sentential queries. The paper motivates the design of the system, characterizes its user interface, and provides an initial technical evaluation of ANNIS with respect to data size and query processing.
Focus strategies in chadic
(2004)
We argue that the standard focus theories reach their limits when confronted with the focus systems of the Chadic languages. The backbone of the standard focus theories consists of two assumptions, both called into question by the languages under consideration. Firstly, it is standardly assumed that focus is generally marked by stress. The Chadic languages, however, exhibit a variety of different devices for focus marking. Secondly, it is assumed that focus is always marked. In Tangale, at least, focus is not marked consistently on all types of constituents. The paper offers two possible solutions to this dilemma.
We argue that there is a crucial difference between determiner and adverbial quantification. Following Herburger [2000] and von Fintel [1994], we assume that determiner quantifiers quantify over individuals and adverbial quantifiers over eventualities. While it is usually assumed that the semantics of sentences with determiner quantifiers and those with adverbial quantifiers basically come out the same, we will show by way of new data that quantification over events is more restricted than quantification over individuals. This is because eventualities in contrast to individuals have to be located in time which is done using contextual information according to a pragmatic resolution strategy. If the contextual information and the tense information given in the respective sentence contradict each other, the sentence is uninterpretable. We conclude that this is the reason why in these cases adverbial quantification, i.e. quantification over eventualities, is impossible whereas quantification over individuals is fine.