Le point de départ de cette thèse est la classe « P » (« verbes psychologiques ») du dictionnaire électronique Les Verbes français de J. Dubois et F. Dubois-Charlier, et porte plus précisément sur les verbes de sentiment. Les critères de cette classification n’étant pas toujours explicites, l’objectif est, dans un premier temps, d’en comprendre les paramètres syntactico sémantiques puis de l'affiner afin d'obtenir des classes plus petites, mais homogènes du point de vue du sentiment exprimé, et d’y intégrer les noms et / ou adjectifs morphologiquement apparentés aux verbes et partageant les mêmes propriétés syntactico-sémantique. Nos analyses, appuyées sur un corpus d’énoncés attestés, aboutissent à la caractérisation des prédicats de « nostalgie », de « regret »,de « dés)agrément » et d’« étonnement ». / The starting point of this work is “P” class (“verbes psychologiques”) of Les Verbes françaisof J. Dubois and F. Dubois-Charlier's electronic dictionary. It deals, more precisely, with feeling verbs.Because of the classification's criterions which are not that explicit, our main target is to try tounderstand their syntactic and semantic parameters, then to refine it in order to make small classes,but sharing in common the feeling expressed. Nouns and / or adjectives, morphologically connectedto verbs, and sharing the same syntactic and semantic properties, will be integrated to them. Ouranalysis, based on a large attested Corpus, lead to predicates characterization of “nostalgia”, “regret”,“annoyance” and “astonishment”.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work aims to analyze Orpheu myth s ressonances in Os quatro cantos do tempo, by portuguese writer David Mourão-Ferreira. The study is divided into three chapters. Chapter one intends to discuss the place of David Mourão-Ferreira in the portuguese contemporary poetry tendency s. Next, this chapter observe critics consideration s about elements of classical tradition in David Mourão-Ferreira poetry s. Chapter two describes the principal components of Os quatro cantos do tempo in order to identify wich relate to Orpheu myth s. The third chapter discuss the orphic ressonances in the book. This chapter investigate the assimilation of magic verb in modern poetry and in Mourão-Ferreira poetry s. Besides, It searches how Orpheu and Eurydice adventure s is figurated in the book. / Este trabalho tem como objetivo analisar as ressonâncias do mito de Orfeu em Os quatro cantos do tempo, do escritor português David Mourão-Ferreira. O estudo divide-se em três capítulos. No primeiro, procura-se situar o escritor nas tendências da poesia portuguesa do século XX, para, em seguida, observar as considerações da crítica sobre o modo como a poesia davidiana recupera elementos da tradição clássica. No segundo, apresentam-se os principais aspectos de Os quatro cantos do tempo, a fim de identificar aqueles que indicariam a recuperação do mito de Orfeu. Finalmente, o terceiro capítulo aborda as ressonâncias órficas na obra. Investiga-se, inicialmente, o modo como a magia da palavra seria assimilada pela lírica ocidental e, conseqüentemente, pelos poemas da obra, para, em seguida, analisar como a aventura de Orfeu e Eurídice é atualizada no livro.

Les sens complémentaires en arabe sont multiples et variés. Outre les aspects syntaxiques, nous relevons des aspects sémantiques propres à chaque complément. L’introduction de l’un de ces sens dans la phrase l'enrichit et entraîne des précisions qui se rattachent au verbe. Les grammairiens classiques parlent des (mafûîät) ou encore des (manûübät) noms au cas accusatif, ils s'intéressent ainsi au traits formels des compléments. Les rhétoriciens soulignent les traits sémantiques. Ils insistent sur le sens de la restriction déterminative qu’exerce le complément sur le verbe. Une approche critique démontre que les compléments en arabe jouent un rôle important dans l'éclaircissement du sens de l’action. C’est donc le verbe qui sélectionne le sens complémentaire convenable. En arabe moderne (dans les écritures contemporaines) l’usage des compléments ne s’écarte pas loin de l'usage classique. Les auteurs sont soumis aux règles de la théorie grammaticale des premiers siècles. Toutefois, il existe certains aspects d'évolution qui reviennent, soit au choix libre de l’écrivain, soit à l’évolution interne de la langue elle-même. / The complements in arabic are multiple and various. Besides syntactic aspects, we put a spot light on the Semantic aspects of each complement. The insertion of such complement to the sentence enriches the meaning by adding precisions related to the verb. The classical grammarians talk about (mafülät) or (manlïlübäù) nouns that finish by the short vowel (a). They are also interested by the formal character of these complements. The rhetoricians highlight the Semantic character. They emphasize on the meaning of the deeming restriction that the complement exerts on the verb. A critical approach shows/proves that the complements in Arabic have an important role in the understanding of the action meaning. Consequently, it is the verb that selects the adequate complementary meaning. In modem Arabic, like in contemporary writings, the usage of complement does not differ from the traditional and classical usage. The authors are subject to the rules of grammatical theory of the early centuries. However, there are some aspects of evolution that are back either at the discretion of the writer, or at the internal evolution of the language itself.

The present thesis deals with the semantics of prefixes in Czech verbal neologisms. The first part describes verbal prefixation, the classification of prefixes, and their principal functions. Subsequently, polysemy, collocability and valency of prefixed verbs are characterized. The following section discusses the methodology, and characterizes the electronic neological database Neomat, which is the primary source of material for the thesis. The subject of analysis is neological verbs with prefixes od-, pro- and vy-. The meanings of these prefixes are described in relation to the collocability, valency and polysemy of prefixed verbs. The analysis aims to identify the principal meanings of the prefixes and to determine whether there are any meanings which have not been presented in any paper yet. Key words: neologism, nonce word, prefix, semantics, verb, word formation

The thesis Verbs with infinitive complements in Czech and Russian with respect to tecaching Czech for foregners is focused on comparing verbs with infinitival complements in Czech and Russian. The aim is to establish a list of verbs with different complements in Czech and Russian and use those differences in the proces of teacheing Czech as a foreign language for Russian speakers.

Syftet med föreliggande studie är att med utgångspunkt i relevant forskning analysera om läromedel, som används i engelskundervisningen i årskurserna F-3, med tillhörande sångtexter, rim och ramsor stöder elevers språkinlärning i engelska. Metoder som använts i studien var dels en delstudie om vilket läromedel i engelskundervisningen kommunala skolor i Sverige använder i årskurserna F-3. Därutöver gjordes en bild- och textanalys av materialets innehåll samt jämfördes materialets verb med Corpus of Contemporary American English (COCA) (Davies, 2008-) och metoden type/token-ratio (TTR) för att kunna jämföra den inbördes variationen av verb och substantiv i materialet. Resultatet visar att läromedlet stöder språkinlärningen hos elever i de yngre åldrarna. Majoriteten av verben i materialet fanns med bland de 300 mest frekventa verben i COCA (Davies, 2008-) och skillnaden mellan de undersökta ordklasserna var inte lika stora som befarat. Materialet är i linje med och stöds av kursplanen för engelskämnet i Lgr 11 (Skolverket, 2011b), dock med få undantag. Språket i materialet är mestadels skrivet i presens. Slutsatsen som kan dras är att läromedel med tillhörande sånger, rim och ramsor kan stödja elevers språkinlärning i engelska.

Basée sur une analyse contrastive, cette thèse aborde la structure verbale en français et en russe. Son objectif est d’établir un regard réflexif sur les deux langues dans le but de déterminer la différence et la ressemblance dans leur construction verbale. Explorant la question des verbes de structure différente des langues concernées, elle tente également de trouver les difficultés provoquées par cette différence à l’apprentissage. Ainsi, dans cette recherche, on parle des verbes problématiques sous un angle aussi didactique que linguistique. Composé de trois chapitres, ce travail étudie dans un premier temps le statut transitif/intransitif des verbes dans les deux langues en traitant l’approche traditionnelle et moderne et met en place une étude contrastive par rapport à la question de valence. On explore la construction verbale avec complément dans le deuxième chapitre de la recherche. Dans cette partie, l’analyse parallèle des verbes est effectuée afin de repérer leur fonctionnement selon les moyens grammaticaux de chaque langue. Et finalement, la comparaison de chaque verbe considéré problématique à l’apprentissage des deux langues suivie de tableaux fait partie du dernier chapitre. La production des tests préliminaires effectués auprès des apprenants russophones constitue également cette partie pour mieux comprendre la difficulté de ces derniers lors de la communication. / Based on a contrastive analysis, this thesis deals with the verbal structure in French and Russian. Its objective is to establish a reflexive look at the two languages in order to determine the difference and the similarity in their verbal construction. Exploring the question of the verbs of different structure, it also tries to find the difficulties caused by this difference in learning. Thus, in this research, problematic verbs are spoken of in a didactic as well as linguistic angle. This work, composed of three chapters, speaks first of all about the transitive/intransitive status of verbs in both languages by treating the traditional and modern approach and sets up a contrastive study in relation to the valence question. Verbal construction is explored with complement in the second chapter of the research. In this part, the parallel analysis of the verbs is performed in order to identify their functioning according to the grammatical means of each language. And finally, the comparison of each verb considered problematical to the learning in both languages followed by tables took the part of the last chapter. The production of preliminary tests with Russian-speaking learners is also part of this work in order to better understand the difficulties of the latter during the communication.

This thesis discusses the translation of deontic modal verbs from Swedish to German. The materialfor the study includes two chapters from Ribbings Etikett by Magdalena Ribbing (2016), a non-fiction book about etiquette. The source text contains the Swedish modal verbs kunna, skola, böra, måste, vilja and få. Only böra and vilja were consistently translated into the same German modal verbs: sollten and wollen. The other modal verbs have been translated into various modal verbs, showing that modal verbsgenerally do not have a one-to-one correspondent. One example is the modal verb skola that istranslated into various German modal verbs such as sollten, sollen and müssen. Also, all types of modal verbs were sometimes translated into a passive modal construction (haben/sein+zu+infinitive) or to sentences lacking modality.The translation of modal verbs mainly depends on the strength of modality. A modal verbwith a weaker degree of obligation such as sollten was often used in recommendations instead ofthe stronger müssen. Occasionally, a passive construction was chosen instead of a modal verb, inorder to avoid repetition of a certain modal verb.

INTRODUÇÃO: Pouco se conhece sobre aspectos morfológicos da linguagem, o que representa uma lacuna no cenário das relações cérebro-mente. Os escassos estudos foram realizados em línguas anglo-saxônicas, com características diferentes do português brasileiro. Estudos dos aspectos morfológicos, em sujeitos com alterações neurológicas, demonstram efeitos do desempenho em tarefas de linguagem. Alguns estudos apontam que a flexão de verbos regulares e irregulares pode estar associada a mecanismos e processamentos cerebrais diferentes. A pesquisa sobre o comportamento de indivíduos sadios falantes do português brasileiro pode colaborar para a construção de referências que permitirão estudos futuros sobre sujeitos com alterações de linguagem. OBJETIVOS: verificar a produção morfológica em Língua Portuguesa do Brasil de sujeitos cognitivamente saudáveis por meio de um teste de flexão de verbos e pseudoverbos. MÉTODO: A amostra foi composta por sujeitos sadios, com idade entre 40 a 80 anos. Foi considerado o nível de escolaridade pelo número de anos em escola formal: o Grupo 1 (G1) entre 0 a 7 anos de estudo, e o Grupo 2 (G2) acima de 8 anos de estudo. O Teste foi composto por frases-alvo com verbos e pseudoverbos, balanceadas em tempo verbal, conjugação dos verbos e tipo do verbo (regular/irregular). As frases alvo foram apresentadas em áudio por meio de um software e o sujeito foi solicitado a completar a frase. RESULTADOS: As respostas dos sujeitos foram analisadas e descritas com perfis de desempenho dos grupos em relação à escolaridade. Nos verbos reais irregulares foi observado pior desempenho para o G1 em relação ao G2, com diferença estatística. Nos pseudoverbos foi observada diferença estatística em todas as flexões verbais, com desempenho pior para o G1. A análise qualitativa das respostas revelou efeito de lexicalização do pseudoverbo, ausência de respostas e transformações fonológicas mais frequentes nas respostas do G1. CONCLUSÃO: O presente estudo, realizado com uma amostra populacional cognitivamente saudável pode contribuir como referência para futuras pesquisas envolvendo pacientes com diferentes alterações de linguagem / Introduction: Little is known about the morphological aspects of language, which represents a gap in the brain-mind relationship scenario. The scarce studies were produced in Anglo-Saxon languages, with different characteristics from the Brazilian Portuguese. Studies on morphological aspects in subjects with neurological disorders have shown worst performance related to language tasks. A few studies indicate that the inflexion of regular and irregular verbs may be associated with different mechanisms and cerebral processes. The research about healthy Brazilian Portuguese speakers\' behavior may collaborate as reference for future studies with subjects with language disorders. Purpose: to verify the morphological production in the Portuguese language in healthy subjects through a verb and pseudoverb inflexion test. Methods: the sample was composed by cognitively healthy individuals with ages ranging between 40 to 80 years old. The years of formal education were considered as the educational level; the Group 1 (G1) between 0 to 7 years of study and the Group 2 (G2) above 8 years of study. The test consisted of 213 target-phrases with different verbal tenses. The sentences were built with real verbs and pseudoverbs. A program was designed to play the target-phrases in audio and the subjects had to complete the given sentence. Results: the subjects\' answers were transcribed and analyzed by their performance on the test and also through the type of answer presented to each stimulus. Subjects were then compared by their performance and educational level. For the real irregular verbs it was observed a worse performance by G1 than G2, with a marked statistical significance. For the pseudoverbs it was observed a statistical significance in all verb inflexions, with worse performance by G1. Qualitative analysis of the responses revealed a pseudoverb lexicalization effect, absence of answer and a more frequent phonological transformation for G1 answers. Conclusion: there is an education influence in the morphological production performance in cognitively healthy individuals. This study may contribute as a reference for future researches involving patients with language disorders in Brazil

Esta pesquisa tem por objetivo a comparação entre três sequências de uma obra cinematográfica adaptada de um romance e o texto original em língua espanhola, como estratégia para o ensino de língua estrangeira. Visando a esse objetivo foi selecionado como objeto de estudo comparativo o romance mexicano Como água para chocolate, de autoria de Laura Esquivel (1989), e sua adaptação para o cinema, de autoria de Alfonso Arau (1993). A proposta é a de apresentar um estudo comparativo entre os gêneros literário e cinematográfico e suas respectivas linguagens. Finalmente, em face da obra original e da adaptação do romance para o cinema, procedemos a um cotejamento do romance e dos diálogos do filme, em que foram observadas as aproximações e afastamentos entre a obra original e sua adaptação para o cinema. Para cumprir esta proposta, toma-se como referencial teórico a teoria dialógica da linguagem de Bakhtin e do Círculo. Primeiramente, nas reflexões de Bakhtin e do Círculo, além de nas de leitores críticos dessa teoria para tratar dos conceitos de enunciado, de gêneros discursivos, de axiologia, de signos ideológicos, de exotopia e de cronotopia, observando-se as relações dialógicas que se estabelecem entre o filme e a obra escrita. Em segundo, para tratar da linguagem verbo-audiovisual, recorre-se à leitura de Dondis (2000); para tratar da linguagem das cores, recorre-se à leitura de Guimarães (1998), entre outros. Este trabalho se justifica pela contribuição que pode dar a professores de línguas e a estudantes universitários e também pelo interesse e pela familiaridade dos jovens com a linguagem verbo-audiovisual na atualidade. Assim, o filme adaptado da obra possibilitaria despertar a leitura do original mexicano, aproximando os alunos da cultura e da língua espanhola, promovendo uma análise mais crítica acerca dos textos literários e suas adaptações para os textos cinematográficos e sobre a linguagem verbo-audiovisual. A metodologia empregada foi a da pesquisa bibliográfica e foi feita a análise da linguagem verbo-audiovisual. / This research aims the comparison among three sequences of cinematographic adapted novel and the original text in Spanish language, as a strategy to teach a foreign language. Aiming at this objective it was selected as the object of comparative study the Mexican novel called Como água para chocolate, by Laura Esquível (1989) and its adaptation to the cinema, written by Alfonso Arau (1993). The proposal is to present a comparative study between literary and cinematographic genres and their respective languages. Likewise, in face of the original work and the adaptation to the cinema, we have a mutual comparison of novel and the dialogues of the film in that the approximation and the distance were observed between the original work and film adaptation.To carry out this proposal, take reflections of language Bakthin and the Circle, in addition to the critical readers of this theory to treat the concepts of utterance discursive genres, axiology of the ideological signs, exotopy and chrnotherapy, observing the dialogical relationships which are established between film and written work. Second, to treat audiovisual-verb language refers to reading Dondis (2000): to treat the language of colors, turn to the reading of Guimarães (1998), among others. This work is justified by the contribution that it can give to language teachers and college students and also for the interest and the familiarity of young people with language audiovisual-verb these days. Thus, the film adapted work would awake the reading of the original Mexican, approaching the students of Spanish language and culture, put the analysis back in circulation, more critical about literary texts and their adaptations to the film texts.