Abstract not available

《漢俄合璧韻編》是十九世紀末俄羅斯漢學研究的重要里程碑。該詞典由巴拉第主筆、柏百福增補，前後費時十餘年，1888年於北京同文館出版。《韻編》廣泛收集口語與書面材料的字詞，書中記錄的漢字皆附有以俄文字母拼寫的漢語讀音。本論文即以俄文拼音為基本語料進行語音分析。《韻編》全書以俄文字母排序、以漢語的韻母分組。同一組內的漢字，有相同的聲母和韻母拼音，但沒有形式上的聲調標記；根據歸納結果，隱約依照「陰平、上、去、陽平」的聲調順序分組。本論文將《韻編》的俄文拼音調整為漢語音韻的格式之後，配合相關漢語音韻材料進行音位分析，試圖呈現《韻編》所記錄的語言；並且透過跨材料的比較，整理出本字典音系的語音特點和歷史意義。 　 　　一、平面音系分析。從時空背景和音韻特點來看，《韻編》所記錄的語言，應屬清末的官話。以下呈現漢語音位分析的結果。 聲母：　　p　pʰ　m　f　v　　t　tʰ　n　l　　k　kʰ　x　 　　　　　ts　tsʰ　s　　tʂ　tʂʰ　ʂ　ʐ　　ø 韻母：開　a　aj　aŋ　an　ɨw　ɨ　ɨŋ　ɨn　ə　ɨj　ɚ 　　　齊　jɨ　jɨŋ　jɨn　jə　jɨw　ja　jaj　jaŋ　jan　jaw 　　　合　wə　wɨ　wa　waj　waŋ　wan　wɨj　wɨŋ　wɨn 　　　撮　jwan　jwə　jwɨ　jwɨŋ　jwɨn 其中，有幾個韻母音位（如/jwə/）對應到兩組俄文拼音，只是因為聽感不同而有不同的拼音記錄，沒有系統上的對立。在聲韻配合方面，比較顯著的特色為：唇音不與合口呼、撮口呼韻母相配（除了合口呼單元音韻母）；軟齶音不與齊齒呼韻母相配；捲舌音不與撮口呼、齊齒呼韻母相配（除了齊齒呼單元音韻母）。 　 　　二、歷史比較。本論文將《韻編》音系與中古漢語和《中原音韻》比較，並與其他近現代外國對音材料比較。《韻編》與中古漢語的比較，有幾點特色。1.濁音聲母清化，平聲送氣、仄聲不送氣；2.知、莊、章系聲母多讀為捲舌音；3.不區分尖團音；4.沒有中古的入聲韻尾（塞音韻尾），而併入陰聲韻尾；5.陽聲韻尾則只有軟齶鼻音和齒齦鼻音兩類；6.[io]類韻母來自中古江、宕攝入聲韻。《韻編》與《中原音韻》的比較，比較明顯的是[m]韻尾讀為[n]韻尾，且《韻編》可以呼應若干條《中原音韻》的詞彙讀音註解。《韻編》與其他外國材料比較，不論俄、法、德、葡、英、美，經過音節比對，該時期官話在音韻系統上是相當一致的，沒有巨大的結構上的改變。不過就讀音變體而言，從清末至今，部分讀音漸趨弱化、消失，如韻母[io]弱化而與[üe]併合，但這類讀音的弱化或消失，並不影響整體音位系統。 / One of the most outstanding achievements of Russian Sinology during 19th century was “Chinese-Russian Dictionary” published in 1888. It was compiled by P. I. Kafarov and finished by P. S. Popov. A large number of Chinese characters, words and phrases were collected in this Dictionary, and Russian alphabets were supplementary to each written character for showing Chinese pronunciation. It is the Russian-Chinese transliteration that becomes our basic corpus. 　 　　In the Dictionary, the principle of listing order was by sequence of Russian alphabets, and principle of grouping was by Chinese finals (rhyme). In a group, every character had the same Russian transliteration. However, there was no marker of tone, which is important to distinguish meanings in Chinese language. To solve the problem, the editor or author indistinctly arranged the characters as Yin-ping (陰平 “dark level”), Shang (上 “rising”), Qu (去 “departing”) and Yang-ping (陽平 “light level”) four kinds of tones. After revising the Russian-Chinese transliteration to phonology form, phonetics analysis is possible. We would like to show the language recorded by this Dictionary, and summarize the feature of this language by comparing with different phonetic documents. 　 1. Phonetic analysis on the Dictionary. 　 　　Considering time, space and phonology feature of the Dictionary, we could claim that the language was Mandarin of late-Qing Dynasty. Here are the achievements of phonetic analysis. Initial: 20 initials grouping by place of articulation. 　　p　pʰ　m　f　v　　t　tʰ　n　l　　k　kʰ　x　 　　ts　tsʰ　s　　tʂ　tʂʰ　ʂ　ʐ　　ø Final: 35 finals grouping by jie-yin (介音 “medial; head of rhyme”), in order: kai-kou (開口“open mouth”) with no medial marker, qichi (齊齒“even teeth”) with medial marker /j/, hekou (合口“closed mouth”) with medial marker /w/ and cuokou (撮口“round mouth”) with medial marker /jw/. 　　a　aj　aŋ　an　ɨw　ɨ　ɨŋ　ɨn　ə　ɨj　ɚ 　　jɨ　jɨŋ　jɨn　jə　jɨw　ja　jaj　jaŋ　jan　jaw 　　wə　wɨ　wa　waj　waŋ　wan　wɨj　wɨŋ　wɨn 　　jwan　jwə　jwɨ　jwɨŋ　jwɨn A few of Chinese phonemes of rhymes like /jwə/ matched two Russian spellings. That was just the matter of listening difference and did not influence the phoneme system. Here are some remarkable features about the combination of initial and final. For example, labial consonants did not combine with “closed mouth” and “round mouth” rhyme, except monophthong of “closed mouth” rhyme; velar consonant did not combine with “even teeth” and “round mouth” rhyme, except monophthong of “even teeth” rhyme. 　 2. Historical comparison. 　 　　The Dictionary is compared with mid-ancient Chinese system and Mandarin document “Zhong-yuan Yin-yun”. Here are some remarkable features. First, total voiced initial consonants became devoiced, aspirate as level tone (平聲), while unaspirate as oblique tone (仄聲). Second, retroflex consonants were from Zhi (知), Zhuang (莊), Zhang (章) series in the mid-ancient Chinese. Third, there was no difference between sharp and rounded sounds (尖團音). Fourth, checked tone (entering tone) and its ending consonant were lost. Fifth, nasal endings were only [-n] and [-ŋ], while mid-ancient ending [-m] was lost. Sixth, rhyme [io] was from entering tone of Dang (宕), Jiang (江) rhyme group. Besides, we take some foreign documents in comparison. Our conclusion is that the structure of syllable and language system did not immensely change in that period. We can see that [io] rhyme became weak. Whether [io] rhyme existed or not did not influence the phoneme system.

Τα τελευταία χρόνια η ανάπτυξη της τεχνολογίας καθιέρωσε όρους όπως εξ αποστάσεως εκπαίδευση και ηλεκτρονική μάθηση συμπληρώνοντας την συμβατική εκπαίδευση με μια μορφή επικοινωνίας. Έτσι η νέα αυτή μορφή εκπαίδευσης προσαρμόζεται σε προγράμματα της πρωτοβάθμιας, δευτεροβάθμιας και τριτοβάθμιας εκπαίδευσης. Η εισαγωγή των Τ.Π.Ε στην εκπαίδευση και κατ επέκταση στην πρωτοβάθμια εκπαίδευση λειτούργησε ως εργαλείο μάθησης, ως εποπτικό μέσο διδασκαλίας, ως γνωστικό και διερευνητικό εργαλείο αλλά και ως εργαλείο επικοινωνίας και αναζήτησης πληροφοριών. Στην παρούσα διπλωματική εργασία θα δημιουργηθεί, θα χρησιμοποιηθεί και θα παρουσιαστεί μια πλατφόρμα ηλεκτρονικής μάθησης για τις ανάγκες του μαθήματος πληροφορικός γραμματισμός -Τεχνολογίες της Πληροφορίας και των Επικοινωνιών <Τ.Π.Ε> στην πρωτοβάθμια εκπαίδευση. Στα πλαίσια της διπλωματικής θα γίνει συγκριτική μελέτη των διαθέσιμων πλατφορμών ηλεκτρονικής μάθησης όπου μια από τις οποίες θα επιλεγεί για την υλοποίηση του μαθήματος. Στη συνέχεια θα υλοποιηθεί μία σειρά θεωρητικών μαθημάτων, test αξιολόγησης, σετ ασκήσεων καθώς και θα δημιουργηθεί ένα εικονογραφημένο λεξικό με όρους πληροφορικής για την καλύτερη διεξαγωγή του μαθήματος μέσω της πλατφόρμας αλλά και ένα πλαίσιο με συμβολές χρήσης διαδικτύου ώστε οι μαθητές να είναι πάντα ενήμεροι για το τι πρέπει να αποφεύγουν στο διαδίκτυο. Το τελικό προϊόν θα αποτελεί ένα εργαλείο στα χέρια του εκπαιδευτικού μιας και θα τον βοηθάει στη διαδικασία της εκπαίδευσης του μαθήματος Τ.Π.Ε. και στην προσαρμογή του ανάλογα με τις ανάγκες του. Αλλά και για τους μαθητές θα αποτελεί μία νέα εμπειρία μιας και θα δίνει νέα διάσταση στον παραδοσιακό τρόπο μάθησης. Οι μαθητές θα μπορούν μέσα από τεστ να μαθαίνουν να απασχολούνται δημιουργικά και να αξιολογούν την πρόοδό τους. Έτσι το μάθημα θα πάρει έναν διαδραστικό χαρακτήρα και θα γίνει πιο ελκυστικό για αυτούς. Η συνεχής ανάπτυξη των τεχνολογιών επιδρά και στον τομέα της εκπαίδευσης με την εισαγωγή νέων μεθόδων όπως η κινητή μάθηση μέσω της οποίας οι μαθητές θα έχουν πρόσβαση σε πολλές πηγές μάθησης, όπου κι αν βρίσκονται, οποιαδήποτε στιγμή. Έτσι η εκπαιδευτικής μας πλατφόρμα θα μεταφερθεί και για συσκευές mobile ώστε οι μαθητές να έχουν πρόσβαση στο εκπαιδευτικό υλικό ανά πάσα στιγμή. Τέλος, η πλατφόρμα θα δοκιμαστεί από εκπαιδευτικούς και από μαθητές για να παρατεθούν αποτελέσματα και στατιστικές για την αξιολόγηση και βελτιστοποίηση του τελικού προϊόντος. Καθώς και θα παρουσιαστεί μια πολύ πρόσφατη τεχνολογία τα MOOCs, που στηρίζονται στη φιλοσοφία της ανοικτής μάθησης με βασική αρχή λειτουργίας τους τη συνεχή αναζήτησης πηγών από το περιβάλλον και την προσαρμογή τους στις πηγές ανατροφοδότησης από αυτό. / Recently, the development of technology has introduced terms such as distance education and computer literacy, thus complementing traditional learning with a form of communication. Hence, this new type of training is adapted to the curricula of primary and secondary schools as well as universities. The implementation of Technology of Information and Communication (Τ.I.C) in education and primary learning , in particular, worked as a learning tool, as a visual means of instruction, as a cognitive and exploratory tool, as well as a means to both communicate and to look for information. In this thesis a platform of electronic learning will be created, used and presented for the needs of the subject of T.I.C in primary education. Throughout the thesis a comparison will be made between the existing platforms of electronic learning whereas one will be selected in order to conduct the lesson. Furthermore, a series of theoretical lessons will take place, evaluation tests, a set of tasks and a picture dictionary will be created with computer terms in order for the lesson to be conducted in the best possible way by using the platform. Moreover, a context will also exist with advice on the use of the Internet in order for the students to always be informed as to what to avoid on the Internet. The final product will consist a tool in the hands of the instructor since it will assist him/her in the process of teaching the T.I.C subject and in the adaptation of it according to the needs. This will also be a new experience for the students since it will provide a new dimension to the traditional way of learning. The students through tests will be able to be creatively occupied and to evaluate their progress. Thus, the lesson will become interactive and more appealing to them. The ongoing progress of technology affects the field of education with the introduction of new methods such as mobile learning through which students will have access to many sources of learning wherever and whenever they wish. This way our educational platform can be applied to mobile devices so that the students can have access to the educational material at any moment. Finally, the platform will be tested by both educators as well as students so as to reach results and statistics concerning the evaluation and improvement of the final product. A really recent technology, that of MOOCs, will also be presented which is based on the concept of open learning. The basic principle of its function is the ongoing search of resources from the environment and their adaptation to the sources of feedback from it.

Cette recherche constitue une première étape dans l’élaboration d’un dictionnaire de collocations du lexique scientifique transdisciplinaire (LST), conçu pour aider des étudiants ou des chercheurs dans la rédaction de discours scientifiques ou universitaires, quel que soit leur domaine d’études. Elle a permis de concevoir deux modèles originaux d’articles de dictionnaire donnant accès aux collocations de termes nominaux et verbaux caractéristiques du LST. Les modèles d’articles sont ensuite appliqués à la description d’un échantillon de termes nominaux : analyse, caractéristique, figure, hypothèse, rapport et résultat; et verbaux : décrire et étudier. Les articles conçus dans ce mémoire offrent un accès convivial aux collocations du LST en situation de rédaction. Ils ont l’avantage de proposer une organisation cohérente de ce lexique sur les plans syntaxique et sémantique. En outre, ils permettent de présenter les termes du LST dans des contextes variés, ce qui peut contribuer au développement de la compétence lexicale. / This research is the first step in the development of a collocations dictionary of “lexique scientifique transdisciplinaire” (LST), which is similar to the academic vocabulary, a collocations dictionary conceived to help students or researchers in scientific or academic writing, regardless of their field. In this research, we first developed two original models of dictionary articles which provide access to collocations of nouns and verbs characteristic of LST. Secondly, the models are used to describe a sample of nominal terms: analyse, caractéristique, figure, hypothèse, rapport, and résultat; and verbal terms: décrire, and étudier. The models developed in this thesis offer a convenient access to LST collocations in writing context. The advantage of these models is to propose a coherent organization of the lexicon in syntactic and semantic terms. In addition, they are made to present the LST terms in different contexts, which may contribute to the development of lexical competence.

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No. of bitstreams: 5 FA_vELTRONI.jpg: 460462 bytes, checksum: 790b1993aa2dca9f252dac391edb16d3 (MD5) rd_vELTRONI.jpg: 817039 bytes, checksum: 9dca57906ec66fb968b138749edaf787 (MD5) tc_vELTRONI.jpg: 581847 bytes, checksum: bcc9d308881a36fbccfb47fe2349b222 (MD5) Carta_orientadora.pdf: 386667 bytes, checksum: 7343ef875a0334174a4a5abe3fd73b3e (MD5) Disserta__o___Wellington_C__Veltroni_c_folha_aprovacao.pdf: 15849017 bytes, checksum: 2884d766f705fbe38907a8f56724796e (MD5) Previous issue date: 2018-03-02 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Text-image alignment is the task of aligning elements in a text with elements in the image accompanying it. In this work the text-image alignment was applied in news sites. A lot of news do not make clear the correspondence between elements of a text and elements within the associated image. In this scenario, text-image alignment arises with the intention of guiding the reader, bringing clarity to the news and associated image since it explicitly explains the direct correspondence between regions of the image and words (or named entities) in the text. The goal of this work is to combine Natural Language Processing (NLP) and Computer Vision (CV) techniques to generate a text-image alignment for news: the LinkPICS aligner. LinkPICS uses the YOLO convolutional network (CNN) to detect people and objects in the image associated with the news text. Due to the limitation of the number of objects detected by YOLO (only 80 classes), we decided to use three other CNNs to generate new labels for detected objects. In this work, the text-image alignment was divided into two distinct processes: (1) people alignment and (2) objects alignment. In people alignment, the named entities identified in the text are aligned with images of people. In the evaluation performed with the Folha de São Paulo International news corpus, in English, LinkPICS obtained an accuracy of 98% precision. For the objects alignment, the physical words are aligned with objects (or animals, fruits, etc.) present in the image associated with the news. In the evaluation performed with the news corpus of BBC NEWS, also in English, LinkPICS achieved 72% precision. The main contributions of this work are the LinkPICS aligner and the proposed strategy for its implementation, which represent innovations for the NLP and CV areas. In addition to these, another contribution of this work is the possibility of generating a visual dictionary (words associated with images) containing people and objects aligned, which can be used in other researches and applications such as helping to learn a second language. / O alinhamento texto-imagem é a tarefa de alinhar elementos presentes em um texto com elementos presentes na imagem que o acompanha. Neste trabalho, o alinhamento texto-imagem foi aplicado em sites de notícias. Muitas notícias não deixam clara para o leitor a correspondência entre elementos do texto e elementos contidos na imagem associada. Nesse cenário, o alinhamento texto-imagem surge com a intenção de orientar o leitor, trazendo clareza para a notícia e a imagem associada uma vez que explicita a correspondência direta entre regiões da imagem e palavras (ou entidades) no texto. O objetivo deste trabalho é combinar técnicas de Processamento de Linguagem Natural (PLN) e Visão Computacional (VC) para gerar um alinhador texto-imagem para notícias: o alinhador LinkPICS. O LinkPICS utiliza a rede convolucional (CNN) YOLO para detectar pessoas e objetos na imagem associada ao texto da notícia. Devido à limitação do número de objetos detectados pela YOLO (80 classes de objetos), optou-se também pela utilização de outras três CNNs para a geração de novos rótulos para objetos. Neste trabalho, o alinhamento texto-imagem foi dividido em dois processos distintos: (1) o alinhamento de pessoas e (2) o alinhamento de objetos. No alinhamento de pessoas, as entidades nomeadas são alinhadas com imagens de pessoas e na avaliação realizada no córpus de notícias da Folha de São Paulo Internacional, em inglês, obteve-se uma precisão de 98%. No alinhamento de objetos, as palavras físicas são alinhadas com objetos (ou animais, frutas, etc.) contidos na imagem associada à notícia e na avaliação realizada no córpus de notícias da BBC NEWS, também em inglês, obteve-se uma precisão de 72%. As principais contribuições deste trabalho são o alinhador LinkPICS e a estratégia proposta para sua implementação, que representam inovações para as áreas de PLN e VC. Além destas, outra contribuição deste trabalho é a possibilidade de geração de um dicionário visual (palavras associadas a imagens) contendo pessoas e objetos alinhados, que poderá ser utilizado em outras pesquisas e aplicações como, por exemplo, no auxílio ao aprendizado de outro idioma. / CNPQ: 133679/2015-2

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Submitted by Mariana Daré Vargas (marianadarevargas@yahoo.com.br) on 2018-06-24T22:30:29Z No. of bitstreams: 1 TESE_completo.pdf: 2707038 bytes, checksum: 391ba83d7228f9f332062b7149905774 (MD5) / Approved for entry into archive by Priscila Carreira B Vicentini null (priscila@fclar.unesp.br) on 2018-06-26T11:54:32Z (GMT) No. of bitstreams: 1 vargas_md_dr_arafcl.pdf: 2614330 bytes, checksum: 69e2c1201f66c30a160500bf0fef836d (MD5) / Made available in DSpace on 2018-06-26T11:54:32Z (GMT). No. of bitstreams: 1 vargas_md_dr_arafcl.pdf: 2614330 bytes, checksum: 69e2c1201f66c30a160500bf0fef836d (MD5) Previous issue date: 2018-05-25 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Estudos vêm sendo realizados no âmbito da Lexicografia Pedagógica para compreender o papel do dicionário pedagógico no ensino-aprendizagem de línguas e o comportamento de seu público-alvo, os estudantes, o que serviu de base para a realização do presente trabalho, cujo objetivo inédito em contexto brasileiro é apresentar parâmetros lexicográficos para a elaboração de dicionários pedagógicos bilíngues no par de línguas português-espanhol/espanhol-português que satisfaçam as necessidades linguístico-comunicativas dos alunos brasileiros do Ensino Médio, especialmente, quando realizam tarefas de compreensão e produção textuais escritas. O aporte teórico compõe-se das teorias da Lexicografia (DUBOIS; DUBOIS, 1970; WERNER, 1982; HARTMANN, 2001; AZORÍN FERNÁNDEZ, 2003; HAENSCH; OMEÑACA, 2004; BÉJOINT, 2004; KRIEGER, 2006; DURÃO, 2010), Lexicografia Pedagógica (RUNDELL, 1998; HARTMANN, 2001; MOLINA GARCÍA, 2006; KRIEGER, 2006, 2011; DURAN; XATARA, 2007; HERNÁNDEZ, 2008; WELKER, 2008, 2011) e Teoria Funcional da Lexicografia (BERGENHOLTZ; TARP, 2003; FUERTES OLIVERA; TARP, 2008). Ressalta-se a necessidade da presença do dicionário pedagógico bilíngue na tipologia do dicionário pedagógico. Revisam-se pesquisas nacionais e internacionais sobre o papel dos dicionários pedagógicos nas tarefas de produção e compreensão escritas em língua estrangeiras. Realiza-se uma pesquisa metalexicográfica empírica, cujos participantes são alunos brasileiros de língua espanhola do Ensino Médio, nos âmbitos público e privado. Por meio de análise quanti-qualitativa dos dados coletados, ressaltam-se os benefícios do uso do dicionário nas aulas de língua espanhola como apoio às tarefas de habilidades escritas, enfatiza-se a necessidade de se levar a cabo um projeto eficaz de formação lexicográfica nas aulas de Espanhol como Língua Estrangeira (E/LE) e apresentam-se parâmetros lexicográficos voltados a dicionários pedagógicos bilíngues de E/LE, de modo a potencializar o valor didático dessas obras e suprir as carências na competência linguística dos consulentes. / Studies in Pedagogical Lexicography have been developed in order to understand the role the pedagogical dictionary plays in language teaching-learning process and it`s public behaviour, the students. These researches have influenced this PhD thesis, which main goal is to present lexicographic parameters for bilingual pedagogical dictionaries Portuguese-Spanish/Spanish-Portuguese to satisfy language needs of Brazillian High School students, when they do comprehension and written activities. The theoretical contribution is made up of the theories of Lexicography (DUBOIS; DUBOIS, 1970; WERNER, 1982; HARTMANN, 2001; AZORÍN FERNÁNDEZ, 2003; HAENSCH; OMEÑACA, 2004; BÉJOINT, 2004; KRIEGER, 2006; DURÃO, 2010), Pedagogical Lexicography (RUNDELL, 1998; HARTMANN, 2001; MOLINA GARCÍA, 2006; KRIEGER, 2006, 2011; DURAN; XATARA, 2007; HERNÁNDEZ, 2008; WELKER, 2008, 2011) and Function Theory (BERGENHOLTZ; TARP, 2003; FUERTES OLIVERA; TARP, 2008). It is necessary to emphasize the presence of the bilingual pedagogical dictionary in the pedagogical dictionary typology. National and international researches on the role of pedagogical dictionaries in comprehension and written activities are reviewed. It has been carried out an empirical metalexicography research whose participants are Brazillian High School students of Spanish, from public and private schools. Through quantitative and qualitative analysis, the benefits of using the dictionary in Spanish language classes as support for the activities of written skills are emphasized, emphasizing the need to carry out an effective lexicographic training project in Spanish as a Foreign Language classes and present lexicographic parameters for Spanish as a Foreign Language bilingual pedagogical dictionaries, in order to enhance their didactic value and to satisfy students`s language needs and improve their linguistic competence. / Estudios han sido realizados en el ámbito de la Lexicografía Didáctica para compreender la función del diccionario pedagógico en la enseñanza-aprendizaje de lenguas y el comportamiento de su público, los estudiantes. La presente investigación tiene como objetivo inédito en contexto brasileño presentar parámetros lexicográficos para la elaboración de diccionarios pedagógicos bilingües portugués-español/español-portugués que contemplen las necesidades lingüístico-comunicativas de los alumnos brasileños de la Enseñanza Secundaria, sobre todo cuando realizan actividades de comprensión y producción textuales escritas. La fundamentación teórica está apoyada en los estudios de Lexicografía (DUBOIS; DUBOIS, 1970; WERNER, 1982; HARTMANN, 2001; AZORÍN FERNÁNDEZ, 2003; HAENSCH; OMEÑACA, 2004; BÉJOINT, 2004; KRIEGER, 2006; DURÃO, 2010), Lexicografia Pedagógica (RUNDELL, 1998; HARTMANN, 2001; MOLINA GARCÍA, 2006; KRIEGER, 2006, 2011; DURAN; XATARA, 2007; HERNÁNDEZ, 2008; WELKER, 2008, 2011) y Teoría Funcional de la Lexicografía (BERGENHOLTZ; TARP, 2003; FUERTES OLIVERA; TARP, 2008). Se resalta la necesidad de la presencia del diccionario pedagógico bilingüe en la tipología del diccionario pedagógico. Se revisan investigaciones nacionales e internacionales sobre el papel de los diccionarios pedagógicos en las tareas de producción y comprensión escritas en lenguas extranjeras. Se realiza una investigación metalexicográfica empírica, cuyos participantes son alumnos brasileños de lengua española de la Enseñanza Secundaria, de la escuela pública y privada. A través del análisis cuanti-cualitativo de los datos recolecctados, se resaltan los beneficios del uso del diccionario en las clases de lengua española como soporte a las tareas de destrezas escritas, se pone énfasis en la necesidad de llevar a cabo un proyecto eficaz de formación lexicográfica en las clases de Español como Lengua Extranjera (E/LE) y se presentan parámetros lexicográficos para diccionarios pedagógicos bilingües de E/LE, a fin de potenciar el valor didáctico de esas obras y suplir las carencias en la competencia lingüística de los estudiantes. / 2013/26960-0

Esta tese apresenta as bases para a elaboração de um protótipo de dicionário de regência verbal para alunos brasileiros estudantes de Espanhol como Língua Estrangeira e se insere na área de Estudos da Linguagem, mais especificamente na linha de pesquisa Lexicografia, Terminologia e Tradução: relações textuais. O objetivo geral desta tese é o de estabelecer os princípios e o protótipo para a elaboração de um dicionário de regência verbal Português-Espanhol para alunos brasileiros estudantes de Espanhol como Língua Estrangeira (E/LE). Os públicos previstos para o dicionário são principalmente estudantes universitários de espanhol dos níveis básico e intermediário, níveis nos quais identificamos maiores dificuldades em relação à regência verbal, e pretende auxiliá-los na produção oral e escrita. Os objetivos específicos da tese são (i) identificar as dificuldades que estudantes brasileiros de Espanhol têm em relação à regência verbal e (ii) analisar obras lexicográficas em Língua Espanhola e Portuguesa para identificar a forma como tratam as questões relativas à regência verbal. Como fundamentação teórica, seguimos principalmente os pressupostos da Lexicografia Pedagógica. Partimos de pesquisas anteriores sobre as dificuldades relativas ao uso das preposições em Espanhol por aprendizes brasileiros e coletamos dados com acadêmicos de uma universidade federal brasileira. Com base nessas informações e no referencial teórico adotado, expomos os parâmetros que orientam a elaboração do dicionário, especificando seu usuário, sua função, os critérios para a seleção da macroestrutura e a proposta de sua microestrutura. Para ilustrar a proposta, são apresentados 34 verbetes, com os seguintes verbos: acompanhar, aconselhar, amar, apoiar-se, bater, chegar, começar, comprar, concordar, continuar, convidar, costumar, demorar, esconder, esperar, estar, fazer, ficar, gostar, intervir, ir, limpar, necessitar, parecer, querer, reclamar, sair, ser, telefonar, ter, viajar, vir, viver e voltar. Com os resultados apresentados, pretende-se não apenas preencher uma lacuna na lexicografia bilíngue relativa ao par de línguas Português-Espanhol, mas também refletir sobre a importância de obras lexicográficas específicas para dar conta das necessidades dos estudantes brasileiros de Espanhol. / This thesis presents the bases for the elaboration of a prototype verbal regency dictionary to Brazilian students of Spanish as a foreign language. This research is inserted in the area of language studies, more specifically in lexicography, terminology and translation: textual relations. The general purpose of this thesis is to establish the principles and prototype to the elaboration of a verbal regency dictionary of Portuguese-Spanish to Brazilian students of Spanish as a foreign language (S/FL). The target public to this dictionary is mainly university students of Spanish from basic and intermediate levels. The same ones in which we identify more difficulties in relation to verbal regency.The intention is to help them in oral and written activities. Yet the specific objectives of this thesis are to identify the difficulties that Brazilian students of Spanish have in relation to verbal regency and also to analize lexicographic works in Spanish and Portuguese in order to identify how these students treat the questions related to verbal regency. As theory, we draw on Pedagogic Lexicography. We start from previous research about difficulties related to the use of prepositions in Spanish for Brazilian learners, and we collected datas with university students of a federal Brazilian university. Taking into account these information and the theory, we report the parameters that guide the elaboration of the dictionary, by especifying its users, its function, the criteria for the selection of a macrostructure and the proposal of its microstructure. To illustrate this proposal thirty-four entries are presented, with the following verbs: to follow, to advise, to love, to rely on, to beat, to arrive, to start, to buy, to agree, to continue, to invite, to accustom, to delay, to hide, to wait, to be, to do, to stay, to like, to interfere, to go, to clean, to need, to seem, to want, to complain, to leave, to be, to phone, to have, to travel, to come, to live and to return. With the results presented, we intend not only to fill in a gap in bilingual lexicography related to the pair of Portuguese – Spanish languages, but also to reflect about the importance of specific lexicographic works to account for the needs of Brazilian students of Spanish. / Esta tesis presenta los fundamentos para la elaboración de un prototipo de diccionario de régimen verbal para alumnos brasileros estudiantes de Español como Lengua Extranjera y se inserta en el área de Estudos da Linguagem, más especificamente en la línea de investigación Lexicografia, Terminologia e Tradução: relações textuais. El objetivo general de esta tesis es el de establecer los principios y el prototipo para la elaboración de un diccionario de régimen verbal portugués-español para alumnos brasileros estudiantes de Español como Lengua Extranjera (E/LE). Los públicos previstos para el diccionario son principalmente estudiantes universitarios de español de los niveles básico e intermediario, niveles en los que identificamos mayores dificultades en relación con el régimen verbal, y busca ayudarlos en la producción oral y escrita. A su vez, los objetivos específicos de la tesis son los de identificar las dificultades que los estudiantes brasileros de español tienen en relación con el régimen verbal y analizar obras lexicográficas en Lengua Española y Portuguesa para identificar la forma como tratan el tema del régimen verbal. Como marco teórico, seguimos sobre todo los supuestos de la Lexicografía Pedagógica. Partimos de investigaciones anteriores sobre las dificultades relativas al uso de las preposiciones en español por parte de los aprendices brasileros y recolectamos datos con alumnos universitarios de una universidad federal brasilera. Sobre la base de dichas informaciones y teniendo en cuenta el marco teórico adoptado, exponemos los parámetros que orientan la elaboración del diccionario, especificando su usuario, su función, los criterios para la selección de la macroestructura y la propuesta de su microestructura. Para ilustrar la propuesta, presentamos 34 artículos, con los siguientes verbos: acompañar, aconsejar, amar, apoyarse, golpear, llegar, empezar, comprar, acceder, continuar, invitar, soler, tardar, esconderse, esperar, estar, hacer, quedar, gustar, intervenir, ir, limpiar, necesitar, parecer, querer, reclamar, salir, ser, llamar, tener, viajar, venir, vivir y volver. Con los resultados presentados, se busca no solo rellenar una laguna en la lexicografía bilingüe relativa a las lenguas portuguesa y española, sino también reflexionar sobre la importancia de las obras lexicográficas específicas para dar cuenta de las necesidades de los estudiantes brasileros de español.

Le traitement automatique de la langue quechua (TALQ) ne dispose pas actuellement d'un dictionnaire électronique des verbes, du français-quechua. Pourtant, un projet visant la traduction automatique nécessite au préalable, entre autres, cette importante ressource.Cette thèse consiste à élaborer un dictionnaire électronique français-quechua des verbes. La réalisation d'un tel dictionnaire peut ouvrir également de nouvelles perspectives dans l'enseignement à distance, dans les domaines de l'accès multilingue aux informations, l'annotation/l'indexation des documents, la correction orthographique et pour le TAL en général. La première difficulté consiste à sélectionner un dictionnaire français comme base de travail. Parmi les nombreux dictionnaires français, il en existe très peu en format électronique, et moins encore ceux dont les sources soient en libre accès au public. Parmi ces derniers, l'ouvrage Les verbes français (LVF), contenant 25 610 sens verbaux, que Jean Dubois et Françoise Dubois-Charlier ont publié chez Larousse en 1997, est un dictionnaire particulièrement complet ; de plus il a l 'avantage d'avoir une licence « open source » et un format compatible avec la plateforme NooJ. En tenant en compte ces considérations nous avons choisi traduire ce dictionnaire en quechua.Cependant, cette tâche se heurte à un obstacle considérable : le lexique quechua de verbes simples compte moins de l 500 entrées. Comment faire correspondre 25 610 sens verbaux français avec seulement 1 500 verbes quechua ?Sommes-nous condamnés à utiliser beaucoup de polysémies? Par exemple, dans LVF il y a 27 sens verbaux du verbe « tourner » ; doit-on tous les traduire par muyuy ? Ou bien, pouvons-nous utiliser une stratégie particulière et remarquable de la langue pour répondre à ce défi : la génération de nouveaux verbes par dérivation suffixale ?Nous avons inventorié tous les suffixes du quechua qui permettent d'obtenir une forme dérivée possédant le comportement d'un verbe simple. Cet ensemble de suffixes que nous appelons SIP_DRV, contient 27 éléments. Ainsi chaque verbe quechua transitif ou intransitif donne naissance à au moins 27 verbes dérivés. Il reste cependant à formaliser les paradigmes et grammaires qui vont nous permettre d'obtenir les dérivations compatibles avec la morphosyntaxe de la langue. Cela a été réalisé avec NooJ.L'application de ces grammaires nous a permis d'obtenir 40 500 unités linguistiques conjugables (ULAV) à partir de 1 500 verbes simples quechua. Ce résultat encourageant nous permet d'envisager une solution favorable à notre projet de traduction des 25 000 sens verbaux du français en quechua.À ce stade, une nouvelle difficulté apparaît : la traduction en français de cette quantité énorme des formes verbales conjugables générées, dont sa résolution est essentielle pour notre projet de traduire une partie importante des vingt-cinq mille verbes français en quechua.Afin d'obtenir la traduction de ces ULAV, nous avons besoin d'abord de connaître la modalité d'énonciation qu'apporte chaque SIP quand il s'agglutine au radical verbal pour le transformer. Chaque suffixe peut avoir plusieurs modalités d'énonciation. Nous les avons obtenus à partir du corpus, de notre propre expérience et quelques enregistrements dans le terrain. Nous avons ainsi construit un tableau indexé contenant toutes ces modalités. Ensuite, nous utilisons des opérateurs de NooJ pour programmer les grammaires qui présentent la traduction automatique en une forme glosés de modalités d'énonciation.Finalement, nous avons développé un algorithme qui nous a permis d'obtenir la traduction réciproque du français vers le quechua de plus de 8 500 sens verbaux de niveau 3 et un certain nombre de sens verbaux de niveau 4 et 5. / The automatic processing of the Quechua language (APQL) lacks an electronic dictionary of French­ Quechua verbs. However, any NLP project requires this important linguistic resource.The present thesis proposes such a dictionary. The realization of such a resource couId also open new perspectives on different domains such as multilingual access to information, distance learning,inthe areas of annotation /indexing of documents, spelling correction and eventually in machine translation.The first challenge was the choice of the French dictionary which would be used as our basic reference. Among the numerous French dictionaries, there are very few which are presented in an electronic format, and even less that may be used as an open source. Among the latter, we found the dictionary Les verbes français (LVF}, of Jean Dubois and Françoise Dubois-Charlier, edited by Larousse en 1997. lt is a remarkably complete dictionary. lt contains 25 610 verbal senses and with open source license. lt is entirely compatible with the Nooj platform. That's why we have chosen this dictionary to be the one to translate into Quechua.However, this task faces a considerable obstacle: the Quechua lexicon of simple verbs contains around 1,500 entries. How to match 25,610 French verbal senses with only 1,500 Quechua verbs?Are we condemned to produce many polysemies? For example, in LVF, we have 27 verbal senses of the verb "tourner" to turn; should we translate them all by the Quechua verb muyuy to turn? Or, can we make use of a particular and remarkable Quechua strategy that may allow us to face thischallenge: the generation of new verbs by suffix derivation?As a first step, we have inventoried ail the Quechua suffixes that make possible to obtain a derived verbal form which behaves as if it was a simple verb. This set of suffixes, which we call IPS_DRV, contains 27 elements. Thus each Quechua verb, transitive or intransitive, gives rise to at least 27 derived verbs. Next, we need to formalize the paradigms and grammars that will allow us to obtain derivations compatible with the morphology of the language. This was done with the help of the NooJ platform.The application of these grammars allowed us to obtain 40,500 conjugable atomic linguistic units (CALU) out of 1,500 simple Quechua verbs. This encouraging first result allows us to hope to get a favorable solution to our project of translation of the 25,000 verbal senses of French into Quechua.At this point, a new difficulty appears: the translation into French of this enormous quantity of generated conjugable verbal forms. This work is essential if we want to obtain the translation of a large part of the twenty-five thousand French verbs into Quechua. ln order to obtain the translation of these CALUs, we first needed to know the modalities of enunciation that each IPS have and transmits to the verbal radical when it is agglutinated to it. Each suffix can have several modalities of enunciation. We have obtained an inventory of them from the corpus, our own experience and some recordings obtained in fieldwork. We constructed an indexed table containing all of these modalities.Next, we used NooJ operators to program grammars that present automatic translation into a glossed form of enunciation modalities.Finally, we developed an algorithm that allowed us to obtain the reciprocal translation from French to Quechua of more than 8,500 Verbal senses of Level 3 and a number of verbal senses of Levels 4 and 5.

The purpose of this study is to design a database of resources for rational therapy. An investigation of the current health situation and reorientation towards primary health care (PHC) in South Africa evidenced the need for a database of resources which would meet the demand for rational therapy information made on the Helderberg College Library by various user groups as well as make a contribution to the national health information infrastructure. Rational therapy is viewed as an approach within PHC that is rational, common-sense, wholistic and credible, focusing on the prevention and maintenance of health. A model of the steps in database design was developed. A user study identified users' requirements for design and the conceptual schema was developed. The entities, attributes, relationships and policies were presented and graphically summarised in an Entity-Relationship (E-R) diagram. The conceptual schema is the blueprint for further design and implementation of the database. / Information Science / M.Inf.