The aim of the interdisciplinary doctoral dissertation is to answer the research question What is a neologism? The research was inspired by the methodology relying on three types of data that J. Bartmiński specifies for studying stereotypes as part of the language picture of the world, i. e. systemic, textual and empirical data. Neologisms are expounded by confronting the linguistic, media and everyday picture of the world with the use an explicative characteristic including connotations of the concept. After introducing the neologism within the context of words marked stylistically with respect to time, the exposition is structured according to (non- homogeneous) criteria, on the basis of which neologisms in the reviewed literature are defined: the criterion of existence, the criterion of time, the lexicographic criterion, the psychological criterion, the structural criterion, the criterion of variety and the criterion of instability and stability. The media image of neologism was examined using the qualitative-quantitative method of content analysis in 93 media texts from 2006 and 2007, and 2016 and 2017. The empirical data were obtained by questionnaires from 2017 and 2018 with 100 respondents aged 11 to 81. In summary, the concept of neologisms is understood as a very heterogeneous one. A list...

Le développement d'un système de reconnaissance de la parole exige la disponibilité d'une grande quantité de ressources à savoir, grands corpus de texte et de parole, un dictionnaire de prononciation. Néanmoins, ces ressources ne sont pas disponibles directement pour des dialectes arabes. De ce fait, le développement d'un SRAP pour les dialectes arabes se heurte à de multiples difficultés à savoir, l’'abence de grandes quantités de ressources et l'absence d’'une orthographe standard vu que ces dialectes sont parlés et non écrit. Dans cette perspective, les travaux de cette thèse s’intègrent dans le cadre du développement d’un SRAP pour le dialecte tunisien. Une première partie des contributions consiste à développer une variante de CODA (Conventional Orthography for Arabic Dialectal) pour le dialecte tunisien. En fait, cette convention est conçue dans le but de fournir une description détaillée des directives appliquées au dialecte tunisien. Compte tenu des lignes directives de CODA, nous avons constitué notre corpus nommé TARIC : Corpus de l’interaction des chemins de fer de l’arabe tunisien dans le domaine de la SNCFT. Outre ces ressources, le dictionnaire de prononciation s’impose d’une manière indispensable pour le développement d’un SRAP. À ce propos, dans la deuxième partie des contributions, nous visons la création d’un système nommé conversion (Graphème-Phonème) G2P qui permet de générer automatiquement ce dictionnaire phonétique. Toutes ces ressources décrites avant sont utilisées pour adapter un SRAP pour le MSA du laboratoire LIUM au dialecte tunisien dans le domaine de la SNCFT. L’évaluation de notre système donné lieu WER de 22,6% sur l’ensemble de test. / The development of a speech recognition system requires the availability of a large amount of resources namely, large corpora of text and speech, a dictionary of pronunciation. Nevertheless, these resources are not available directly for Arabic dialects. As a result, the development of a SRAP for Arabic dialects is fraught with many difficulties, namely the lack of large amounts of resources and the absence of a standard spelling as these dialects are spoken and not written. In this perspective, the work of this thesis is part of the development of a SRAP for the Tunisian dialect. A first part of the contributions consists in developing a variant of CODA (Conventional Orthography for Arabic Dialectal) for the Tunisian dialect. In fact, this convention is designed to provide a detailed description of the guidelines applied to the Tunisian dialect. Given the guidelines of CODA, we have created our corpus TARIC: Corpus of the interaction of the railways of the Tunisian Arab in the field of SNCFT. In addition to these resources, the pronunciation dictionary is indispensable for the development of a peech recognition system. In this regard, in the second part of the contributions, we aim at the creation of a system called conversion(Grapheme-Phonème) G2P which allows to automatically generate this phonetic dictionary. All these resources described before are used to adapt a SRAP for the MSA of the LIUM laboratory to the Tunisian dialect in the field of SNCFT. The evaluation of our system gave rise to WER of 22.6% on the test set.

Submitted by Sérgio Tiago da Silva null (stletras@gmail.com) on 2016-07-26T22:04:30Z No. of bitstreams: 1 Dissertacao Mestrado_Sergio Tiago da Silva_Conectores Pluriverbais_2016.pdf: 1752310 bytes, checksum: 72c19d7b6a8b3245c75d3e3b52c1eaf2 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-29T13:47:23Z (GMT) No. of bitstreams: 1 silva_st_me_arafcl.pdf: 1752310 bytes, checksum: 72c19d7b6a8b3245c75d3e3b52c1eaf2 (MD5) / Made available in DSpace on 2016-07-29T13:47:23Z (GMT). No. of bitstreams: 1 silva_st_me_arafcl.pdf: 1752310 bytes, checksum: 72c19d7b6a8b3245c75d3e3b52c1eaf2 (MD5) Previous issue date: 2016-05-30 / O Brasil tem como países vizinhos Argentina, Bolívia, Colômbia, Paraguai, Peru, Uruguai e Venezuela, além de Chile e Equador que também estão na América do Sul; em todos eles o Espanhol é a língua oficial. Dessa forma, faz-se necessário conhecer o idioma desses países, pois cada vez mais indivíduos de localidades diferentes se comunicam, tanto informalmente como em relações de trabalho e negócios, que são mais formais. Por esse motivo, o espanhol vem sendo ensinado desde a década de 40 no Brasil. Contudo, a partir de 2005, o ensino dessa língua tornou-se obrigatório no Brasil. Esse fator nos motivou a realizar uma pesquisa que pudesse contribuir com o ensino do Espanhol em nosso país. Isto posto, nos dedicamos a estudar os marcadores discursivos, mais especificamente os conectores pluriverbais, que são elementos utilizados na elaboração de um texto escrito, pois, essas partículas discursivas propiciam, também, a coesão e a coerência textual. Nosso objetivo ao estudar esses conectores é elaborar uma proposta de tratamento lexicográfico dessas estruturas em um Dicionário Pedagógico Semibilíngue para a produção de textos. Logo, sob a égide das teorias e práticas da lexicografia pedagógica semibilíngue, descrevemos e analisamos como dois dicionários bilíngues e um semibilíngue - Português-Espanhol - presentes em nosso mercado, registram os conectores. Verificamos, assim, que as informações que constam nessas obras lexicográficas não são suficientes para atender às necessidades dos aprendizes brasileiros para produzir textos em Espanhol. Por conseguinte, a partir de dois corpora textuais, um do Português Brasileiro (PB) e outro do Espanhol (Europeu (EE) e Americano (EA)), selecionamos os conectores e observamos os contextos nos quais ocorrem nos corpora bem como a frequência de tais ocorrências. Elaboramos, assim, uma proposta de tratamento lexicográfico de conectores pluriverbais em um dicionário pedagógico semibilíngue para a produção de textos no par de línguas Português-Espanhol. / Brazil has as neighbors Argentina, Bolívia, Colômbia, Paraguai, Peru, Uruguai and Venezuela, with Chile and Ecuador, also in South America; all of these countries have Spanish as the official language. It is therefore necessary to know the language of these countries, as more individuals from different places communicate with each other, both informally and in business settings wich are more formal. For this reason, Spanish has been taught since the 1940s in our country, and from 2005 the teaching of this language has been mandatory in Brazil. This factor motivated us to conduct research that could contribute to the teaching of Spanish in our country. That said, we are dedicated to study the discourse markers, specifically multi-verbal connectors, which are elements used in the preparation of a written text, because these discursive particles also provide cohesion and textual coherence. Our aim to study these connectors is to propose a semi-bilingual lexicographical treatment of these structures in a Pedagogical Dictionary for the production of texts. Here, on the basis of the theories and practices of semi-bilingual pedagogical lexicography, we describe and analyze how two bilingual and semi-bilingual (Portuguese-Spanish) dictionaries, present in our market, record the connectors. We found that the information contained in these lexicographical works are not sufficient to meet the needs of Brazilian learners to produce texts in Spanish. Therefore, from two textual corpora, one Brazilian Portuguese (BP) and the other Spanish (European (EE) and American (EA)), we select the connectors and observe the contexts in which they occur in the corpora and the frequency of such occurrences. We then developed a proposed lexicographical treatment of multi-verbal connectors in a semi-bilingual pedagogical dictionary for the production of texts in paired Portuguese-Spanish languages. / Brasil tiene como países vecinos Argentina, Bolivia, Colombia, Paraguay, Perú, Uruguay y Venezuela, y Chile y Ecuador, que también se encuentran en América del Sur; en todos ellos el español es el idioma oficial. Por lo tanto, es necesario conocer la lengua de estos países, pues más y más personas se comunican de diferentes lugares, tanto de manera informal como en las relaciones de trabajo y negócios que son más formales. Por esta razón, el español se ha enseñado desde los años 40 en nuestro país. Sin embargo, a partir de 2005, la enseñanza de esta lengua se hizo obligatoria la oferta en Brasil. Este factor nos ha motivado para llevar a cabo una investigación que podría contribuir a la enseñanza de español en nuestro país. Dicho esto, nos hemos dedicado a estudiar los marcadores del discurso, específicamente los conectores pluriverbales, que son elementos que se utilizan en la elaboración de un texto escrito, debido a que estas partículas discursivas proporcionan también la cohesión y coherencia textual. Nuestro objetivo de estudiar estos conectores es elaborar una propuesta de tratamiento lexicográfico semibilíngüe de estas estructuras. Así, bajo la égide de las teorías y prácticas de la lexicografía pedagógica semibilíngüe, hemos descrito y analizado como dos diccionarios bilingües y un semibilíngüe - Portugués-Español - presentes en nuestro mercado, registran los conectores. Comprobamos, por lo tanto, que las informaciones contenidas en estas obras lexicográficas no son suficientes para satisfacer las necesidades de los estudiantes brasileños que desean producir textos en español. Por conseguiente, a partir de dos corpora textuales, un del Portugués de Brasil (PB) y otro del Español (Europeo (EE) y Americano (EA)), seleccionamos los conectores y observamos los contextos en los que estos ocurren en los corpora y la frecuencia de estas ocurrencias para elabora, así, una propuesta de tratamiento lexicográfico de conectores pluriverbales en un diccionario semibilíngue pedagógico para la producción de textos en el par de lenguas Portugués-Español.

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.

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.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-04T11:00:14Z No. of bitstreams: 1 simonerodriguesperoncorrea.pdf: 4407654 bytes, checksum: 7e9467b55f265d0caaba71e1a7087e99 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-05T10:52:35Z (GMT) No. of bitstreams: 1 simonerodriguesperoncorrea.pdf: 4407654 bytes, checksum: 7e9467b55f265d0caaba71e1a7087e99 (MD5) / Made available in DSpace on 2016-02-05T10:52:35Z (GMT). No. of bitstreams: 1 simonerodriguesperoncorrea.pdf: 4407654 bytes, checksum: 7e9467b55f265d0caaba71e1a7087e99 (MD5) Previous issue date: 2014-03-24 / Esta dissertação de mestrado está inserida no projeto COPA 2014 FrameNet Brasil (SALOMÃO ET AL., 2011), que teve como objetivo criar um dicionário eletrônico trilíngue para domínios específicos do Turismo, Futebol e Copa do Mundo em parceria com o projeto FrameCorp (CHISHMAN ET AL., 2008) e o International Computer Science Institute. O dicionário foi estruturado a partir dos postulados da Semântica de Frames (FILLMORE, 1982, 1985) e da metodologia específica da rede semântica FrameNet (RUPPENHOFFER ET AL., 2010). A partir disso, buscou-se implementar a relação de Tradução no banco de dados da FrameNet Brasil, utilizando os frames como representações semânticas interlinguísticas transculturais nos domínios específicos do dicionário Copa 2014 (GAMONAL, 2013). Nessa direção, como contribuição para este projeto, o escopo desta pesquisa se concentrou em verificar se o frame secundário da experiência turística seria o mesmo entre duas das línguas cobertas pelo Copa 2014: o português e o espanhol. Como o domínio do Turismo toma empréstimos lexicais de outras áreas (CALVI, 2010), permeados por projeções metafóricas, recorreu-se ao aporte teórico da Mesclagem (Blending) (FAUCONNIER, 1994,1997), em especial, a integração conceptual de escopo duplo, como instrumento de análise para o mapeamento dos elementos de frame nucleares que compõem os diferentes domínios cognitivos. Parte-se da hipótese de que os frames secundários que fornecem o empréstimo linguístico para o domínio do Turismo nem sempre são os mesmos para as duas línguas. Desse modo, a etapa de análise das anotações lexicográficas, obtidas em corpora paralelos, possibilitou contrastar as valências sintático-semânticas das unidades lexicais que evocam os frames relacionados às três perspectivas do Turismo_de_atração. Os resultados obtidos mostram que, nesse domínio, alguns cognatos não são empregados como correspondentes aos termos do português. Assim, as análises propostas auxiliaram na seleção de equivalentes de tradução que mais se assemelhem ao uso do falante nativo. / This thesis is part of the COPA 2014 FrameNet Brasil project (SALOMÃO ET AL., 2011), whose aim was the creation of a trilingual electronic dictionary covering the domains of Tourism, Soccer and the World Cup. The project was developed in collaboration with the FrameCorp project (CHISHMAN ET AL., 2008) and the International Computer Sciences Institute. The dictionary structure derives from the theoretical foundations of Frame Semantics (FILLMORE, 1982, 1985) and is based on FrameNet‟s methodology (RUPPENHOFFER ET AL., 2010). A Translation frame-to-frame relation was implemented in the FrameNet Brasil database, relying on frames as cross-cultural interlingual representations for the specific domains of the Copa 2014 dictionary (GAMONAL, 2013). The main contribution of this thesis to the project is that of analyzing whether secondary frames structuring the touristic experience were the same in two of the languages covered by the dictionary: Portuguese and Spanish. Because the language of Tourism uses vocabulary that is metaphorically grounded on other domains (CALVI, 2010), we deploy conceptual integration networks (Blending) (FAUCONNIER, 1994, 1997) as a means of analyzing how the frame elements structuring those domains are mapped to each other. Our hypothesis is that secondary frames involved in the language of Tourism are not always the same for the two languages. Such a hypothesis was confirmed through the analysis of the lexicographic annotations produced for the three perspectives of the Attraction_tourism frame. Those annotations derive from parallel corpora and yield the synctatic and semantic valences of the lexical units evoking the tourism frames. The analysis proposed contributes to the selection of translation equivalents that represent better the way native speakers of the Portuguese and Spanish refer to the touristic experience.

A produção textual de Georges Bataille (1897-1962), privilegiadamente estudada nos campos da Literatura e da Filosofia, apresenta uma vasta gama de temas e é considerada por seus comentadores como refratária a qualquer classificação rigorosa e indexável. Contudo, ele é autor de uma obra de grande interesse para área da Antropologia em função de um forte experimentalismo dos conceitos e da escrita e de uma compreensão totalizante da experiência do pesquisador e do escritor. O presente estudo tem como objetivo o exame de parte específica da produção e atuação de Bataille que coincide com os inícios da institucionalização da antropologia francesa (anos 1920- 1930), quando o autor encontra-se envolvido com o projeto da revista Documents, Doctrines Archélogie Beaux-Arts Ethnographie (1929-1930) e bastante próximo dos antropólogos que colaboram com a publicação. Ao recuperar a formação primeira de Bataille como arquivista paleógrafo na École des chartes e seus primeiros escritos e interesses, entre os quais se encontra a antropologia de Marcel Mauss, o trabalho se dedica a construir as conexões entre a profissão de arquivista paleógrafo nas bibliotecas Francesas e a produção do escritor que tem lugar entre os anos 1918 e 1930, interessado em destacar os nexos entre essas dimensões e o processo de constituição dos museus na França sobretudo aquele que culminará no Musée de lHomme (1937). As experiências nas bibliotecas, nos museus e na revista colocam Bataille diante da questão da classificação e do arquivamento de objetos e documentos. O interesse em uma leitura de Bataille por essa via que procura relacionar a institucionalização da disciplina etnográfica na França ligada à formação, catalogação e arquivamento de documentos nos museus e o processo de criação do Dicionário de Documents auxilia a iluminar uma dupla intervenção crítica que consiste em construir um deslocamento, uma derivação da forma de pensar. Essa perspectiva diversa nos oferece um duplo olhar para os modos pelos quais a reflexão sobre o lugar das histórias da disciplina e seus praticantes tem sido experimentada. / This present study has the purpose of examining some specific parts of George Bataille´s production and action that correspond with the beginning of French anthropology institutionalization (1920s and 1930s), when the author finds himself immersed in the Documents, Doctrines Archélogie Beaux-Arts Ethnographie (1929-1930) magazine project and building a very close relationship with the professionals involved in the publications creation. By resuming Batailles first occupation as paleographer archivist at École des chartes and his primary written pieces and interests, among which is the anthropology of Marcel Mauss, the work is dedicated to build connections between his job inside French libraries and his activities as a writer from 1918 to 1930, when his interests were focused on highlighting the links between these dimensions and the constitution of the museums in France - especially the one that will culminate at the Musée de l\'Homme (1937). The experiences in the libraries, museums and the magazine put Bataille before the classification and filing of objects and documents. His interest in this path that searches for relating the institutionalization of the ethnographic discipline in France connected to framing ideas, cataloging and archiving documents in museums and the creational process of the Dictionary of the magazine helps to illuminate a double critical intervention that consists in building a movement, an offshoot of thinking. This different perspective offers us another look to the means through which the reflections on the place discipline stories and its practitioners have been experienced.

The focus of this report is to discuss graphical password systems and how they can contribute to handle security problems that threaten authentication processes. One such threat is shoulder-surfing attacks, which are also reviewed in this report. Three already existing systems that are claimed to be shoulder-surfing resilient are described and a new proposed system is presented and evaluated through a user study. Moreover, the system is compared to the mentioned existing systems to further evaluate the usability, memorability and the time it takes to authenticate. The user study shows that test subjects are able to remember their chosen password one week after having registered and signed in once. It is also shown that the average time to sign in to the system after five minutes of practice is within a range of 3.30 to 5.70 seconds. The participants in the experiments gave the system an average score above 68 on the System Usability Scale, which is the score of an average system.

Notre travail est une étude didactique, traductologique et linguistique. L’objectif de ce travail est de trouver une solution à l’enseignement de la traduction français-arabe/ arabe-français dans le cursus de FLE dans les universités irakiennes. Le manque d’avancée notable dans le domaine de l’enseignement de la traduction et de la mise en œuvre des procédés didactiques en classe est le fruit d’un déséquilibre entre le programme dans les départements de français et le bagage linguistique et les compétences didactiques de l’enseignant. L’intériorisation de la grammaire de la langue cible est l’un des objectifs principaux en didactique des langues. Le recours par l’enseignant de la classe de traduction à une grammaire explicite favorise-t-il ou entrave-t-il l’intériorisation de la grammaire des langues ? Il est nécessaire que la formation initiale des enseignants de langue et de traduction comporte une solide initiation à deux modèles métalinguistiques.Malgré les études universitaires croissantes pour l’enseignement de la traduction, il n’existe à notre connaissance aucune étude, surtout en Irak, portant sur la didactique de la traduction entre le français et l’arabe qui permettrait d’acquérir la compétence traductionnelle à des apprenants de langues étrangères. Ce travail est important pour le système universitaire en Irak car il n’a jamais fait l’objet d’une étude approfondie. Il est nécessaire pour créer des départements de traduction français –arabe dans les universités irakiennes. Notre initiative s’accompagne de l’introduction en Irak de méthodes nouvelles de traduction comme l’AMD (Analyse matricielle définitoire).Ce travail s’attaque notamment aux difficultés linguistiques de la traduction à partir des traductions des apprenants irakiens des universités de Bagdad et d’Al-Mustansiriyah. Dans cette optique, nous avons réalisé une enquête auprès des professeurs de français et des étudiants de ces universités.La finalité de ce travail est une réflexion qui vise à :Entrainer les enseignants à faire des analyses linguistiques qui leur fassent prendre conscience du fonctionnement de leur langue (en l’occurrence l’arabe) et des différences de fonctionnement entre leur langue et la langue vers laquelle ou à partir de laquelle ils traduisent (en l’occurrence le français). L’analyse doit se focaliser sur le fonctionnement de la langue et non sur l’apprentissage ou la comparaison du métalangage ou telle théorie linguistique ou grammaticale même si le formateur doit, lui, avoir une formation linguistique théorique cohérente.III Faire découvrir aux enseignants les débats contradictoires et souvent violents que connait la traductologie et leur fournir les outils qui leur permettent d’adopter une attitude critique au sein de ces débats.Apprendre aux enseignants à se construire une méthode de traduction avec un protocole relativement précis qui en définit les différentes étapes. Leur apprendre à justifier la méthode qu’ils auront choisie. / Our work is a didactic, traductologic, and linguistic study. This work aims to find a solution for the French-Arabic / Arabic-French translation teaching in French as Foreign Language courses in Iraqi universities.The lack of noteworthy advances in translation teaching and the implementation of didactic techniques is the result of an imbalance between the program of French departments and the linguistic and didactic skills of the teacher.The interiorization of the target language grammar is one of the principal aims in language didactics. When a translation teacher resorts to an explicit grammar point, does this promote or hinder the interiorization of the grammar? It is necessary that the language and translation teachers pre-service training contains a solid introduction to two metalinguistic models.Despite the increasing number of studies on translation teaching, there is, to our knowledge, no study, especially in Iraq, on didactics of French-Arabic translation to the foreign language learners which could let them acquire translation skills. This work is important for the Iraqi academic system because there was no in-depth study on this matter before. It is necessary for the creation of French- Arabic translation departments in Iraqi universities. Our initiative includes the introduction of the new translation methods in Iraq as the DMA (Defining Matrix Analysis).This work particularly tackles the linguistic difficulties in translation using translations of Iraqi learners at the universities of Baghdad and Al-Mustansiriyah. With this in mind, we conducted a survey among teachers of French and students of these universities. The purpose of this work is a reflection which aims to: Entrain the teacher to make linguistic analysis which will help them to become aware of the functioning of their language (in this case Arabic) and the differences of functioning between their language and the source language or the target language (in this case French). This analysis must focus on the functioning of the language and not on the learning or the comparison of the metalanguage or of a linguistic or grammatical theory, even if the tutor himself must have a consistent knowledge of linguistic theories.Make teachers capable of discovering the contradictory, often violent, debates that the traductologie can supply them with the tools that allow them to adopt a critical attitude within these debates.  Instruct teachers to build a translation method with a relatively precise protocol that defines the different steps. Teach them to justify the method they have chosen.

Dans cette étude, nous abordons l'utilisation de la représentation parcimonieuse et l'apprentissage de dictionnaires pour l'aide au diagnostic dans le contexte de Maladies Cardiovasculaires. Spécifiquement, notre travail se concentre : 1) sur l'évaluation du mouvement des parois du Ventricule Gauche (VG) chez des patients souffrant d'Insuffisance Cardiaque (IC) ; 2) la détection de fibrose chez des patients présentant une Cardiomyopathie Hypertrophique (CMH). Ces types de pathologies sont étudiées par ailleurs en Imagerie par Résonance Magnétique Cardiaque (IRMC).Dans le contexte de l'IC notre contribution porte sur l'évaluation de mouvement du VG dans des séquences cine-IRMC. Nous proposons dans un premier temps, une méthode d'extraction de caractéristiques qui exploite les informations partielles obtenues à partir de toutes les phases cardiaques temporelles et des segments anatomiques, dans une représentation spatio-temporelle en cine-IRM petit axe (SAX). Les représentations proposées exploitent les informations du mouvement des parois du VG sans avoir recours à la segmentation et disposent des informations discriminatoires qui pourraient contribuer à la détection et à la caractérisation de l'asynchronisme cardiaque. L'extraction d'images spatio-temporelles a été proposée permettant la construction de trois nouveaux types de représentations : 1) profils spatio-temporels diamétraux qui montrent l'évolution temporelle de l’épicarde et de l'endocarde en même temps dans deux segments anatomiques opposés du VG, 2) profils spatio-temporels radiaux où le mouvement pariétal est observé pour chaque segment de la cavité du VG et 3) courbes de signal temps-intensité directement des profils spatio-temporels radiaux dans chaque segment anatomique. Des paramètres différents sont alors définis de ces courbes qui reflètent les informations dynamiques de la contraction du VG. Deuxièmement, nous proposons l'utilisation de ces caractéristiques comme des atomes d'entrée dans l'apprentissage de dictionnaires discriminatoires pour classifier le mouvement régional du VG dans les cas normaux ou anormaux. Nous avons proposé une évaluation globale en utilisant le statut global du sujet : Normal/Pathologique, comme l'étiquette de référence des profils spatio-temporels et une évaluation locale en utilisant les informations de déformation locales fournies par l'analyse des images échographiques de référence en clinique (2D-STE). Dans le contexte de la CMH, nous abordons le problème de détection de la fibrose en LGE-IRM-SAX en utilisant une approche de partitionnement de donnés et d'apprentissage de dictionnaires. Dans ce cadre, les caractéristiques extraites d'images de LGE-SAX sont prises comme des atomes d'entrée pour former un classifieur basé sur les codes parcimonieux obtenus avec une approche d'apprentissage de dictionnaires. Une étape de post-traitement permet la délimitation du myocarde et la localisation spatiale de la fibrose par segment anatomique. / This work concerns the use of sparse representation and Dictionary Learning (DL) in order to get insights about the diseased heart in the context of Cardiovascular Diseases (CVDs). Specifically, this work focuses on 1) assessment of Left Ventricle (LV) wall motion in patients with heart failure and 2) fibrosis detection in patients with hypertrophic cardiomyopathy (HCM). In the context of heart failure (HF) patients, the work focuses on LV wall motion analysis in cardiac cine-MRI. The first contribution in this topic is a feature extraction method that exploits the partial information obtained from all temporal cardiac phases and anatomical segments in a spatio-temporal representation from sequences cine-MRI in short-axis view. These features correspond to spatio-temporal profiles in different anatomical segments of the LV. The proposed representations exploit information of the LV wall motion without segmentation needs. Three representations are proposed : 1) diametrical spatio-temporal profiles where radial motions of LV’s walls are observed at the same time in opposite anatomical segments 2) radial spatiotemporal profiles where motion of LV’s walls is observed for each segment of the LV cavity and 3) quantitative parameters extracted from the radial spatio-temporal profiles. A second contribution involves the use of these features as input atoms in the training of discriminative dictionaries to classify normal or abnormal regional LV motion. We propose two levels of evaluation, a first one where the global status of the subject (normal/pathologic) is used as ground truth to label the proposed spatio-temporal representations, and a second one where local strain information obtained from 2D Speckle Tracking Echocardiography (STE), is taken as ground truth to label the proposed features, where a profile is classified as normal or abnormal (akinetic or hypokinetic cases). In the context of Hypertrophic cardiomyopathy (HCM), we address the problem of fibrosis detection in Late Gadolinium Enhanced LGE-Short axis (SAX) images by using a sparse-based clustering approach and DL. In this framework, random image patches are taken as input atoms in order to train a classifier based on the sparse coefficients obtained with a DL approach based on kernels. For a new test LG-SAX image, the label of each pixel is predicted by using the trained classifier allowing the detection of fibrosis. A subsequent postprocessing step allows the spatial localization of fibrosis that is represented according to the American Heart Association (AHA) 17-segment model and a quantification of fibrosis in the LV myocardium.