認知語意學替不同語言多義詞的語意關係提供了精闢的解釋。中文裡「出」字使用頻率高（中研院平衡語料庫出現近三萬次），語意類型多樣（國語日報字典中列舉十多個意義），卻鮮少人研究。本研究以認知語意學的角度出發，利用圖像模組 (image schema) 建立中文多義詞「出」的語意框架 (semantic frame)，認為不同的觀點 (perspective) 可分析「出」字的不同語意，並以語意的譬喻延伸 (metaphorical extension) 將不同範疇的語意連結起來，解釋「出」字語意的多樣性。 / This study aims to explore the meaning relatedness of the Mandarin polysemous word chu from a cognitive approach. Theories of cognitive semantics provide a plausible account for polysemous words since a cognitive approach in analyzing language benefits the discovery of conceptual frameworks underlying complex linguistic expressions. To add another piece of empirical evidence, this study aims to examine the Mandarin polysemous word chu, which is highly productive and which exhibits extreme complexity in terms of its senses. An image schema for chu is proposed as its semantic framework and different perspectives are considered to account for the multiple senses of chu. Furthermore, metaphorical extension is detectable in the meaning shifts of chu as well.

An important component of nativelike language production is linked to the knowledge of near-synonyms and their collocational patterns. The purpose of this corpus-based study was three-fold: (a) an examination of the frequency distribution across registers of the three near-synonyms change, alter, and modify; (b) their collocational patterns; and (c) their interchangeability. A lexical study on their distribution across registers in the BNC was conducted, examining the collocational strength between near-synonyms and their collocations in Sketch Engine. Subsequently, attempts were made to determine the potential interchangeability of the near-synonyms. The comparative analysis indicates that the near-synonyms differ from each other with reference to formality, as alter and modify tend to be used more in written and formal language than change. Further to this, and to some extent, they reveal different collocational patterns. More specifically, they often did not share collocates, although the verbs were near-synonyms. Change was more polysemous than alter and modify, which have more restricted collocational patterns. Furthermore, the interchangeability of change and alter were higher than for modify. Nevertheless, the formality and meaning were affected as change is less formal than alter and modify. The findings from the analyses are of value to second language learners and can support further knowledge in the field of linguistics, specific to near-synonyms and collocations.

An important component of nativelike language production is linked to the knowledge of near-synonyms and their collocational patterns. The purpose of this corpus-based study was three-fold: (a) an examination of the frequency distribution across registers of the three near-synonyms change, alter, and modify; (b) their collocational patterns; and (c) their interchangeability. A lexical study on their distribution across registers in the BNC was conducted, examining the collocational strength between near-synonyms and their collocations in Sketch Engine. Subsequently, attempts were made to determine the potential interchangeability of the near-synonyms. The comparative analysis indicates that the near-synonyms differ from each other with reference to formality, as alter and modify tend to be used more in written and formal language than change. Further to this, and to some extent, they reveal different collocational patterns. More specifically, they often did not share collocates, although the verbs were near-synonyms. Change was more polysemous than alter and modify, which have more restricted collocational patterns. Furthermore, the interchangeability of change and alter were higher than for modify. Nevertheless, the formality and meaning were affected as change is less formal than alter and modify. The findings from the analyses are of value to second language learners and can support further knowledge in the field of linguistics, specific to near-synonyms and collocations.

A presente pesquisa tem por objetivo buscar uma rede polissêmica para a preposição alemã über. Esta dissertação insere-se nos estudos de semântica cognitiva, mais precisamente nas pesquisas de polissemia. Para a semântica cognitiva, há polissemia quando um mesmo item lexical tem diferentes significados que são necessariamente relacionados e formam um continuum. O modelo utilizado para a análise da rede semântica é o método de Polissemia Sistemática que os pesquisadores Andrea Tyler e Vyvyan Evans (2003) desenvolveram para o estudo das preposições de língua inglesa. Neste estudo os autores definem critérios para encontrar o sentido primário de uma preposição a partir do qual são gerados os demais sentidos. Por meio desses critérios, o modelo de Tyler e Evans pôde ser adaptado para estabelecer a rede polissêmica da preposição alemã über. A fim de determinar quais sentidos fazem parte da rede semântica de über, foi feito um levantamento de suas acepções em gramáticas e dicionários de língua alemã. Após este levantamento, utilizamos os critérios propostos por Tyler e Evans para montar a rede semântica de über. Por fim, foi constituído um corpus formado por textos de jornais alemães, para atestar se esses sentidos são realmente correntes e observar se há novos usos da preposição über que ainda não foram incorporados aos dicionários. / The aim of the present research is to find a polysemous network for the German preposition über. This work pertains in the studies of Cognitive Semantics, more precisely in the research of polysemy. For the cognitive semantics, polysemy is when the same lexical item has different meanings which are necessarily related and form a continuum. The model used for the analysis of the semantic network is the method of Principled Polysemy that researchers Andrea Tyler and Vyvyan Evans (2003) developed for the study of prepositions in English. In this study the authors define criteria for finding the primary sense of a preposition from which the other senses are generated. By means of these criteria, the model of Tyler and Evans could be adapted to establish the polysemous network of the German preposition über. In order to determine which senses are part of the semantic network of über, a survey was made of its meanings in grammars and dictionaries of the German language. After this survey, we used the criteria proposed by Tyler and Evans to build the semantic network of über. Finally, it was constituted a corpus composed of texts from German newspapers, to attest that these meanings are really current and observe whether there are new uses of the preposition über not yet incorporated into the dictionaries.

Made available in DSpace on 2016-04-28T18:22:42Z (GMT). No. of bitstreams: 1 Maria Cibele Gonzalez Pellizzari Alonso.pdf: 20660490 bytes, checksum: 3275d5ad9a3b4ab5d2c7fc502bf40572 (MD5) Previous issue date: 2013-08-28 / The lexicon is one of the aspects that students of a foreign language have most difficult with. Despite the fact that one can make phonetic, grammatical, pragmatic mistakes and still be understood, communication may be compromised by the misuses of vocabulary. Thus, we observe that the lexicon cannot be neglected in the process of teaching and learning because students often present, even at an advanced level, poor range and appropriacy of lexicon, which impairs their proper use of the language. Therefore, the target of this research is the study of the process of teaching and learning the lexicon, more specifically, the polysemous words that are present in the textbooks of Spanish as a Foreign Language (E / LE), because we believe that knowing the several meanings of such words helps students extend their range and appropriacy of lexicon. Consequently, this research found theoretical support in Corpus Linguistics, specifically in the area of corpus-based research which is concerned with the process of teaching and learning foreign languages (Sánchez, 1995; SINCLAIR, 1991, Halliday 2002 BERBER SARDINHA, 2004). The proposed questions were: 1. Are the meanings of polysemous words which are present in textbooks the most frequent ones on a daily basis? 2. What is the importance of the textbook in the process of teaching and learning the lexicon? 3. Do students use resources other than the textbook in order to extend their range of vocabulary (in this particular case, the different meanings of polysemous words)? 4. Do the activities developed with concordance lines contribute to the learning of new meanings of polysemous words? The corpora used in the research were: 1) a corpus of texts elaborated from four textbooks E / LE, 2) two corpora with essays written by twelve students (informants), developed at different moments, and 3) a corpus of reference, CREA ( Reference Corpus del Español Actual), the Royal Spanish Academy. In response to the research questions, the results indicated that students may use different resources to acquire and extend their lexicon, but the textbook is the main one. Nevertheless, it was observed in this study that the lexicon presented in textbooks does not necessarily involve the actual colloquial language used on a daily basis. Hence, the authors of the textbooks need to devote more attention to the lexicon they will present in their materials. Moreover, teachers can collaborate in this task by supplementing the book with activities. For this, we suggest the use of activities designed with lines of agreement, contributing effectively to the acquisition of the lexicon. All in all, these findings bring a contribution to the field of teaching-learning E / LE through corpora, helping to fill the gap in the work specifically with the teaching of polysemous words in Spanish as a foreign language. There were no studies in this field up to this moment and therefore, the aim of this research is to make a unique contribution / O léxico é um dos aspectos que apresentam maior dificuldade aos estudantes de uma língua estrangeira, pois podemos cometer erros fonéticos, gramaticais, pragmáticos e ser compreendidos, mas muitos dos usos incorretos de vocabulário prejudicam a comunicação. Assim sendo, observamos que o léxico não pode ser trabalhado de maneira secundária no processo de ensino-aprendizagem, pois os estudantes apresentam, muitas vezes, inclusive em um nível avançado, um léxico pobre, o que os prejudica. Dessa forma, constituiu objeto central deste trabalho o estudo sobre o ensino-aprendizagem do léxico, mais especificamente, das palavras polissêmicas que aparecem nos livros didáticos de espanhol como língua estrangeira (E/LE), pois acreditamos que conhecer os vários significados das mesmas contribui para a ampliação do universo lexical dos estudantes. Para tanto, o trabalho encontrou suporte teórico na Linguística de Corpus, mais especificamente, na área de pesquisa baseada em corpus que se preocupa com o ensino-aprendizagem de línguas estrangeiras (SÁNCHEZ, 1995; SINCLAIR, 1991; HALLIDAY, 2002, BERBER SARDINHA, 2004). As questões de pesquisa propostas foram as seguintes: 1. O(s) significado(s) das palavras polissêmicas que aparece(m) nos livros didáticos é(são) o(s) mais frequente(s) no dia a dia? 2. Qual a importância do livro didático no processo de ensino-aprendizagem do léxico? 3. Os estudantes utilizam outros recursos, além do livro didático, para ampliar seu léxico, neste caso específico, os diferentes significados das palavras polissêmicas? 4. As atividades elaboradas com linhas de concordância contribuem para a aprendizagem de novos significados das palavras polissêmicas? Os corpora empregados na pesquisa foram: 1) um corpus elaborado a partir dos textos de quatro livros didáticos de E/LE; 2) dois corpora com redações de doze informantes, elaboradas em diferentes momentos; e 3) um corpus de referência, CREA (Corpus de Referencia del Español Actual), da Real Academia Espanhola. Os resultados indicaram, em resposta às perguntas de pesquisa, que os estudantes podem utilizar diferentes recursos para adquirir e ampliar seu léxico, mas o livro didático é o principal deles. Não obstante, observou-se, neste estudo, que o léxico apresentado nos livros didáticos nem sempre representa a língua em uso. Por isso, os autores dos livros didáticos precisam dedicar mais atenção ao léxico que vai introduzir em seus materiais, e, por outro lado, os professores podem colaborar nessa tarefa complementando o livro com atividades. Para isso, sugerimos a utilização de atividades elaboradas com linhas de concordância, que contribuem de forma eficaz para a aquisição do léxico. Tais achados, portanto, trazem uma contribuição para a área de ensino-aprendizagem de E/LE por meio de corpora, ajudando a preencher a lacuna existente especificamente nos trabalhos com o ensino de palavras polissêmicas em espanhol como língua estrangeira. Até o momento, não havia estudos nessa área, e, portanto, esta pesquisa espera ter-lhe feito uma contribuição origina

A presente pesquisa tem por objetivo buscar uma rede polissêmica para a preposição alemã über. Esta dissertação insere-se nos estudos de semântica cognitiva, mais precisamente nas pesquisas de polissemia. Para a semântica cognitiva, há polissemia quando um mesmo item lexical tem diferentes significados que são necessariamente relacionados e formam um continuum. O modelo utilizado para a análise da rede semântica é o método de Polissemia Sistemática que os pesquisadores Andrea Tyler e Vyvyan Evans (2003) desenvolveram para o estudo das preposições de língua inglesa. Neste estudo os autores definem critérios para encontrar o sentido primário de uma preposição a partir do qual são gerados os demais sentidos. Por meio desses critérios, o modelo de Tyler e Evans pôde ser adaptado para estabelecer a rede polissêmica da preposição alemã über. A fim de determinar quais sentidos fazem parte da rede semântica de über, foi feito um levantamento de suas acepções em gramáticas e dicionários de língua alemã. Após este levantamento, utilizamos os critérios propostos por Tyler e Evans para montar a rede semântica de über. Por fim, foi constituído um corpus formado por textos de jornais alemães, para atestar se esses sentidos são realmente correntes e observar se há novos usos da preposição über que ainda não foram incorporados aos dicionários. / The aim of the present research is to find a polysemous network for the German preposition über. This work pertains in the studies of Cognitive Semantics, more precisely in the research of polysemy. For the cognitive semantics, polysemy is when the same lexical item has different meanings which are necessarily related and form a continuum. The model used for the analysis of the semantic network is the method of Principled Polysemy that researchers Andrea Tyler and Vyvyan Evans (2003) developed for the study of prepositions in English. In this study the authors define criteria for finding the primary sense of a preposition from which the other senses are generated. By means of these criteria, the model of Tyler and Evans could be adapted to establish the polysemous network of the German preposition über. In order to determine which senses are part of the semantic network of über, a survey was made of its meanings in grammars and dictionaries of the German language. After this survey, we used the criteria proposed by Tyler and Evans to build the semantic network of über. Finally, it was constituted a corpus composed of texts from German newspapers, to attest that these meanings are really current and observe whether there are new uses of the preposition über not yet incorporated into the dictionaries.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study is based on the Discourse Analysis of the French approach and in the recent studies that have been done in Brazil in this research field. The subject of our investigation is the discourse against violence, assumed, in this research, relating the saying to negligence and sexual abuse. Our analysis follows the interpretative movements of French approach of the discourse, in which the intrinsic relation between a theory and its practice is reaffirmed. Our gesture of interpretation rest along the discursive formations established by the discourse of the campaign produced by Rede Brasil Sul de Telecomunicações, RBS (South Brazilian Net of Communication RBS) in the years of 2003 and 2004. Love is the the best inheritance. Take care of children. We are focused on the discourses published in the newspaper Zero Hora, that belongs to the group. We analysed the linguistic and discursive marks, trying to make emerge the ways of saying of the campaign, and its relation with the condictions of production of the discourse. We understand that the discourse of the campaign makes emerge, in the memory net, new forms of identification of the violence and those who practice it against a child. Our results reaffirm the relation with the implicits and with an imaginary that already exists. This changing in the comprehension of violence is what makes possible a rupture with the meanings. The ruptures with the conception of monsters, characters of the campaign, and its meaning is what makes possible a rupture in its net of sayings. / O presente trabalho de pesquisa se inscreve no marco teórico da Análise de Discurso (AD) de linha francesa, considerando as reformulações e ampliações que têm sido propostas no Brasil. A temática abordada é constitutiva do discurso contra a violência, vinculando o dizer à negligência e ao abuso sexual. Nosso olhar repousa nos saberes próprios das formações discursivas que são constitutivas do discurso midiático. Nosso corpus, constituído pela campanha O amor é a melhor herança. Cuide das Crianças , produzida pela Rede Brasil Sul de Telecomunicações, a RBS, bem como discursos sobre (editoriais, reportagens e colunas de opinião). Detivemo-nos na análise dos discursos divulgados no Jornal Zero Hora, um dos veículos do grupo. Analisamos as marcas lingüístico-discursivas, buscando tornar visíveis as formas de dizer do discurso da mídia e as relações com suas condições de produção. Através de correntes parafrásticas que assentam e também rompem com saberes já instituídos inscreve-se, na rede de memória, novos modos de identificação do monstro e do sujeito que pratica a violência. As estruturas homogeneizadas pelo dizer comportam relações com implícitos e com um imaginário já instituído. A representação de monstro provoca um efeito de sentido que possibilita que um outro sujeito possa simbolizar, constituindo mais um jogo de sentido. No interdiscurso, buscamos o contínuo discursivo desencadeado pelo discurso da mídia e neste o funcionamento ideológico que se possibilita no jogo de polissemia e de paráfrases que são constitutivas do discurso da mídia.

"Action stage design" is a term which was originally used in the mid-70s in the connection with 1975 Prague Quadrennial. Soviet critic Viktor Berjozkin chose this term to describe a new approach which was apparent in the majority of national expositions. It was an alternative approach to dramatic space, the traditional proscenium theater was systematically abandoned. New possibilities of producing in non-traditional, mainly non- theatrical spaces which offered closer contact with audience were searched. In aesthetic approaches the action stage design abandoned rampant focus on art, illusoriness, embellishment and complicated technical solutions. On the contrary it took inspiration from "earth works" (arte povera) and pop-art. They used "poor" - which means - common and natural materials [mainly fabrics] and everyday objects. Simplicity and inventiveness became an important requirement of the new aesthetics, as well as constant confrontation of dramatic and empirical reality. Stage props were meant to be mainly polysemous. It means that a scenic element could change its meaning and function a few times during the performance thanks to actors activity. For example - a bed became a dining table, an altar, or a prison. It demanded big imagination of spectators, they often became a part of performance....

In Norstedts Comprehensive English-Swedish Dictionary (2000) it is said that the numbered list of senses under each headword is frequency ordered. Thus, the aim of this study is to see whether this frequency order of senses agrees with the frequencies appearing in the British National Corpus (BNC). Five English, polysemous verbs were studied. For each verb, a simple search in the corpus was carried out, displaying 50 random occurrences. Each collocate was encoded with the most compatible sense from the numbered list of senses in the dictionary. The encoded tokens were compiled and listed in frequency order. This list was compared to the dictionary's list of senses. Only two of the verbs reached agreement between the highest ranked dictionary sense and the most frequent sense in the BNC simple search. None of the verbs' dictionary orders agreed completely with the emerged frequency order of the corpus occurrences, why complementary collocational learning is advocated.