Made available in DSpace on 2014-06-11T19:22:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-05-20Bitstream added on 2014-06-13T19:48:36Z : No. of bitstreams: 1 duran_ms_me_sjrp_prot.pdf: 620903 bytes, checksum: 693ba01a05848c9dd2baaae12aa97988 (MD5) / Da segunda metade do século XX até os dias atuais podemos observar uma crescente preocupação dos projetos lexicográficos em atender às necessidades dos aprendizes e, em especial, dos aprendizes de línguas estrangeiras. Diversas pesquisas têm gerado um arcabouço de conhecimentos e constituindo a chamada Metalexicografia Pedagógica. Nesse contexto, surgiram várias inovações, dentre as quais o dicionário semibilíngüe. Esse tipo de dicionário tem sido discutido internacionalmente, mas ainda não existe um consenso quanto à sua inserção na classificação tipológica geral. O presente trabalho, além de trazer uma seleção de recentes contribuições que associam o dicionário ao ensino de línguas estrangeiras, tem por principal objetivo apresentar uma proposta de inserção do dicionário semibilíngüe na tipologia de dicionários. Para isso, parte da verificação de três hipóteses: 1) trata-se de um novo tipo de dicionário, alternativo ao bilíngüe e ao monolíngüe; 2) trata-se de um sucedâneo do dicionário bilíngüe; 3) trata-se de um subtipo do dicionário bilíngüe. Percorrendo o caminho dos principais pesquisadores na área da Metalexicografia Pedagógica e analisando contrastivamente os dicionários bilíngüe e semibilíngüe, são reunidos subsídios que levam à conclusão de que o semibilíngüe é um subtipo do dicionário bilíngüe. O trabalho propõe, também, uma nova denominação para o dicionário semibilíngüe - dicionário bilíngüe pedagógico -, mostrando por que a atual terminologia não é a mais adequada. / From the second half of last century, there is an increasing effort in lexicographic projects to satisfy learners needs, notably foreign languages learners. In this context, several researches embody a new field of investigation that may be called Pedagogical Metalexicography. Among the pedagogical lexicographic innovations, the very first bilingual one seems to be the semi-bilingual dictionary. As the typological classification of this kind of dictionary is still under discussion, this work presents a proposal for it. Three hypothesis are verified: 1) semi-bilingual is a new type of dictionary, alternative to the bilingual and monolingual ones; 2) it is a substitute for the bilingual dictionary; 3) it is a subtype of bilingual dictionary. Following the path of the more representative researchers in Pedagogical Metalexicography, and contrasting bilingual dictionary with the semi-bilingual one, this work concludes that semi-bilingual is a subtype of the bilingual dictionary. Finally, it is also proposed and justified a new denomination for semi-bilingual dictionary - pedagogical bilingual dictionary.

A inclusão dos dicionários escolares de língua portuguesa no Programa Nacional do Livro didático, no início dos anos 2000, alavancou consideravelmente o interesse por este tipo de obra no Brasil, tanto por parte de estudiosos da linguagem, como por parte de editoras e órgãos governamentais. No entanto, ainda que o aumento na demanda tenha impulsionado a produção dicionarística do mercado editorial brasileiro, pouco se tem refletido sobre como compilar dicionários voltados ao público escolar à luz de parâmetros teóricos e metodológicos. Como resultado, verifica-se a proliferação de obras elaboradas sob critérios demasiadamente impressionistas e que pouco atendem aos anseios de seus potenciais consulentes. Com o objetivo de preencher uma das tantas lacunas da pesquisa lexicográfica brasileira, a presente tese doutoral elabora uma metodologia que, fundamentada nos princípios da semântica cognitiva, almeja auxiliar a geração de paráfrases explanatórias voltadas a alunos do segundo ciclo do ensino fundamental. Para tanto, foi necessário reavaliar a atual proposta do PNLD Dicionários, com especial atenção ao primeiro e ao segundo ciclo do ensino fundamental, e reformular a classificação das obras lexicográficas escolares deste período. A partir desta reformulação, propôs-se a elaboração de um dicionário intermediário, voltado para o segundo ciclo do ensino fundamental, e especificaram-se as características essenciais da obra (enquadramento taxonômico, perfil do usuário e função). Fixadas estas informações, passou-se ao desenvolvimento da metodologia propriamente dita, cuja aplicação se restringiu ao grupo dos substantivos. A elaboração da metodologia pressupôs (a) o enquadramento das paráfrases em uma taxonomia de paráfrases explanatórias, (b) a formulação de padrões sintáticos tendo em vista as especificidades do tipo de substantivo a ser definido, e (c) a aplicação de princípios da semântica cognitiva na seleção das informações vinculadas pela paráfrase. Os resultados obtidos permitiram a elaboração de paráfrases ad hoc orientadas teórica e metodologicamente ao público ao qual se destinam. Ao final da tese, avaliou-se o nível de inteligibilidade das paráfrases por intermédio de uma ferramenta de processamento da linguagem natural. Os resultados da análise sugerem que, de maneira geral, as paráfrases elaboradas estão em consonância com a capacidade de interpretação de alunos do segundo ciclo do ensino fundamental, cumprindo, assim, os objetivos da tese e propiciando um avanço à lexicografia pedagógica brasileira. / The inclusion of school dictionaries in Programa Nacional do Livro Didático [Brazilian textbook national programme], in the early 2000s, has dramatically increased the interest of language experts as well as publishing companies and government entities in this kind of reference work. However, although the increase in demand has expanded dictionary production among Brazilian publishing houses, there has been very little thought on how to compile school dictionaries taking into account theoretical and methodological parameters. As a result, there is a proliferation of school dictionaries produced based on impressionistic criteria and which do not really help their potential users. To fulfill one of the many gaps of the Brazilian lexicographical research, this PhD dissertation proposes a methodology which, based on cognitive semantics principles, will contribute to the writing of lexicographical definitions for children aged 9 and 10. Therefore, the current lexicographical proposal by the Brazilian textbook national programme had to be re-evaluated and reformulated, with special attention to the first five years of primary school. After that, it was suggested an intermediate dictionary, which would be suitable for the 4th and 5th years of primary school, and the main features of this specific dictionary (taxonomic classification, user profile and function) were established. Bearing in mind all those items, the methodology itself could be developed, with its application restricted to the noun class, only. The methodology combined (a) the classification of the definitions into a taxonomy of lexicographical definitions, (b) the formulation of distinct syntactic patterns according to the different kinds of nouns, and (c) the use of cognitive semantic principles to select the information offered by the definition. The results allowed the creation of ad hoc definitions sustained by a theoretical and methodological framework which takes into account the target audience of the definition. At the end of the dissertation, the readability level of the definitions was evaluated using a natural language processing tool. The analysis results suggest that, in general, the definitions created using the methodology are in consonance with the interpretative capacity of students in the 4th and 5th years of primary school, hence reaching the dissertation goals and providing the Brazilian pedagogical lexicography with major improvements.

Orientador: Claudia Maria Xatara / Banca: Jelssa Ciardi Avolio / Banca: Maria Cristina Parreira da Silva / Resumo: Da segunda metade do século XX até os dias atuais podemos observar uma crescente preocupação dos projetos lexicográficos em atender às necessidades dos aprendizes e, em especial, dos aprendizes de línguas estrangeiras. Diversas pesquisas têm gerado um arcabouço de conhecimentos e constituindo a chamada Metalexicografia Pedagógica. Nesse contexto, surgiram várias inovações, dentre as quais o dicionário semibilíngüe. Esse tipo de dicionário tem sido discutido internacionalmente, mas ainda não existe um consenso quanto à sua inserção na classificação tipológica geral. O presente trabalho, além de trazer uma seleção de recentes contribuições que associam o dicionário ao ensino de línguas estrangeiras, tem por principal objetivo apresentar uma proposta de inserção do dicionário semibilíngüe na tipologia de dicionários. Para isso, parte da verificação de três hipóteses: 1) trata-se de um novo tipo de dicionário, alternativo ao bilíngüe e ao monolíngüe; 2) trata-se de um sucedâneo do dicionário bilíngüe; 3) trata-se de um subtipo do dicionário bilíngüe. Percorrendo o caminho dos principais pesquisadores na área da Metalexicografia Pedagógica e analisando contrastivamente os dicionários bilíngüe e semibilíngüe, são reunidos subsídios que levam à conclusão de que o semibilíngüe é um subtipo do dicionário bilíngüe. O trabalho propõe, também, uma nova denominação para o dicionário semibilíngüe - "dicionário bilíngüe pedagógico" -, mostrando por que a atual terminologia não é a mais adequada. / Abstract: From the second half of last century, there is an increasing effort in lexicographic projects to satisfy learners’ needs, notably foreign languages learners. In this context, several researches embody a new field of investigation that may be called Pedagogical Metalexicography. Among the pedagogical lexicographic innovations, the very first bilingual one seems to be the semi-bilingual dictionary. As the typological classification of this kind of dictionary is still under discussion, this work presents a proposal for it. Three hypothesis are verified: 1) semi-bilingual is a new type of dictionary, alternative to the bilingual and monolingual ones; 2) it is a substitute for the bilingual dictionary; 3) it is a subtype of bilingual dictionary. Following the path of the more representative researchers in Pedagogical Metalexicography, and contrasting bilingual dictionary with the semi-bilingual one, this work concludes that semi-bilingual is a subtype of the bilingual dictionary. Finally, it is also proposed and justified a new denomination for semi-bilingual dictionary - "pedagogical bilingual dictionary". / Mestre

A inclusão dos dicionários escolares de língua portuguesa no Programa Nacional do Livro didático, no início dos anos 2000, alavancou consideravelmente o interesse por este tipo de obra no Brasil, tanto por parte de estudiosos da linguagem, como por parte de editoras e órgãos governamentais. No entanto, ainda que o aumento na demanda tenha impulsionado a produção dicionarística do mercado editorial brasileiro, pouco se tem refletido sobre como compilar dicionários voltados ao público escolar à luz de parâmetros teóricos e metodológicos. Como resultado, verifica-se a proliferação de obras elaboradas sob critérios demasiadamente impressionistas e que pouco atendem aos anseios de seus potenciais consulentes. Com o objetivo de preencher uma das tantas lacunas da pesquisa lexicográfica brasileira, a presente tese doutoral elabora uma metodologia que, fundamentada nos princípios da semântica cognitiva, almeja auxiliar a geração de paráfrases explanatórias voltadas a alunos do segundo ciclo do ensino fundamental. Para tanto, foi necessário reavaliar a atual proposta do PNLD Dicionários, com especial atenção ao primeiro e ao segundo ciclo do ensino fundamental, e reformular a classificação das obras lexicográficas escolares deste período. A partir desta reformulação, propôs-se a elaboração de um dicionário intermediário, voltado para o segundo ciclo do ensino fundamental, e especificaram-se as características essenciais da obra (enquadramento taxonômico, perfil do usuário e função). Fixadas estas informações, passou-se ao desenvolvimento da metodologia propriamente dita, cuja aplicação se restringiu ao grupo dos substantivos. A elaboração da metodologia pressupôs (a) o enquadramento das paráfrases em uma taxonomia de paráfrases explanatórias, (b) a formulação de padrões sintáticos tendo em vista as especificidades do tipo de substantivo a ser definido, e (c) a aplicação de princípios da semântica cognitiva na seleção das informações vinculadas pela paráfrase. Os resultados obtidos permitiram a elaboração de paráfrases ad hoc orientadas teórica e metodologicamente ao público ao qual se destinam. Ao final da tese, avaliou-se o nível de inteligibilidade das paráfrases por intermédio de uma ferramenta de processamento da linguagem natural. Os resultados da análise sugerem que, de maneira geral, as paráfrases elaboradas estão em consonância com a capacidade de interpretação de alunos do segundo ciclo do ensino fundamental, cumprindo, assim, os objetivos da tese e propiciando um avanço à lexicografia pedagógica brasileira. / The inclusion of school dictionaries in Programa Nacional do Livro Didático [Brazilian textbook national programme], in the early 2000s, has dramatically increased the interest of language experts as well as publishing companies and government entities in this kind of reference work. However, although the increase in demand has expanded dictionary production among Brazilian publishing houses, there has been very little thought on how to compile school dictionaries taking into account theoretical and methodological parameters. As a result, there is a proliferation of school dictionaries produced based on impressionistic criteria and which do not really help their potential users. To fulfill one of the many gaps of the Brazilian lexicographical research, this PhD dissertation proposes a methodology which, based on cognitive semantics principles, will contribute to the writing of lexicographical definitions for children aged 9 and 10. Therefore, the current lexicographical proposal by the Brazilian textbook national programme had to be re-evaluated and reformulated, with special attention to the first five years of primary school. After that, it was suggested an intermediate dictionary, which would be suitable for the 4th and 5th years of primary school, and the main features of this specific dictionary (taxonomic classification, user profile and function) were established. Bearing in mind all those items, the methodology itself could be developed, with its application restricted to the noun class, only. The methodology combined (a) the classification of the definitions into a taxonomy of lexicographical definitions, (b) the formulation of distinct syntactic patterns according to the different kinds of nouns, and (c) the use of cognitive semantic principles to select the information offered by the definition. The results allowed the creation of ad hoc definitions sustained by a theoretical and methodological framework which takes into account the target audience of the definition. At the end of the dissertation, the readability level of the definitions was evaluated using a natural language processing tool. The analysis results suggest that, in general, the definitions created using the methodology are in consonance with the interpretative capacity of students in the 4th and 5th years of primary school, hence reaching the dissertation goals and providing the Brazilian pedagogical lexicography with major improvements.

A inclusão dos dicionários escolares de língua portuguesa no Programa Nacional do Livro didático, no início dos anos 2000, alavancou consideravelmente o interesse por este tipo de obra no Brasil, tanto por parte de estudiosos da linguagem, como por parte de editoras e órgãos governamentais. No entanto, ainda que o aumento na demanda tenha impulsionado a produção dicionarística do mercado editorial brasileiro, pouco se tem refletido sobre como compilar dicionários voltados ao público escolar à luz de parâmetros teóricos e metodológicos. Como resultado, verifica-se a proliferação de obras elaboradas sob critérios demasiadamente impressionistas e que pouco atendem aos anseios de seus potenciais consulentes. Com o objetivo de preencher uma das tantas lacunas da pesquisa lexicográfica brasileira, a presente tese doutoral elabora uma metodologia que, fundamentada nos princípios da semântica cognitiva, almeja auxiliar a geração de paráfrases explanatórias voltadas a alunos do segundo ciclo do ensino fundamental. Para tanto, foi necessário reavaliar a atual proposta do PNLD Dicionários, com especial atenção ao primeiro e ao segundo ciclo do ensino fundamental, e reformular a classificação das obras lexicográficas escolares deste período. A partir desta reformulação, propôs-se a elaboração de um dicionário intermediário, voltado para o segundo ciclo do ensino fundamental, e especificaram-se as características essenciais da obra (enquadramento taxonômico, perfil do usuário e função). Fixadas estas informações, passou-se ao desenvolvimento da metodologia propriamente dita, cuja aplicação se restringiu ao grupo dos substantivos. A elaboração da metodologia pressupôs (a) o enquadramento das paráfrases em uma taxonomia de paráfrases explanatórias, (b) a formulação de padrões sintáticos tendo em vista as especificidades do tipo de substantivo a ser definido, e (c) a aplicação de princípios da semântica cognitiva na seleção das informações vinculadas pela paráfrase. Os resultados obtidos permitiram a elaboração de paráfrases ad hoc orientadas teórica e metodologicamente ao público ao qual se destinam. Ao final da tese, avaliou-se o nível de inteligibilidade das paráfrases por intermédio de uma ferramenta de processamento da linguagem natural. Os resultados da análise sugerem que, de maneira geral, as paráfrases elaboradas estão em consonância com a capacidade de interpretação de alunos do segundo ciclo do ensino fundamental, cumprindo, assim, os objetivos da tese e propiciando um avanço à lexicografia pedagógica brasileira. / The inclusion of school dictionaries in Programa Nacional do Livro Didático [Brazilian textbook national programme], in the early 2000s, has dramatically increased the interest of language experts as well as publishing companies and government entities in this kind of reference work. However, although the increase in demand has expanded dictionary production among Brazilian publishing houses, there has been very little thought on how to compile school dictionaries taking into account theoretical and methodological parameters. As a result, there is a proliferation of school dictionaries produced based on impressionistic criteria and which do not really help their potential users. To fulfill one of the many gaps of the Brazilian lexicographical research, this PhD dissertation proposes a methodology which, based on cognitive semantics principles, will contribute to the writing of lexicographical definitions for children aged 9 and 10. Therefore, the current lexicographical proposal by the Brazilian textbook national programme had to be re-evaluated and reformulated, with special attention to the first five years of primary school. After that, it was suggested an intermediate dictionary, which would be suitable for the 4th and 5th years of primary school, and the main features of this specific dictionary (taxonomic classification, user profile and function) were established. Bearing in mind all those items, the methodology itself could be developed, with its application restricted to the noun class, only. The methodology combined (a) the classification of the definitions into a taxonomy of lexicographical definitions, (b) the formulation of distinct syntactic patterns according to the different kinds of nouns, and (c) the use of cognitive semantic principles to select the information offered by the definition. The results allowed the creation of ad hoc definitions sustained by a theoretical and methodological framework which takes into account the target audience of the definition. At the end of the dissertation, the readability level of the definitions was evaluated using a natural language processing tool. The analysis results suggest that, in general, the definitions created using the methodology are in consonance with the interpretative capacity of students in the 4th and 5th years of primary school, hence reaching the dissertation goals and providing the Brazilian pedagogical lexicography with major improvements.

Nosso trabalho apresenta uma proposta de uso didático do dicionário eletrônico monolíngue online Vocabolario Treccani, como uma ferramenta de aprendizagem de italiano aos professores e alunos dos CELs (Centros de Estudo de Línguas da rede pública estadual de São Paulo). O embasamento teórico adota a concepção de emprego do dicionário nos estudos de línguas estrangeiras apresentados por Zucchi (2010) e por Corino e Marello (2010). As atividades foram oferecidas aos docentes de italiano dos CELs em duas palestras 2013 e 2014 , com o objetivo de contribuir para a formação continuada dos professores de língua italiana, especificamente no trato com a Lexicografia Pedagógica (Welker 2008). Na segunda palestra, os professores de italiano responderam a um questionário que serviu de mapeamento para observarmos a necessidade de um aprofundamento nos Estudos do Léxico e no uso dos dicionários em sala de aula. Além disso, buscamos explanar ainda os recursos disponíveis no próprio site do Vocabolario Treccani que auxiliem nas atividades de busca e compreensão lexical e mostrá-lo como um facilitador na pesquisa do contexto de aprendizagem referente à língua italiana, afirmando que as atividades que necessitam do uso dos dicionários não devem ser reduzidas a simples exercícios de pesquisa vocabular. Para tanto, elaboramos um caderno de atividades para o professor cujo intuito é incentivar o aprendiz de italiano a incorporar o uso do dicionário eletrônico online Vocabolario Treccani ao seu cotidiano, nas práticas de compreensão escrita, além de visar à aquisição do léxico e à aplicação vocabular nos contextos de uso. Ademais, um tutorial foi elaborado com o objetivo de explorar as potencialidades de uso do Vocabolario Treccani. Por fim, as contribuições que um dicionário eletrônico online pode trazer à aprendizagem da língua estrangeira vão desde o uso direcionado em sala de aula pelo professor até a autonomia do aluno nas atividades de pesquisa lexical. / This study presents a proposal for a didactic use of the Online Electronic Monolingual Dictionary, called Vocabolario Treccani, as an Italian learning tool for teachers and students of CELs (Center of Language Studies operating in public schools of São Paulo State). The theoretical basis adopts the conception of the dictionary use in foreign language studies presented by Zucchi (2010), Corino and Marello (2010). Activities were offered to CELs Italian teachers in two lectures - 2013 and 2014 -, in order to contribute to the continuing education of Italian teachers, specifically by dealing with the Pedagogical lexicography (Welker 2008). On the second lecture, the Italian teachers answered to a questionnaire that served as a mapping to observe the needs for a deepening in the Lexical Studies and in the use of the dictionaries during classroom. Furthermore, we also tried to explain all the resources available in the Vocabolario Treccani website, that can aid in activities search and lexical comprehension, and showed that this website is a facilitator in the study of the learning context when concerning the Italian language, stating that activities that requires the use of dictionaries must not be reduced to simple vocabulary research exercises. For this purpose, we formulated a notebook full of activities for those teachers with the purpose of encouraging the Italian learners to incorporate the use of the online electronic dictionary Vocabolario Treccani to their everyday life, in written comprehension practices, besides aiming at a lexicon acquisition and word application in the contexts of use. In addition, a tutorial was developed with the purpose of exploring the potentialities of using the Vocabolario Treccani. Finally, the contributions that an online electronic dictionary may bring to the foreign language learner goes from a directed use inside the classroom by the teacher until the learners autonomy in the lexical research activities.

Nosso trabalho apresenta uma proposta de uso didático do dicionário eletrônico monolíngue online Vocabolario Treccani, como uma ferramenta de aprendizagem de italiano aos professores e alunos dos CELs (Centros de Estudo de Línguas da rede pública estadual de São Paulo). O embasamento teórico adota a concepção de emprego do dicionário nos estudos de línguas estrangeiras apresentados por Zucchi (2010) e por Corino e Marello (2010). As atividades foram oferecidas aos docentes de italiano dos CELs em duas palestras 2013 e 2014 , com o objetivo de contribuir para a formação continuada dos professores de língua italiana, especificamente no trato com a Lexicografia Pedagógica (Welker 2008). Na segunda palestra, os professores de italiano responderam a um questionário que serviu de mapeamento para observarmos a necessidade de um aprofundamento nos Estudos do Léxico e no uso dos dicionários em sala de aula. Além disso, buscamos explanar ainda os recursos disponíveis no próprio site do Vocabolario Treccani que auxiliem nas atividades de busca e compreensão lexical e mostrá-lo como um facilitador na pesquisa do contexto de aprendizagem referente à língua italiana, afirmando que as atividades que necessitam do uso dos dicionários não devem ser reduzidas a simples exercícios de pesquisa vocabular. Para tanto, elaboramos um caderno de atividades para o professor cujo intuito é incentivar o aprendiz de italiano a incorporar o uso do dicionário eletrônico online Vocabolario Treccani ao seu cotidiano, nas práticas de compreensão escrita, além de visar à aquisição do léxico e à aplicação vocabular nos contextos de uso. Ademais, um tutorial foi elaborado com o objetivo de explorar as potencialidades de uso do Vocabolario Treccani. Por fim, as contribuições que um dicionário eletrônico online pode trazer à aprendizagem da língua estrangeira vão desde o uso direcionado em sala de aula pelo professor até a autonomia do aluno nas atividades de pesquisa lexical. / This study presents a proposal for a didactic use of the Online Electronic Monolingual Dictionary, called Vocabolario Treccani, as an Italian learning tool for teachers and students of CELs (Center of Language Studies operating in public schools of São Paulo State). The theoretical basis adopts the conception of the dictionary use in foreign language studies presented by Zucchi (2010), Corino and Marello (2010). Activities were offered to CELs Italian teachers in two lectures - 2013 and 2014 -, in order to contribute to the continuing education of Italian teachers, specifically by dealing with the Pedagogical lexicography (Welker 2008). On the second lecture, the Italian teachers answered to a questionnaire that served as a mapping to observe the needs for a deepening in the Lexical Studies and in the use of the dictionaries during classroom. Furthermore, we also tried to explain all the resources available in the Vocabolario Treccani website, that can aid in activities search and lexical comprehension, and showed that this website is a facilitator in the study of the learning context when concerning the Italian language, stating that activities that requires the use of dictionaries must not be reduced to simple vocabulary research exercises. For this purpose, we formulated a notebook full of activities for those teachers with the purpose of encouraging the Italian learners to incorporate the use of the online electronic dictionary Vocabolario Treccani to their everyday life, in written comprehension practices, besides aiming at a lexicon acquisition and word application in the contexts of use. In addition, a tutorial was developed with the purpose of exploring the potentialities of using the Vocabolario Treccani. Finally, the contributions that an online electronic dictionary may bring to the foreign language learner goes from a directed use inside the classroom by the teacher until the learners autonomy in the lexical research activities.

Cette étude s’appuie sur l’enseignement de la lecture-compréhension en français pour un public universitaire débutant en FLE au Brésil. Après avoir fait le point sur cette approche didactique et les enjeux de l’enseignement-apprentissage de la lecture en langue étrangère, dans lequel l’acquisition lexicale joue un rôle important, nous rappelons des notions-clés de la lexicologie et de la sémantique lexicale et présentons le cadre des travaux développés en lexicographie pédagogique, où nous situons plus précisément notre travail. En effet, malgré la diffusion de cet enseignement parmi les étudiants en Amérique latine et sa constante réélaboration afin de rendre compte de nouvelles situations d’apprentissage, il présente des lacunes importantes. Ces lacunes se trouvent autour d’un point névralgique pour une grande partie des lecteurs : le déficit lexical. Un déficit qui n’est pas lié qu’à un simple manque de vocabulaire, mais qui passe aussi par un savoir-apprendre les mots. Cette situation est mise à l’épreuve dans cette thèse par deux recherches expérimentales. Une première recherche à caractère plutôt prospectif vise à repérer le rôle du dictionnaire, et particulièrement du dictionnaire bilingue lors de la lecture et l’effet de son usage sur la construction du sens. Une deuxième recherche met en rapport l’emploi de deux outils lexicographiques, un dictionnaire bilingue et un dictionnaire pédagogique destiné à des apprenants de FLE. Ces recherches nous donnent des pistes essentielles pour l’intégration de l’étude lexicale à ce genre d’enseignement et sont complétées par l’analyse des dictionnaires disponibles pour ce public particulier. Ce parcours nous aide à tracer les principes méthodologiques pour l’élaboration d’un dictionnaire pédagogique d’appui à la lecture et à l’acquisition lexicale fondés sur la lexicographie fonctionnelle. / This study is based on the teaching model of reading French as a foreign language by university students who are beginners in this language in Brazil. After presenting the essential topics of this didactic approach and the issues related to the teaching-learning process when reading in a foreign language, in which the lexical acquisition plays a major role, we present the basics of lexicology and lexical semantics, and finally we portray the works developed in pedagogical lexicography, in which we place this study. Regardless of its dissemination among Latin America students and of its continuous reformulation to account for new learning situations, this teaching method contains some gaps. The gaps refer to a critical issue for a large number of readers: the lack of lexical knowledge. This issue relates not only to a lack of vocabulary knowledge, but also to the ability of word learning. In this study, this question has been further studied based on two experimental researches. The first one, using a more prospective approach, aims at identifying the role of the dictionary–especially bilingual dictionaries–in the reading process and the effects of dictionary use in the construction of meaning. The second one compares the use of two lexicographic instruments: a bilingual dictionary and a pedagogical dictionary for learners of French as a foreign language. Both researches yield important information about the integration of a lexical study with this teaching model; additionally, they are complemented by the analysis of the dictionaries available to this target audience. In this way, we can set methodological principles to build a pedagogical dictionary that helps students in reading activities and that supports vocabulary acquisition on the basis of functional lexicography.

Η διατριβή επικεντρώνεται στη συζήτηση ζητημάτων σχεδιασμού και διδακτικής αξιοποίησης που αφορούν τους λεξικογραφικούς ορισμούς στα μονόγλωσσα ελληνικά παιδαγωγικά λεξικά. Κύριος σκοπός της είναι η διερεύνηση της αποτελεσματικότητας διαφορετικών λεξικογραφικών προσεγγίσεων στη διατύπωση των ορισμών από την πλευρά του χρήστη. Με βάση το θέμα της και τη μεθοδολογική της προσέγγιση εντάσσεται στο επίκαιρο και αναπτυσσόμενο πεδίο της λεξικογραφίας που αφορά τη χρήση του λεξικού. Η πρωτοτυπία της έγκειται στο ότι διερευνά ζητήματα σχετικά με τη χρήση του λεξικού από μια ηλικιακή ομάδα που ελάχιστα μέχρι σήμερα έχει αποτελέσει ομάδα-στόχο πειραματικών ερευνών στη διεθνή λεξικογραφική βιβλιογραφία, πολύ λιγότερο δε στην ελληνική γλώσσα, για την οποία οι ελάχιστες ερευνητικές μελέτες σε αυτό το πεδίο βασίζονται σε ερωτηματολόγια και όχι σε πειραματικά δεδομένα. Στο θεωρητικό σκέλος, παρουσιάζονται παραδοσιακές τεχνικές (αναλυτικοί ορισμοί, ορισμοί με συνώνυμα και μορφολογικοί ορισμοί) και σύγχρονες τεχνικές (ορισμοί με πλήρη πρόταση) που κρίθηκε ότι επηρεάζουν το περιεχόμενο και τη μορφή των ορισμών, και τελικά το βαθμό κατανόησής τους από τους τελικούς αναγνώστες. Στο εμπειρικό σκέλος, παρουσιάζεται η πειραματική έρευνα στην οποία συμμετέχουν 351 μαθητές των δύο τελευταίων τάξεων του δημοτικού. Στόχος της έρευνας είναι να αξιολογήσει την αποτελεσματικότητα παραδοσιακών και των πιο σύγχρονων προσεγγίσεων στη διατύπωση των λεξικογραφικών ορισμών, με βάση την επίδοση των μαθητών σε δύο τεστ (παραγωγή προτάσεων και κατανόηση σημασίας). Το ποσοστό των σωστών απαντήσεων για τους μαθητές που συμβουλεύτηκαν τους προτασιακούς ορισμούς ανέρχεται στο 72,4%, ενώ τα ποσοστά των σωστών απαντήσεων των μαθητών που συμβουλεύτηκαν τους παραδοσιακούς ορισμούς με δυσκολότερο και απλούστερο λεξιλόγιο ανήλθαν στο 22,9% και 26,6% αντίστοιχα. Ειδικότερα, παρατηρήθηκε ότι οι προτασιακοί ορισμοί βοήθησαν στην αποτελεσματικότερη κατανόηση της σημασίας μιας λέξης αλλά και στην ενεργοποίηση παραγωγικών μηχανισμών σύνδεσης της περιγραφόμενης σημασίας με τις πραγματολογικές καταστάσεις στις οποίες αυτή συνήθως χρησιμοποιείται. Η δήλωση των συμφραστικών επιλογών και των σημασιολογικών προτιμήσεων μιας λέξης μέσα στο κείμενο του ορισμού, σε ρέοντα φυσικό λόγο, βοηθά την ορθή χρήση και την ορθή αναγνώριση της σημασίας των λέξεων, ενώ ειδικότερα στην παραγωγή προτάσεων ενεργοποιεί συνδέσεις μεταξύ συστηματικών σημασιολογικών σχέσεων μέσω λογικών συναγωγών, που βοηθούν τους μαθητές να χρησιμοποιούν παραγωγικότερα τις λέξεις στα δικά τους κείμενα. Η δήλωση της συντακτικής συμπεριφοράς μέσα στο κείμενο του ορισμού βοηθά τους μαθητές να αναπαραγάγουν σε ικανοποιητικό βαθμό τη συντακτική δομή των λέξεων κατά τη δημιουργία δικών τους προτάσεων. Τέλος, με βάση και τα αποτελέσματα της έρευνας, διατυπώνονται προτάσεις και δραστηριότητες για την εκπαίδευση των μαθητών στην αποτελεσματικότερη χρήση και αξιοποίηση των λεξικογραφικών ορισμών. / In the present thesis, we discuss issues concerning the design of Greek pedagogical dictionaries and the teaching of dictionary use. More specifically, emphasis is given on issues concerning the design of definitions in these dictionaries as well as students’s training for more effective use of dictionary definitions. We discuss traditional and contemporary defining approaches and we conduct an experimental research in order to investigate the effectiveness of these approaches, as they are represented by three Greek pedagogical dictionaries. The research aims at revealing which defining approach contributes more effectively in the comprehension and production of word’s meaning by students of senior primary school. In the Part I, we present the contemporary framework of pedagogical lexicography and we discuss the need for research on dictionary use. In order to better illustrate the contemporary scene of pedagogical lexicography, we present the component parts of dictionaries, as well as the structure of the lexicographic entry in the monolingual pedagogical dictionaries, and we summarise how computer has influenced the form and the content of the contemporary dictionary. In the Part II, we summarise the different views in the relevant bibliography regarding the term “definition”, and we also present traditional and contemporary defining techniques that seem to influence the content and the form of definitions, and accordingly their accessibility by the dictionary users. In the framework of traditional techniques, we examine the conventional dictionary definition, which, as regards its content, focuses in the description of the essential characteristics of the word meaning and, as regards its form is characterised by elliptical phrases, the use of synonyms and derivatives, certain formulaic defining components, and normally difficult vocabulary. As an alternative to the traditional defining approach, we examine the example of full-sentence definitions, which instead of elliptical phrases they make use of the full sentence scheme, in order to explain not only the meaning of words but also the most typical instances of the words’s use. In the Part III, we make a review of the methodological considerations on the research of dictionary use, illustrating thus the general framework according to which our own research is viewed. Next, we discuss issues concerning teaching of the so-called reference skills of the dictionary users, aiming at a most effective use of the dictionary in general and in a more effective grasp and exploitation of the dictionary definitions in particular. The Part IV presents the experimental research with 351 Greek native speakers, students of senior primary school. The aim of the research is to evaluate the effectiveness of the traditional and the more contemporary defining approaches that was analysed in the theoretical part of the study, measuring students’s performance in two tasks. The subjects that took part in the experiment were accidentally separated in three different teams; the first team consulted traditional definitions without vocabulary restrictions, the second team consulted traditional definitions with easier vocabulary, and the third team consulted full-sentence definitions. In the first task, students were asked to produce their own sentences, after they have read the relevant definitions for six (6) words, and in the latter task they were asked to identify the right meaning of nine (9) words in multiple choice exercises. At the end of this part we summarise the conclusions of the experiment. In both production and identification tasks, the full-sentence definitions yielded 72,4% correct answers, while the traditional definitions with difficult and less difficult vocabulary yielded 22,9% and 26,6% respectively. More specifically, it was observed that the full-sentence definitions, focusing on the description of prototypical characteristics, were proved more effective in helping students understand word meaning and also more effective in activating productive mechanisms towards linking of the described meaning to its typical instances of use. Inclusion of semantic preferences and syntactic structure of a word in its definition helped students to use the described word more effectively in their own sentences. Moreover, the definition’s simple vocabulary and simple structure made meaning of a word more accessible. Finally, the use of a full-sentence instead of an elliptical phrase directs the attention of students to the whole phrasing of the definition, thus helping them avoid basing interpretation of the word’s meaning in one word or one phrase of the definition, a behaviour that was proved to be triggered by the traditional definitions. In the Part V, taking in account the experiment’s results, we present classroom activities for training students towards more effective consulting and use of dictionary definitions.

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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