<p><strong>ABSTRACT</strong></p><p> </p><p><strong>Title</strong>: Les verbes à particule dans quatre traductions suédoise. Analyse contrastive entre langue source et langue cible.</p><p><strong>Language</strong>: French</p><p><strong>Author</strong>: Annika Holmé</p><p><strong>University/Department/Year: </strong>Linnæus University/School of Language and Literature/2010</p><p> </p><p> </p><p>In modern French there are no phrasal verbs and the aim of this essay is to analyse what happens to the meaning of French data, when translated into Swedish phrasal verbs. In Swedish there is very often a choice between a phrasal verb and a simple verb, for example <em>starta </em>et <em>starta upp</em>.</p><p>This is a contrastive analysis based on four different translations from French into Swedish, one of which is technical, one economic, one cultural and one political. In these four translations there were in total 128 examples of a Swedish phrasal verb, or in some cases past participles. Our analysis comprises the following particles (adverbs and prepositions): <em>av</em>, <em>i</em>, <em>ihop</em>, <em>in</em>, <em>ner</em>, <em>om</em>, <em>på</em>, <em>till</em>, <em>upp</em> and <em>ut</em>. We have analysed 43 cases where these particles have occurred.</p><p>First of all, we define the meaning of the French data (which is not always a verb) and then we define the Swedish translation with a phrasal verb. Next, we compare both meanings, in order to see if the presence of the particle has kept, changed or modified the meaning between source and target text. Finally, we explain the reason behind each translation.</p><p>Our analysis revealed that the meaning was sometimes made explicit, as in <em>spara in</em>. In other cases, the meaning was intensified, as in <em>driva på.</em> Furthermore, the analysis revealed a difference in levels of style, where in some cases the presence of a particle passed on a more informal style in the target text in comparison to the source text, as in <em>starta upp</em>.</p><p><strong>Keywords</strong>: translation, French, Swedish, phrasal verbs, comparison, meaning, Aktionsart</p><p> </p><p> </p><p> </p>

ABSTRACT   Title: Les verbes à particule dans quatre traductions suédoise. Analyse contrastive entre langue source et langue cible. Language: French Author: Annika Holmé University/Department/Year: Linnæus University/School of Language and Literature/2010     In modern French there are no phrasal verbs and the aim of this essay is to analyse what happens to the meaning of French data, when translated into Swedish phrasal verbs. In Swedish there is very often a choice between a phrasal verb and a simple verb, for example starta et starta upp. This is a contrastive analysis based on four different translations from French into Swedish, one of which is technical, one economic, one cultural and one political. In these four translations there were in total 128 examples of a Swedish phrasal verb, or in some cases past participles. Our analysis comprises the following particles (adverbs and prepositions): av, i, ihop, in, ner, om, på, till, upp and ut. We have analysed 43 cases where these particles have occurred. First of all, we define the meaning of the French data (which is not always a verb) and then we define the Swedish translation with a phrasal verb. Next, we compare both meanings, in order to see if the presence of the particle has kept, changed or modified the meaning between source and target text. Finally, we explain the reason behind each translation. Our analysis revealed that the meaning was sometimes made explicit, as in spara in. In other cases, the meaning was intensified, as in driva på. Furthermore, the analysis revealed a difference in levels of style, where in some cases the presence of a particle passed on a more informal style in the target text in comparison to the source text, as in starta upp. Keywords: translation, French, Swedish, phrasal verbs, comparison, meaning, Aktionsart

Bien que typiques et incontournables de la langue anglaise, les phrasal verbs représentent cependant un véritable fléau pour les apprenants non-anglophones. Une étude quantitative s’appuyant sur la comparaison d’un corpus d’interlangue de l’anglais langue étrangère (International Corpus of Learner English, Version 2) et d’un corpus contrôle (Louvain Corpus of Native English Essays) met ainsi en lumière la sous-représentation des phrasal verbs dans les productions écrites d’étudiants non-anglophones. En second lieu, à partir d’une étude qualitative examinant l’usage des phrasal verbs dans les extraits de dissertations d’étudiants non-natifs, nous établissons une typologie des erreurs commises par les apprenants non-anglophones à l’égard des phrasal verbs. Une réflexion sur de nouvelles approches visant un meilleur apprentissage/enseignement des phrasal verbs est également proposée.Pour apporter des éléments de réponse à cette question, notre démarche consiste à observer la genèse de cette construction dans le langage de l’enfant anglophone. En effet, le rôle des constructions formées de plusieurs mots a notamment été mis en évidence dans les théories de l’acquisition de la langue maternelle (Goldberg, 1995 ; Tomasello, 2003). En outre, elles représentent une source de prédication riche et productive que les enfants de la plupart des communautés linguistiques acquièrent à un âge très précoce. Aucune étude dédiée à l’acquisition et l’usage des phrasal verbs chez le jeune enfant anglophone n’a cependant été réalisée à ce jour. Cette thèse se propose d’étudier l’émergence et le développement des constructions verbe-particule dans le langage de l’enfant en analysant les données longitudinales du discours oral spontané de deux enfants uniligues anglophones, Naima et Ella, suivies respectivement entre 0;11 et 3;10 et entre 1;00 et 4;00. Les transcriptions des corpus sont issues de la base de données CHILDES (MacWhinney, 2000a).Enfin, cette thèse s’intéresse également à l’acquisition et à l’usage du placement de la particule adverbiale au sein des verbes à particule transitifs directs dans le discours de l’enfant anglophone. En particulier, une analyse multifactorielle de plusieurs variables linguistiques sera conduite afin de voir si l’enfant reproduit le même schéma linguistique que l’adulte dans ses emplois des constructions verbe-particule transitives directes de type continu V-Prt-O et discontinu V-O-Prt. / Although typical and inevitable in the English language, phrasal verbs, however, represent a real scourge to non-English-speaking students. A quantitative study based on a comparison between an interlanguage corpus of English as a foreign language (International Corpus of Learner English, Version 2) and a control corpus (Louvain Corpus of Native English Essays) thus highlights the underrepresentation of phrasal verbs in non-English-speaking students’ written productions. Secondly, from a qualitative study examining the use of phrasal verbs in excerpts from non-native students’ essays, we draw up a typology of errors made by non-English-speaking learners with regard to phrasal verbs. A discussion on new approaches to a better learning/teaching of phrasal verbs is also proposed.To provide some answers to this question, our approach consists in observing the genesis of this construction in the English-speaking child’s language. Indeed, the role of multiword constructions has particularly been emphasized in theories of first language acquisition (Goldberg, 1995; Tomasello, 2003). Besides, they are a rich and productive source of predication that children from most of the language communities acquire at a very early age. Yet, no studies dedicated to the acquisition and usage of verb-particle constructions in young English-speaking children have been carried out so far. This thesis aims to study the emergence and development of verb-particle constructions in child language by analyzing longitudinal data from the spontaneous oral speech of two monolingual English-speaking children, Naima and Ella, respectively followed between ages 0;11 and 3;10 and between ages 1;00 and 4;00. The corpora transcripts come from the CHILDES database (MacWhinney, 2000a).Finally, this thesis also focuses on the acquisition and use of particle placement within direct transitive phrasal verbs in English-speaking children’s speech. In particular, a multifactorial analysis of several linguistic variables will be conducted to see if children reproduce the same linguistic pattern as adults in their productions of both types of direct transitive verb-particle constructions (i.e. continuous configuration V-Prt-O and split configuration V-O-Prt).