As expressões idiomáticas (EIs), com suas características peculiares, são utilizadas com certa frequência como recurso para a construção da argumentação irônica em textos opinativos. Este trabalho pretendeu analisar, com base nos estudos discursivos, as consequências de seu emprego. Nosso primeiro passo foi diferenciá-las de outros conceitos como os provérbios, ditos populares, frases feitas. Consideramos três como as principais características identificadoras de uma EI: combinabilidade de no mínimo duas palavras, idiomaticidade e inserção dentro de uma memória da língua e discursiva. Num segundo momento investigamos as características presentes nos textos opinativos de jornais, como a Folha de São Paulo e o Clarín de Buenos Aires, para que se pudesse justificar a presença das EIs. Tal investigação nos levou a associar a sua presença ao surgimento da ironia. Características como a mudança de registro, a necessidade de inscrever-se dentro de uma memória discursiva que possa ser compartilhada entre enunciador e enunciatário são as mais evidentes. As EIs, ao serem incorporadas a um discurso, podem sofrer algumas modificações que as relacionam à enunciação, como por exemplo, inserções de palavras ou substituições de outras. São reformulações que se apresentam a fim de melhor contribuírem para a construção de uma argumentação irônica que exigem do enunciador e enunciatário uma capacidade discursiva essencial para que possam atingir sua plenitude semântica. A observação das EIs, nos levou, também, a questionar o modo peculiar como a sua reformulação se apresenta. Concluímos que elas estão muito além de lugares comuns; podem, com seu jogo entre transparente/idiomático, coloquial/institucional, exercer um papel significativo para que se possa instaurar a ironia, revelando-se como importantes elementos participantes da memória de uma língua. / The Idiomatic Expressions (IE) with their peculiar characteristics, are used quite frequently as a resource for the construction of ironic argumentation in opinionated texts. This research aimed to analyse, based on discursive studies, the consequences of their use. Our first step was to differentiate them from other concepts like proverbs, sayings, ready-made expressions . We considered three of them as the main identifiers of an Idiomatic Expression: combinability of at least two words, idiomaticity and insertion in the memory of the language and in the discursive memory . Our second step was to investigate the characteristics present in opinionated texts in newspapers such as a Folha de São Paulo and a Buenos Aires newspaper, Clarín, so that the presence of IE could be justified. Such investigation led us to associate their presence with the appearance of irony. Characteristics such as the change of register , the necessity of inscribing itself in a discursive memory that could be shared between the enunciator and enunciatee are the most evident. When IE are incorporated into a discourse, they can undergo some modifications that relate them to the enunciation, like for example, the insertion of words or substitution of others. These are reformulations thar arise in order to make a major contribution to the construction of a an ironic argumentation that demand of the enunciator and the enunciatee essencial discursive skills so that they can reach their semantic fullness. The observation of IEs also led us to question the peculiar way how their reformulation arises We conclude they are far beyond common places, they can, with their game between transparent/idiomatic, colloquial/institutional, exert a significant role so that irony can be established, constituing themselves as important integrated elements in the memory of a language.

La littérature chinoise contemporaine, presque inconnue il y a une trentaine d’années en France, commence aujourd’hui à occuper une place que l’on ne peut plus ignorer. Notre étude, qui présentera d’abord un panorama de la traduction et de la réception de cette littérature en France (1981-2012), s’efforcera ensuite d’explorer en détail des aspects techniques de la traduction : étudier les stratégies mises en place, mettre en valeur les efforts tentés par les traducteurs et analyser des difficultés et problèmes de traduction existants. Une telle recherche descriptive et analytique portera sur six objets de traduction, qui constituent toutes des défis traductologiques : “graphie et dessin des caractères chinois’’, “jeux de mots’’, “proverbes’’, “xiehouyu’’, “onomatopées’’ et “discours direct sub-libre’’, ceci dans le cadre de trente-quatre traductions de sept écrivains contemporains : Mo Yan 莫言, Su Tong 苏童, Yu Hua 余华, Bi Feiyu 毕飞宇, Chi Li 池莉, A Cheng 阿城 et Jia Pingwa 贾平凹. L’exploration des stratégies s’effectuera dans une approche dialectique qui va bien au-delà des dichotomies théoriques opposant radicalement l’auteur et le lecteur. En étudiant convergences, diversités et complexités de pratiques, nous tenterons d’apporter un éclairage sur des facteurs qui influencent ou régissent l’agir du traducteur, et ceci de façon ciblée selon chacun des six objets étudiés. Loin de vouloir dresser une liste des inadéquations, pertes ou erreurs de traduction, ou encore donner des injonctions, nous espérons attirer l’attention sur les réelles contraintes ou difficultés que les traducteurs du chinois rencontrent durant leur travail, et susciter des occasions de réflexion. / Chinese contemporary literature, while almost unknown thirty or more years ago in France, begins to occupy a place we can non longer ignore. In the present work, after presenting a panorama of the translation and the reception of this literature in France (1981-2012), we will try to explore in detail some technical aspects of its translation : strategies used by the translators and the efforts they make when facing translation problems. Being a descriptive and analytical research, it will deal with six translation objects : “spelling and image of Chinese characters’’, “wordplay’’, “proverbs’’, “xiehouyu’’, “onomatopoeia’’ and “sub free direct discourse’’, taking into account thirty four translations of seven Chinese contemporary writers : Mo Yan 莫言, Su Tong 苏童, Yu Hua 余华, Bi Feiyu 毕飞宇, Chi Li 池莉, A Cheng 阿城 and Jia Pingwa 贾平凹. The analysis of different strategies will be done in an dialectic approach which aims to overcome theoretical dichotomies opposing radically the author and the reader. While studying convergences, diversities and complexities of methods, we will try to shed light on factors that influence or govern the choices of the translator, in a targeted manner, according to each of the six studied objects. Far from establishing a list of unsuitable choices, losses and translation mistakes or issuing instructions, we wish to draw attention to the real constraints or difficulties that translators of the Chinese language come across during their work, and offer opportunity for thought.

En este estudio, mostraremos principalmente la importancia que las imágenes formadas por los componentes fraseológicos pueden adquirir desde un punto de vista no sólo puramente lingüístico, sino también psicolingüístico si se contempla el posible carácter analizable y transparente de muchas EI. Explicaremos cómo se puede utilizar esta iconicidad para fomentar el desarrollo de estrategias de aprendizaje (especialmente vinculadas a la descodificación metafórica o a la asociación icónica con expresiones de la LM) que suponen para el alumno un alto grado de implicación cognitiva. Teniendo en cuenta dos factores importantes para la memorización de nuevas EI -su grado de transparencia semántica y su grado de conexión icónica con la LM-, propondremos en un apartado experimental investigar acerca del impacto memorístico e interlingüístico que se puede atribuir al trabajo de enfoque icónico y verificar la influencia que la combinación de los dos factores citados puede ejercer en este ámbito. / This study will mainly show how important the images formed by the phraseological components could be from not only a merely linguistic point of view but also from a psycholinguistic one, if we consider the possible analyzable and transparent nature of most idioms. We will explain how to use this iconic aspect of idioms in order to encourage the development of learning strategies (especially related to the metaphorical decodification or to the iconic association with L1 idioms) that involve a high degree of cognitive implication for the L2 learner. Considering two important factors for the memorization of L2 idioms - its degree of semantic transparency and its degree of iconic connection with the L1 -, we propose, in an experimental part, to investigate the memory and interlinguistic effects of an image-oriented work and to verify the influence that the combination of the two factors mentioned before could have in this field.

This diploma thesis deals with french idiomatic connections that include names of human body parts. In the first theoretic part, the term "set phrase", or "idiomatic connection" is defined. Afterwards is this part also dedicated to the classification of idioms and to their internal structure and function. In the second analytic part, the selected sample of idioms is formally analyzed, i.e. according to the internal structure of an idiom and also by the semantic view (polysemy, possible interpretations, motivation). Than, the possibilities of syntactic manipulation and internal transformations of idioms are indicated. The main attention is paid to the translatological analysis of the selected sample of idioms and to the possibilities of their translation to the czech language. The aim of this diploma thesis is to observe the degree of equivalence when translating idiomatic connections, or to indicate possibilities of their translation to the czech language. The application output of this work will be the bilingual (Franco-Czech) dictionnary of corresponding idioms.

Orientador: Maria Cristina Parreira da Silva / Banca: Maria Luisa Ortíz Alvarez / Banca: Claudia Maria Xatara / Resumo: A língua é um organismo ativo, em constante transformação. Nesse sentido, as expressões idiomáticas são especificidades da língua e contribuem enormemente na dinamicidade, na transformação e no enriquecimento linguístico. O presente trabalho faz um estudo sobre o uso de dicionários de expressões idiomáticas (EIs) da Língua Portuguesa no processo educacional de estudantes do Ensino Fundamental. Verifica-se, por meio de pesquisa e aplicação de atividades em classes de 6º a 9º ano do Ensino Fundamental de uma escola privada e de uma estadual de São José do Rio Preto, se existe a prática do uso de dicionário especial de expressões idiomáticas. Essa prática no processo educacional pode trazer muitos benefícios; o ambiente escolar se torna o ideal com o uso de dicionário, pois discentes e docentes podem adquirir e trocar conhecimentos. Nessa troca, o aluno pode ensinar ao professor por meio de sua experiência e testemunhar o uso de fraseologismos mais modernos, resultantes da vivência dele. O professor, por sua vez, pode contribuir ensinando a "traduzir" a riqueza metafórica das EIs e de outros fraseologismos denotativos na norma culta e formal, já que em certos contextos um registro vulgar não é adequado. Dessa maneira, o processo de ensino-aprendizagem pode se tornar mais eficaz e estimulante, pois parte do conhecimento prévio compartilhado em sociedade para se estabelecer novo conhecimento e maior desenvolvimento cultural. / Abstract: The language is an active organism in constant transformation. Therefore, the idiomatic expressions are specificities of the language and contribute extremely with the linguistics dynamism, transformation and enrichment. The present work makes a study on the use of Portuguese Language idiomatic expression dictionaries in the educational process of basic teaching students. We have researched, sixth to nineth grade classrooms of basic teaching level of private and state schools in São José do Rio Preto city, if the practice of the use of special dictionary of idiomatic expressions existing. This practical in the educational process can bring many benefits; the school environment becomes the ideal with the dictionary use, because learners and teachers can acquire and exchange knowledge. In this exchange, the learner can teach the teacher by means of his/her life experience and testify the usage of more modern fraseologisms. The teacher, can contribute teaching "to translate" the idiomatic expressions and the other fraseologisms in denotative language, cultural and formal language, since in certain contexts they are not adjusted. In this way, the teach-learning process can become more efficient and stimulating as it begins from previous knowledge shared in society to establish new knowledge and greater cultural development. / Mestre

Thesis (Ph.D. (Translation Studies and Linguistics)) --University of Limpopo, 2017 / This study examines the translation of idioms and fixed expressions between Tshivenḓa and English. The aim of the study is to explore factors that lead to the mistranslation of idioms and fixed expressions between the two languages. The study presents problems that are encountered in the translation of the idioms and fixed expressions between these languages and looks at translation strategies that can be used. In translating idioms, the translator encounters various difficulties that are not usually easy to overcome mainly due to lack of equivalence. It is rare to come across an idiom in the source language that shares the same form and meaning in the target language. In order to deal with the problems that arise in the process of translation, translators use various strategies. Among others, the translator must have extensive knowledge about the function of idioms in the source and target languages. From the data collected, the study revealed that there are numerous problems that the translator comes across in the process of translation. These include the ambiguity of idioms; idioms expressing meaning at a literal level; idioms that do not exist in the target language and the frequency of use of an idiom. The study adopted the qualitative research approach to collect and analyse data. Through use of this approach, it was noted that the translator needs to take into account cultures associated with the languages involved as well as the context in the translation process. The translation of idioms cannot be properly done without considering the impact of culture. A translator must be well-versed in the culture of both the source and target languages. It is important for one to know that language and culture are two entities that are inseparable. Idioms and fixed expressions express the uniqueness of the language and culture of the respective languages. Therefore, translators must have a comprehensive knowledge base of both languages and cultural context. From the recommendations made in this study, the following are the most prominent ones: Linguists should be exposed to idiomatic expressions in order to enhance their knowledge of the translation of idioms and fixed expressions. There are instances where idioms are translated literally because the translator does not understand or recognise the idiom. Therefore, this study recommends that translators need to learn more about idioms in order to have better understanding of translation of idioms and fixed expressions. Translators need to learn more about the translation strategies that are available to deal with the translation of idioms and fixed expressions. The first strategy is translation by using an idiom of similar meaning and form. This strategy involves using an idiom in the target language consisting of equivalent lexical items, which conveys roughly the same meaning as that of the source-language idiom. The second strategy is translation by idioms of similar meaning but dissimilar form. This strategy uses an idiom in the target language which has a meaning similar to that of the source idiom or expression, but consists of different lexical items. The third strategy is translation by paraphrasing. In this strategy, the translator transfers the meaning of an idiom using a single word or a group of words which roughly correspond to the meaning of the idiom but is not an idiom itself. The fourth strategy is translation by omission. This is used to completely omit the idiom from the target text where there is no close match between the items of the two languages. Where the idiom is very difficult for the translator, one tries to eliminate the whole part of the idiom. The fifth strategy is translation by a superordinate. This strategy is used to solve the problem of non-equivalence across languages because the hierarchical structure of semantic fields is not language specific. This strategy involves translation by a more neutral and less expressive word. Lastly, it is translation by cultural substitution which is a method that requires the replacement of a culture-specific item or expression with a target language one that has no exact meaning, but has an impact on the target reader. However, this study recommends translation by idioms of similar meaning with a dissimilar form. The researcher believes that this strategy provides the closest meaning of the idiom in the target language. Idioms might not be the same in form but the meaning can be derived from the idiom with a dissimilar form.

PhD / M.E.R. Mathivha Centre for African Languages, Arts and Culture

Abstract A central problem in all language teaching is to teach the correct use of prepositions. There are grammar rules, but also a lot of exceptions and idiomatic expressions that often have to be learnt by examples or by heart. A trick for learning might be to use a mnemonic method with songs and music to memorize a correct use of prepositions. The purpose of this study is to test a language teaching didactic exercise for knowledge of preposition in Spanish with songs and music. Grammatical aspects, rules and exceptions when studying prepositions in Spanish are presented. A literature review shows the significance of music for language learning. By lesson trials the five so called “empty” prepositions in Spanish: a, con, de, en and por, are studied by 40 high school students only by listening to and singing two different songs in the beginning and at the end of each Spanish lesson during two weeks. The result of the study shows an improved knowledge of correct use of the 5 Spanish prepositions among the students using the method. Furthermore, the language teaching didactic exercise with song and music was seen as a pleasurable learning experience by the students.

A presente tese aborda o primeiro livro escrito em ídiche por Mêndele Môikher1 Sfórim, Dos Kleine Mêntshele (O Pequeno Homenzinho) através de várias leituras do mesmo, em mais de uma versão, às quais sucedeu-se uma traduçãocuidadosa para o português. Faz considerações e referências sobre vida e obra do autor, cognominado jocosamente, por Shólem Aleikhem, de o avô da moderna literatura ídiche. Ele foi também um dos precursores do ressurgimento da língua hebraica. Shólem Yákov Abramovitsh, seu verdadeiro nome, foi um dos importantes intelectuais conscientes do momento histórico e do processo linguístico de seu povo, no final do século XIX, no leste europeu, ao qual propunha auto respeito, profissionalização e não renegação do judaísmo. A escolha de seu pseudônimo, Mêndele, o vendedor de livros, serve de pretexto para a sua participação como personagem das histórias, dada a importância e atuação de tal profissional na sociedade retratada. O texto ídiche é permeado de frases e citações em hebraico que foram trazidas para o português no mesmo padrão de linguagem do texto original. / This dissertation studies Dos Kleine Mentshele The Little Man the first book ever written in yiddish by the writer Mendele Moikher Sforim through many readings of it in more that one version, followed by careful translation into Portuguese. It makes considerations and references about Mendeles life and work. He was nicknamed by Sholem Aleikhem the grandfather of the Modern Yiddish Literature. He was one of the precursors of the revival of the Hebrew language. Sholem Yakov Abramovitch, his real name, was one of the most important intellectuals aware of the historical moment and of the linguistic process of his people at the end of the 19th century in Eastern Europe, and suggested self respect, professionalization and no Jewish denial for the historical moment and the linguistic process. The choice of his pen name, Mendele, the book peddler, allows his participation as personage of his stories because the significance and acting od such professional in the described society. The Yiddish text is permeated by Hebrew sentences and quotations brought to Portuguese at the same linguistic level.

Made available in DSpace on 2014-06-11T19:22:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-03Bitstream added on 2014-06-13T20:09:19Z : No. of bitstreams: 1 rodrigues_g_me_sjrp.pdf: 1145042 bytes, checksum: 68d05e155bdbb89f7c49ba019bba1122 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A língua é um organismo ativo, em constante transformação. Nesse sentido, as expressões idiomáticas são especificidades da língua e contribuem enormemente na dinamicidade, na transformação e no enriquecimento linguístico. O presente trabalho faz um estudo sobre o uso de dicionários de expressões idiomáticas (EIs) da Língua Portuguesa no processo educacional de estudantes do Ensino Fundamental. Verifica-se, por meio de pesquisa e aplicação de atividades em classes de 6º a 9º ano do Ensino Fundamental de uma escola privada e de uma estadual de São José do Rio Preto, se existe a prática do uso de dicionário especial de expressões idiomáticas. Essa prática no processo educacional pode trazer muitos benefícios; o ambiente escolar se torna o ideal com o uso de dicionário, pois discentes e docentes podem adquirir e trocar conhecimentos. Nessa troca, o aluno pode ensinar ao professor por meio de sua experiência e testemunhar o uso de fraseologismos mais modernos, resultantes da vivência dele. O professor, por sua vez, pode contribuir ensinando a “traduzir” a riqueza metafórica das EIs e de outros fraseologismos denotativos na norma culta e formal, já que em certos contextos um registro vulgar não é adequado. Dessa maneira, o processo de ensino-aprendizagem pode se tornar mais eficaz e estimulante, pois parte do conhecimento prévio compartilhado em sociedade para se estabelecer novo conhecimento e maior desenvolvimento cultural. / The language is an active organism in constant transformation. Therefore, the idiomatic expressions are specificities of the language and contribute extremely with the linguistics dynamism, transformation and enrichment. The present work makes a study on the use of Portuguese Language idiomatic expression dictionaries in the educational process of basic teaching students. We have researched, sixth to nineth grade classrooms of basic teaching level of private and state schools in São José do Rio Preto city, if the practice of the use of special dictionary of idiomatic expressions existing. This practical in the educational process can bring many benefits; the school environment becomes the ideal with the dictionary use, because learners and teachers can acquire and exchange knowledge. In this exchange, the learner can teach the teacher by means of his/her life experience and testify the usage of more modern fraseologisms. The teacher, can contribute teaching “to translate” the idiomatic expressions and the other fraseologisms in denotative language, cultural and formal language, since in certain contexts they are not adjusted. In this way, the teach-learning process can become more efficient and stimulating as it begins from previous knowledge shared in society to establish new knowledge and greater cultural development.