Тема выпускной квалификационной работы – «Зоологический код в обеспечении межкультурной / межъязыковой коммуникации (на примере фразеологических единиц с компонентом зоонимом в китайском, русском и английском языках)». Цель данного исследования – выявить национально-культурные и универсальные составляющие зоологического кода на примере фразеологизмов с компонентом-зоонимом в китайском, русском и английском языках, способствующие обеспечению адекватного переводческого процесса при межкультурной коммуникации в обозначенной триаде языков. Объектом исследования данной работы являются фразеологические единицы с компонентом-зоонимом в китайском, русском и английском языках. В исследовании используется сопоставительный метод, позволяющий определить национально-культурные и универсальные образно-коннотативные особенности фразеологических единиц с компонентом-зоонимом в трёх вышеупомянутых языках. / The topic of the present graduation thesis is “Zoological code in ensuring intercultural / interlingual communication (on the example of phraseological units with zoonym in Chinese, Russian and English)”. The purpose of the investigation lies in revealing the national-cultural and universal components of the zoological code using the example of phraseological units with zoonym in Chinese, Russian and English, which contribute to ensuring an adequate translation process for intercultural communication in the three languages. The subject of the research is phraseological units with zoonym in Chinese, Russian and English. The research uses a comparative method to determine the national-cultural and universal figuratively connotative features of phraseological units with zoonym in the three above-mentioned languages. The results of the research may be used in the process of mutual translation between Chinese, English, and Russian languages; in lexicographic practice for compiling a trilingual dictionary of zoonyms; in the classes of linguoculturology and intercultural communication, as well as for the purpose of teaching Russian to foreign students.

Cognate words have a shared orthographic and semantic representation across languages: kniv (‘knife’) in Danish means the same as kniv in Swedish. Their shared form and meaning give cognates a special status in the bilingual mental lexicon and there is robust evidence that because of this special status they are processed faster than non-cognate words. This effect is called the Cognate Facilitation Effect and represents strong evidence that bilinguals do not have two separate mental lexicons, but rather one integrated lexicon for both of their languages with nonselective access. The present study is a replication of Vanlangendonck et al. (2020) with a different language constellation. For the aims of this project, early and late Danish-Swedish bilinguals were recruited to examine the effect of stimulus list composition on the Cognate Facilitation Effect by means of two experiments: one language-specific visual lexical decision task that contained control words from the participants’ L2 (Swedish), a set of cognates, interlingual homographs and pseudowords, and a second task in which half of the pseudowords were replaced by Danish (L2) words that had to evoke a “no” response. This change from a pure to a mixed list was expected to increase response competition and turn cognate facilitation into inhibition. However, the results showed a null Cognate Facilitation Effect both for early and for late bilinguals. These findings are discussed in terms of the assumptions of the BIA+ model of bilingual lexical processing and it is suggested that the presence of language-specific diacritics in the stimulus list has hindered the emergence of the Cognate Facilitation Effect.

Made available in DSpace on 2014-07-29T16:19:10Z (GMT). No. of bitstreams: 1 Dissertacao VANESSA.pdf: 1319583 bytes, checksum: 33b038843fb817d515371eec247be69f (MD5) Previous issue date: 2007-04-11 / Les recherches historiographiques en traduction, dans le domaine des Études en Traduction, constituent en champs pas encore très étudié. Un des ses soucis est celui de vérifier ce que commment et pourquoi on traduit dans certaines cultures. Pour quelques théoriciens et auteurs un des prrincipaux motifs pour qu une oeuvre soit traduite est sa langue d écriture. Ana Maria Machado se met à discuter, dans une conférence au 27º Congrès de l IBBY, après avoir reçu le prix Hans Christian Andersen, de l importance de la traduction d une oeuvre pour qu elle soit vue et reconnue dans une autre culture. Elle parle encore de la position périphérique occupée par la langue portugaise au monde littéraire et la marginalité de notre culture. Selon Pasquale Casanova, en La Republique Mondiale des Lettres, pour qu un auteur soit reconnu mondialement est nécessaire que ses ouvrages soient traduites. Tel processus est valable, particulièrement, aux excentriques, ou soit, les écrivains qui ne font pas partie des grands centres littéraires. La littérature brésilienne est considérée, d après l auteur, comme appartenant à un espace littéraire moyen, pendant que la langue portugaise, une langue petite . On a perçu dans le discours de Casanova et de Machado une syntonie aux réflexions du théoricien belge des Études de la Traduction Andre Lefevere. D après lui, la valeur intrinsèque d une oeuvre n est pas suffisante pour assurer sa survivance, en étant nécessaires les reécritures, parmi lesquelles il y a la traduction, les essais critiques, les histoires littéraire et les adaptations cinématographiques et théâtrales. La canonisation des oeuvres et l évolution des littératures sont determinées pour l interaction entre les écritures et les réécritures, selon Lefevere. De ces considérations il nous vient l idée de nos dédier aux oeuvres enfantines et juvéniles brésiliennes qui ont étés traduites en langue française, puisque la nôtre littérature pour enfants et adolescents ont conquis chaque fois plus d espace au scénario international. Notre recherche constitue donc, une étude inédite vu que la traduction de ce type de littérature est encore un thème peu discuté au Brésil et à l extérieur. Tels textes n avaient pas encore reçu l attention du monde académique, en vertu, surtout du préjugé antérieurement conféré à la traduction comme object d étude, tout comme la littérature enfantine/juvénile et l illustration sont considérées des secteurs minimisés et marginalisés de la littérature. Notre objectif initial était travailler avec les oeuvres de la littérature enfantine/juvénile de Lobato traduites en français. Tel a été notre étonnement, au cours de nos recherches, quand on a decouvert que le père de la littérature enfantine-juvénile brésilienne n a aucune de ses oeuvres, destinées aux enfants et aux jeunes, editées en France, principalement pour sa littérature pour les adultes avoir été assez traduite en français aux années de 1920 et 1930. D où l approche que nous avons conféré à cet auteur et le titre de ce travail. Nous présentons une investigation des oeuvres enfantines et juvéniles brésiliennes trouvées en France, traduites ou editées directement en français. On fera une étude des éléments paratextuels et textuels à travers la comparaison de extraits de quelques oeuvres et de leurs traductions. Nous avons abordé des aspects interlinguaux et intersémiotiques. Le schèma proposé pour la description de traductions pour José Lambert et Hendrik Van Gorp nous a servi d appui / As pesquisas historiográficas em tradução, da área Estudos da Tradução, constituem um campo ainda pouco estudado. Uma das suas preocupações é verificar o que, como e por que se traduz em determinadas culturas. Para alguns teóricos e autores, um dos principais motivos para que uma obra seja traduzida é a língua em que é escrita. Ana Maria Machado, em palestra ministrada no 27º Congresso do IBBY, por ocasião do recebimento do prêmio Hans Christian Andersen, discute a importância da tradução de uma obra para que esta seja vista e conhecida em outra cultura. Fala ainda sobre a posição periférica ocupada pela língua portuguesa no mundo literário e a marginalidade da nossa cultura. Pasquale Casanova, em A República Mundial das Letras, afirma que para um autor ser reconhecido mundialmente é necessário que suas obras sejam traduzidas. Tal processo é valido, principalmente, para os excêntricos, ou seja, os escritores que não fazem parte dos grandes centros literários. A literatura brasileira é considerada, pela autora, como pertencente a um espaço literário mediano, enquanto a língua portuguesa, uma língua pequena . Percebemos no discurso de Casanova e de Machado uma sintonia com as reflexões do teórico belga dos Estudos da Tradução André Lefevere. Para ele, o valor intrínseco de uma obra não é suficiente para assegurar sua sobrevivência, sendo necessárias as reescrituras, entre as quais estão a tradução, os ensaios críticos, as histórias literárias e as adaptações cinematográficas e teatrais. A canonização das obras e a evolução das literaturas são determinadas pela interação entre escrituras e reescrituras, segundo Lefevere. Dessas considerações, nasceu a idéia de nos dedicarmos às obras infantis e juvenis brasileiras que foram traduzidas em língua francesa, já que a nossa literatura para crianças e adolescentes tem conquistado cada vez mais espaço no cenário internacional. Nossa pesquisa se constitui em um estudo inédito visto que a tradução desse tipo de literatura ainda é um tema pouco discutido no Brasil e no exterior. Tais textos não haviam ainda recebido a atenção do mundo acadêmico, em virtude, sobretudo, do preconceito anteriormente conferido à tradução como objeto de estudo, bem como da literatura infantil/juvenil e da ilustração consideradas setores minimizados e marginalizados da literatura. Nosso objetivo inicial era trabalharmos com as obras da literatura infantil/juvenil de Lobato vertidas em francês. Tal foi o nosso espanto, no decorrer de nossas pesquisas, quando descobrimos que o pai da literatura infantil/juvenil brasileira não tem nenhuma de suas obras destinadas a crianças ou jovens editadas na França, principalmente por sua literatura para adulto ter sido bastante traduzida para o francês nas décadas de 1920 e 1930. Daí o enfoque que conferimos a esse autor e o título deste trabalho. Apresentamos um levantamento das obras infantis e juvenis brasileiras encontradas na França, traduzidas ou editadas diretamente em francês. Faremos um estudo de elementos paratextuais e textuais por meio de cotejo de fragmentos de algumas dessas obras e sua tradução. São abordados aspectos interlinguais e intersemióticos. O esquema proposto para descrição de traduções por José Lambert e Hendrik Van Gorp serviu-nos de apoio

過去學者們對於雙語詞彙觸接歷程持有兩種相異的觀點：選擇性觸接假設（selective access hypothesis）認為雙語者在進行詞彙觸接時，只有符合語境的目標語言才會被激發；非選擇性觸接假設（non-selective access hypothesis）則認為雙語者的兩種語言表徵會同時被激發而產生競爭或促進效果。至今已有眾多研究結果支持雙語詞彙觸接歷程為非選擇性，然而，這些研究大多採用促發典範（priming paradigm）忽略語境在雙語詞彙觸接歷程所扮演的角色，且多數實驗中的受試者二語能力皆相當流利，對於二語能力個別差異對詞彙觸接歷程的影響也尚未清楚。此外，以非拼音文字系統為研究對象的相關雙語研究也不多。因此，本研究旨在從非拼音文字的角度探討語境限制及中文能力在雙語詞彙觸接中所扮演的角色，實驗操弄語境限制程度（高限制、低限制）及詞彙類型（同形同義詞、同形異義詞、中文單義詞），以日中雙語者為研究對象，控制句子語境呈現中立或偏向目標詞中文語意，使用眼動實驗來即時記錄受試者在進行詞彙觸接的過程，檢視中文能力對跨語言同形詞效果在高、低限制語境下的影響性。此外，本研究也分別以高低分組與眼動表現兩種方法當作中文能力指標進行分析，並將結果進行比較，以瞭解何種中文能力指標能夠較準確反映出受試者在閱讀中文篇章的能力。 實驗結果顯示，雙語詞彙觸接歷程為非選擇性，中文能力和語境限制能夠對詞彙觸接歷程造成影響，使得跨語言同形詞效果產生消長。首先，在高低分組結果方面，中文能力指標和各效果主要在晚期詞彙處理階段產生交互作用，高程度組在高限制語境下觀察到形同異義效果，低限制語境則沒有看到任何效果；低程度組在高、低限制語境下皆觀察到顯著的形同義同效果。另一方面，以眼動表現作為中文能力指標的分析結果中，則清楚中文能力在早期詞彙觸接階段就已經和語境限制、跨語言同形詞效果產生影響性，顯示眼動表現能夠視為測量中文能力的指標之一。總而言之，不同的分析結果皆反映雙語詞彙觸接歷程為非選擇性，語境與中文能力在語意提取歷程中扮演重要角色，中文能力較好的雙語者在早期詞彙觸接階段就會受到語境限制影響，而中文能力較低者則是在晚期階段受到語境影響。 / For decades, psycholinguists have disputes on the organization of the two language systems of bilinguals’ brain and how they retrieve lexical representations. The selective access hypothesis predicts that two languages are independent in the brain and bilinguals activate only one lexicon at a time while reading or speaking. Alternatively, non-selective access hypothesis predicts that two languages share an integrated conception representation, so representations from both languages are accessed simultaneously during comprehension. So far, many bilingual studies have demonstrated that bilingual lexical access is non-selective. However, these studies usually used priming paradigm such as lexical decision task which words are presented in isolation, ignoring the role of context in the bilingual lexical access processing. According to the monolingual literature, it is clear that lexical ambiguity resolution is influenced by the surrounding sentence context. While most of the previous studies investigated highly proficient bilinguals, the same question about non-selective access could also be asked of less proficient bilinguals. Moreover, most of results are based on alphabetic writing systems such as English-French or Dutch; only few of them examined the non-alphabetic systems. Besides, since bilingual experience is dynamic and poses a challenge for researchers to develop instruments that capture its relevant dimensions. The present study also examined the result of language proficiency from class level and eye movement indexs to confirm which one is more accurate.The present study aimed to examine whether Japanese-Chinese bilingual lexical access is non-selective and whether the context and L2 proficiency modulate the word recognition processing. Experiment manipulated contextual constraint (high or low constraint) and target word types (cognates, interlingual homographs, or Chinese words), using eye movement recordings to investigate the effects of contextual constraint for bilingual lexical access when reading Chinese sentences by Japanese-Chinese bilinguals, L1 and L2 proficiency were measured. The results support the non-selective hypothesis. Both sentence context and L2 proficiency could affect the bilingual lexical access. According to class level analysis, L2 proficiency has significant interaction with other effects in the late processing stage. The eye movement measures that reflects early processing of target words showed significant interlingual homograph interference and cognate facilitation in the higher proficient bilinguals. However, only cognate facilitation was observed for high-constraint sentences in the lower proficient bilinguals and no effect was founded in the low-constraint sentences. On the other hand, the eye movement index analysis showed L2 proficiency has significant interaction with other effects in the early processing stage, demonstrating the L2 reading proficiency can be measured by eye movement index. In summary, both sentence context and L2 proficiency can modulate bilingual lexical access. The early process is non-selective and bilinguals with more L2 proficiency could make use of sentence context in the early process than less L2 proficiency when reading L2 sentences.

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