The object of this diploma thesis is an octalingual dictionary from 16th century from the collections of the Pedagogical Museum J.A. Komenského in Prague. The title page of this dictionary is missing and therefore the origin, the author and the range of users, who the dictionary was intended for, are not known. The aim of this diploma thesis was to confirm or disprove the hypothesis that the dictionary should have served tradesmen and travellers. The methods used were translation, language analysis of the phrase-book and the thematic analysis of the contents of the dictionary. The theoretical part of the diploma thesis deals with lexicography. It introduces the definition of a dictionary and various types of dictionaries with the most attention paid to translational dictionaries. Thereafter, the development of Czech lexicography from its beginning until nowadays is presented. The theoretical section also contains some facts about phrase-books. Furthermore, the time of 16th century is described with the aim to present the period when the dictionary was produced. Regarding the hypothesis mentioned above, the linguistic analysis has brought these results. The dictionary should have served not only tradesmen but a wide range of users because of the general vocabulary and because it is partly mentioned...

Depuis 2002, la directive européenne 2002/49/CE demande aux grandes villes de définir des zones calmes dans leur P.P.B.E. (Plan de Prévention du Bruit dans l'Environnement) dans le but de les préserver. L'utilisation de l'indicateur acoustique Lden est suggérée mais les états membres sont libres d'en proposer d'autres. Afin d'aider les autorités en charge de l'application de cette directive, ce travail de thèse propose une approche multidisciplinaire pour mieux définir cette notion de zone calme en milieu urbain. Une étude historique du mot calme a été réalisée à travers un corpus de dictionnaire du XVIe siècle à nos jours, pour mettre en évidence les différents sens rattachés à ce mot. Il est apparu que le lien vers le domaine sonore est tardif. De plus, la notion de calme est relative ce qui la différencie de la notion de tranquillité. Pour faire émerger les représentations actuelles, des ateliers de concertation ont été réalisés à Cergy-Pontoise et Paris. Ces deux approches ont permis de proposer des critères de caractérisation des zones calmes. Une enquête de portée nationale a ensuite été menée. Elle a permis de révéler 3 types de points de vue partagés par différents groupes de population. Pour certains, une zone calme est une zone de partage, pour d'autres une zone calme est un espace naturel et pour les derniers, une telle zone doit être silencieuse. La notion de contraste qui a émergé tout au long de ce travail a été étudiée plus en détails, à partir de test d'écoute en laboratoire et à partir des cartes de bruit. Un indicateur de contraste inspiré de la détection de contours en analyse d'image a été proposé. / Since 2002, European directive 2002/49/EC asks big cities to define quiet areas in order to protect them. The use of Lden indicator is suggested but member countries are free to suggest others. In order to help authorities in charge of directive application, this PhD work proposes a multidisciplinary approach to better define the quiet area notion in urban context. An historical study of the “calme” word was carried out through a dictionary corpus from the sixteenth century to nowadays to highlight the different meanings of this word. It appeared that the link to the sound field is late. Moreover, calm notion is relative what differs of tranquility concept. To highlight current representations, workshops with inhabitants were carried out in Cergy-Pontoise and Paris. These two approaches allow us to propose criteria to characterize quiet areas. Then, a national survey was conducted. It allowed to reveal 3 types of points of view shared by different groups of people. For some, a quiet area is a sharing zone, for others, a quiet area is a natural area and for the lasts, such area must be silent. The contrast notion that emerged throughout this work has been studied in more details, using listening tests in laboratory and, using noise maps. A contrast indicator inspired from edge detection in image analysis was proposed.

This diploma thesis deals with the topic of terminology databases, including the creation of a terminology database that incorporates names of trees in Latin, Italian and Czech language. In the first part lexicography, terminography and terminology, disciplines related to the topic of the thesis, are presented. It includes also the summary of their historical development and introduces some basic notions associated with them, such as term, nomenclature, taxonomy, etc. Basic differences between terminography and lexicography and between terminological dictionaries and databases are briefly presented as well. The practical part describes basic methods and procedures used while creating the terminology database in Microsoft Access 2016. The database is also enclosed with the thesis and contains names of trees in Latin, Czech and Italian and some additional information related to those names.

L'espagnol est une langue internationale constituée de plusieurs variétés qui disposent de caractéristiques particulières. Il existe une tradition qui prétend maintenir une identité linguistique totale, mais sur un critère normatif prescriptif considérant tout ce qui n'est pas espagnol péninsulaire comme une « corruption ». Ce dernier est considéré comme l'espagnol « commun » ou « général », et l'espagnol des pays américains est perçu comme une « déviation » par rapport « au noyau » de la langue (l'espagnol de la péninsule).Plusieurs chercheurs s'accordent maintenant à donner la même valeur aux variétés de l'espagnol. Néanmoins, une bonne partie des études portant sur les variétés américaines ne sortent pas encore de cette tradition prescriptive : ce sont des descriptions de particularités, des différences par rapport à la norme établie par l'Académie Royale Espagnole. Cela est dû au manque d'une description de l'espagnol commun à tout le monde hispanophone qui servirait de modèle pour la comparaison. Ce manque (théorique et pratique) doit être compensé au fur et à mesure par les nouvelles recherches. L'espagnol doit donc être reconnu comme diasystème, tous les sous-systèmes ou variétés doivent être acceptés, étudiés d'une manière plus objective et avoir la même valeur axiologique.Pour dépasser cette tradition établie, on propose dans cette recherche, une caractérisation de l'une des variétés de l'espagnol suivant une approche globale et autonome. Plus précisément, une caractérisation de l'espagnol de Colombie et non pas des « colombianismes » comme il est d'usage. Il doit être possible d'arriver à une description nationale de cette variété au niveau lexical en réalisant des descriptions partielles dans des endroits stratégiques comme les grandes villes (capitales départementales du pays). / Spanish is an international language made of several varieties, each variety with particular characteristics. There has always been the tradition of maintaining a total linguistic identity, based on prescriptive normative criteria that consider the Spanish of non-peninsular origin "corrupted". Peninsular Spanish is considered "common" or "general" Spanish. Spanish spoken in American countries is seen as a "deviation" from "the core" language (the peninsular Spanish).Many researchers now agree to give the same value to all Spanish varieties. However, many of the studies on American varieties do not come out from prescriptive tradition. They describe particularities, or differences compared to the norm set by The Royal Spanish Academy. This is due to the lack of a description of the common Spanish in the Spanish-speaking world, which could serve as a pattern for comparison. This lack (theoretical and practical) must be compensated gradually by new research. Spanish should be recognized as a diasystem; all subsystems or varieties must be accepted, studied in a more objective way and have the same axiological value.To overcome this established tradition, in this piece of research, we propose the characterization of one of the varieties of Spanish following a global and autonomous approach. More specifically, a characterization of the Spanish of Colombia and not of the "colombianisms" as is done traditionally. We prove possible to reach a national description of this variety at the lexical level by making partial descriptions in strategic places like big cities (departmental capitals of the country).

Cette thèse a pour objet de décrire précisément le sémantisme des quantificateurs vagues du français quelques et plusieurs, et de l’allemand einig-, ein paar, etlich- et mehrer- afin d’en proposer une comparaison. Une analyse qualitative d’un corpus littéraire français nous a permis de dégager des critères de fonctionnement sémantique permettant de rapprocher et de différencier les deux quantificateurs entre eux. Ces critères de fonctionnement ont pu, pour la plupart, être appliqués ensuite aux quantificateurs de l’allemand, analysés à partir d’un corpus parallèle au corpus français. L’étude d’un second corpus allemand, journalistique, a permis de cerner des préférences d’emploi relatives à ce genre de discours. Tous ces quantificateurs vagues partagent un noyau dur de sens « petite quantité vague » et ce sont donc les sèmes et les traits potentiels secondaires qui permettent de connaître le profil sémantique propre de chacun, de comprendre leur fonctionnement et donc leurs préférences d’emploi. Dans une dernière partie nous rapprochons le fonctionnement des quantificateurs des deux langues, proposons des équivalences par contextes d’emploi et des améliorations de leur traitement lexicographique aussi bien monolingue que bilingue. / The purpose of this thesis is to describe precisely the semantics of the French vague quantifiers quelques and plusieurs, and of the German einig-, ein paar, etlich- and mehrer- in order to propose a comparison. A qualitative analysis of a French literary corpus has allowed us to extricate semantic operating criteria allowing to differentiate the quantifiers from each other. These operating criteria had the possibility, for the most part, to be then applied to German quantifiers, analyzed from a similar corpus to the French one. The study of a second German corpus, journalistic, has allowed to hone on the preferences of use relative to that kind of speech. All these vague quantifiers share a core meaning of “small vague quantities” and therefore the semes and the secondary potential traits allow to know each’s own semantic profile, to understand their operation and thus their preferred use. In the last part we put together the functioning of both language’s quantifiers, offer equivalencies by context and improvements of their monolingual and bilingual lexicographic treatment.

Les sciences infirmières relèvent d'une discipline naissante en France. Elles s'inscrivent dans un dispositif sanitaire et social évoluant avec les nouvelles technologies, faisant émerger une vision interdisciplinaire des savoirs infirmiers. Ceux-ci sont légiférés dans le référentiel de formation en 2009 et la réforme LMD (Licence- Master. Doctorat). L'initiation à la recherche semble conduire les étudiants à formaliser cette nouvelle discipline, mais celle-ci interroge plusieurs sciences, notamment les sciences humaines (communication, éducation, psychologie, sociologie…) pour expliquer, justifier le geste soignant. Les étudiants infirmiers des Instituts de Formation en Soin Infirmier (Ifsi) recherchent constamment des concepts rattachés aux compétences relationnelles, afin de réaliser un mémoire de fin d'étude (niveau licence). Cependant, les dictionnaires existants ne proposent pas ce type de terminologie, pour le soin infirmier. Parfois l'un l'aborde succinctement (Le dictionnaire des soins infirmiers de l'Amiec, par exemple), ou bien les autres relèvent des sciences médicales (éditions Lamarre, Maloine, Masson…). Une littérature professionnelle francophone produit beaucoup de citations instructives pour remobiliser des théories humanistes, notamment ce qui relève du domaine de la relation d'aide. Cette approche dite « rogerienne » (Carl Rogers) formalise, en partie, les interactions des personnes soignées et du personnel soignant. Nous proposons, avec les étudiants infirmiers de Nanterre, de recenser des concepts utilisés dans des Ifsi, à partir de notre investigation documentaire. Ainsi, les requêtes, le choix des mots-clés, les compétences du référentiel de formation, la littérature professionnelle, constituent un formidable corpus pour élaborer un dictionnaire reflétant le soin humaniste des infirmiers. Pour réaliser ce travail lexicographique et dictionnairique, nous avons utilisé des concepts propres à la linguistique, aux sciences humaines, notamment en sciences de l'éducation pour évoquer le développement de la personne, qu'elle soit soignante ou soignée. / Nursing are an emerging discipline in France. They are part of a health and social system evolving with new technologies, bringing forth an interdisciplinary vision of nursing knowledge. These are legislated in the repository of training in 2009 and LMD (Licence-Master. PhD). An introduction to the research seems to lead students to formalize this new discipline, but it asks several sciences, including the humanities (communication, education, psychology, sociology ...) to explain, justify the gesture caregiver. Nursing students Training Institutes in Care Nurse (IFSI) are constantly looking for concepts related to interpersonal skills, to achieve a dissertation study (undergraduate level). However, existing dictionaries do not offer this type of terminology for the care of nurses. Sometimes one briefly discusses the (dictionary of nursing, for example) or other fall of Medical Sciences (Editions Lamarre, Maloine, Masson ...). A French professional literature produced many informative citations in rallying humanistic theories, including what is the area of ​​the relationship. This approach was developed by Carl Rogers and formalizes, in part, the interactions of people treated and caregivers. We propose, with nursing students of Nanterre, identify concepts used in IFSI from our investigative documentary. Thus, queries, choosing keywords, skills training repository, professional literature, constitute a formidable body to develop a dictionary reflects the humanistic nursing care. To accomplish this work lexicographic and dictionary, we have used concepts from linguistics, the humanities, including science education to discuss the development of the person, whether or caregiver neat.

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.

Estudos sobre o léxico compreendem, além das palavras lexicais, as palavras gramaticais, as quais podem acarretar problemas à compreensão e à produção em língua estrangeira, sobretudo quando um aprendiz sofre interferências da língua materna. Especificamente no estudo da língua italiana em um contexto brasileiro, há palavras gramaticais semelhantes ao português, assim, recorrer à língua materna pode ser um auxílio e não um obstáculo ao desenvolvimento da língua-alvo. Por tal motivo, é preciso reconhecer a importância dos dicionários bilíngues, não como um recurso à tradução de unidades lexicais isoladas, mas como um material que possa facilitar a aproximação da nova língua ao aprendiz, não somente a partir dos equivalentes, mas, também, pela observação das unidades gramaticais contextualizadas. Sob a perspectiva da lexicografia pedagógica bilíngue, esta pesquisa tem o escopo de discutir o tratamento dos pronomes e adjetivos indefinidos do italiano e dos pronomes indefinidos do português brasileiro para avaliar seus equivalentes e propor um modelo de verbete na direção italiano-português, voltado ao aluno brasileiro de italiano como língua estrageira. Para que pudéssemos verificar a presença dos elementos fundamentais para composição de um verbete pedagógico bilíngue, selecionamos os indefinidos de gramáticas e dicionários das duas línguas. Para compor nosso modelo de verbete, foram extraídos contextos de uso dos jornais on-line Corriere della Sera e Repubblica, cuja linguagem jornalística vai ao encontro da nossa proposta, que é elaborar um verbete pedagógico bilíngue italiano-português usando contextos de uso da língua escrita na norma padrão. / Studies about lexicon include, besides lexical, grammatical words, which may cause problems to comprehension and to production in a foreign language, mainly when a learner is under mother tongue influence. Specifically in the study of the Italian language in a Brazilian context, there are grammatical words similar to the Portuguese words, thus, using the mother tongue may be helpful instead of an obstacle to the development of the target language. For that reason, it is necessary to recognize the importance of bilingual dictionaries not as a resource to translate isolated lexical unities, but as a material that should enable the learner to get closer to the new language, not only from the equivalents, but also from the approach between the two contextualized grammars. From a bilingual pedagogic lexicography perspective, this research comes within the scope of discussing the treatment of Italian indefinite pronouns and adjectives and of Brazilian Portuguese indefinite pronouns in order to evaluate their equivalent and to propose a model of entry in Italian-Portuguese direction, facing the Brazilian student of Italian as a foreign language. In order to check the presence of the fundamental elements for the composition of a bilingual pedagogic entry, we selected the indefinites of grammars and dictionaries of the two languages. With the aim of composing our entry model, we extracted use contexts from on-line newspapers Corriere della Sera and Repubblica, whose journalistic language meets our proposal, that is to prepare a pedagogic bilingual Portuguese-Italian entry with using contexts of written language in standard rules.

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.

Made available in DSpace on 2015-03-05T18:12:38Z (GMT). No. of bitstreams: 0 Previous issue date: 28 / Nenhuma / Este trabalho tem por objetivo destacar o papel didático do dicionário escolar, selecionando alguns recursos lexicais que permitem contribuir para a ampliação da competência lexical do aluno das séries finais do Ensino Fundamental. A partir dos princípios da área de estudo da lexicografia didática e de proposições dos Parâmetros Curriculares Nacionais de Língua Portuguesa, destacamos a importância do processo do aprendizado do léxico. Com base nesse referencial teórico, realizamos a análise de cinco dicionários selecionados pelo Plano Nacional do Livro Didático de 2006, considerando seis categorias, as quais fazem referência a distintos usos e sentidos de entradas lexicais: diversidade de acepções; exemplos; marcas de uso; locuções; sinônimos e antônimos. Verificamos, também, como acontece o estudo do léxico em quatro livros didáticos de Língua Portuguesa, selecionados pelo PNLD de 2008 com a finalidade de mostrar o quanto esse estudo é limitado e pouco desenvolvido nesses livros. Por fim, elaboramos uma aval / This work has the objective to highlight the didactic role of the academic dictionary, selecting some lexical resources that permit to contribute and to enlarge students lexical competence in the final grades of the Elementary school. From the beginning of the study field of didactic lexicography and the propositions of the Portuguese Language National Curriculum Parameters. We highlight the importance of the lexic learning process. Based on this theoretical referential, We have done a review of five dictionaries, selected by the National Plan of Didactic Book of 2006 (NPDB), considering six categories, which make reference to lexic entries different uses and meaning: Variety of perception, examples, marks of use, locutions, synonymous and antonymous, We have also verified how the study of the lexic happens in four Portuguese Language didactic books, selected by the NPDB with the function of showing how this study is limited and not much developed in these books. Finally, we elaborated an evaluation of each