Submitted by Sérgio Tiago da Silva null (stletras@gmail.com) on 2016-07-26T22:04:30Z No. of bitstreams: 1 Dissertacao Mestrado_Sergio Tiago da Silva_Conectores Pluriverbais_2016.pdf: 1752310 bytes, checksum: 72c19d7b6a8b3245c75d3e3b52c1eaf2 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-29T13:47:23Z (GMT) No. of bitstreams: 1 silva_st_me_arafcl.pdf: 1752310 bytes, checksum: 72c19d7b6a8b3245c75d3e3b52c1eaf2 (MD5) / Made available in DSpace on 2016-07-29T13:47:23Z (GMT). No. of bitstreams: 1 silva_st_me_arafcl.pdf: 1752310 bytes, checksum: 72c19d7b6a8b3245c75d3e3b52c1eaf2 (MD5) Previous issue date: 2016-05-30 / O Brasil tem como países vizinhos Argentina, Bolívia, Colômbia, Paraguai, Peru, Uruguai e Venezuela, além de Chile e Equador que também estão na América do Sul; em todos eles o Espanhol é a língua oficial. Dessa forma, faz-se necessário conhecer o idioma desses países, pois cada vez mais indivíduos de localidades diferentes se comunicam, tanto informalmente como em relações de trabalho e negócios, que são mais formais. Por esse motivo, o espanhol vem sendo ensinado desde a década de 40 no Brasil. Contudo, a partir de 2005, o ensino dessa língua tornou-se obrigatório no Brasil. Esse fator nos motivou a realizar uma pesquisa que pudesse contribuir com o ensino do Espanhol em nosso país. Isto posto, nos dedicamos a estudar os marcadores discursivos, mais especificamente os conectores pluriverbais, que são elementos utilizados na elaboração de um texto escrito, pois, essas partículas discursivas propiciam, também, a coesão e a coerência textual. Nosso objetivo ao estudar esses conectores é elaborar uma proposta de tratamento lexicográfico dessas estruturas em um Dicionário Pedagógico Semibilíngue para a produção de textos. Logo, sob a égide das teorias e práticas da lexicografia pedagógica semibilíngue, descrevemos e analisamos como dois dicionários bilíngues e um semibilíngue - Português-Espanhol - presentes em nosso mercado, registram os conectores. Verificamos, assim, que as informações que constam nessas obras lexicográficas não são suficientes para atender às necessidades dos aprendizes brasileiros para produzir textos em Espanhol. Por conseguinte, a partir de dois corpora textuais, um do Português Brasileiro (PB) e outro do Espanhol (Europeu (EE) e Americano (EA)), selecionamos os conectores e observamos os contextos nos quais ocorrem nos corpora bem como a frequência de tais ocorrências. Elaboramos, assim, uma proposta de tratamento lexicográfico de conectores pluriverbais em um dicionário pedagógico semibilíngue para a produção de textos no par de línguas Português-Espanhol. / Brazil has as neighbors Argentina, Bolívia, Colômbia, Paraguai, Peru, Uruguai and Venezuela, with Chile and Ecuador, also in South America; all of these countries have Spanish as the official language. It is therefore necessary to know the language of these countries, as more individuals from different places communicate with each other, both informally and in business settings wich are more formal. For this reason, Spanish has been taught since the 1940s in our country, and from 2005 the teaching of this language has been mandatory in Brazil. This factor motivated us to conduct research that could contribute to the teaching of Spanish in our country. That said, we are dedicated to study the discourse markers, specifically multi-verbal connectors, which are elements used in the preparation of a written text, because these discursive particles also provide cohesion and textual coherence. Our aim to study these connectors is to propose a semi-bilingual lexicographical treatment of these structures in a Pedagogical Dictionary for the production of texts. Here, on the basis of the theories and practices of semi-bilingual pedagogical lexicography, we describe and analyze how two bilingual and semi-bilingual (Portuguese-Spanish) dictionaries, present in our market, record the connectors. We found that the information contained in these lexicographical works are not sufficient to meet the needs of Brazilian learners to produce texts in Spanish. Therefore, from two textual corpora, one Brazilian Portuguese (BP) and the other Spanish (European (EE) and American (EA)), we select the connectors and observe the contexts in which they occur in the corpora and the frequency of such occurrences. We then developed a proposed lexicographical treatment of multi-verbal connectors in a semi-bilingual pedagogical dictionary for the production of texts in paired Portuguese-Spanish languages. / Brasil tiene como países vecinos Argentina, Bolivia, Colombia, Paraguay, Perú, Uruguay y Venezuela, y Chile y Ecuador, que también se encuentran en América del Sur; en todos ellos el español es el idioma oficial. Por lo tanto, es necesario conocer la lengua de estos países, pues más y más personas se comunican de diferentes lugares, tanto de manera informal como en las relaciones de trabajo y negócios que son más formales. Por esta razón, el español se ha enseñado desde los años 40 en nuestro país. Sin embargo, a partir de 2005, la enseñanza de esta lengua se hizo obligatoria la oferta en Brasil. Este factor nos ha motivado para llevar a cabo una investigación que podría contribuir a la enseñanza de español en nuestro país. Dicho esto, nos hemos dedicado a estudiar los marcadores del discurso, específicamente los conectores pluriverbales, que son elementos que se utilizan en la elaboración de un texto escrito, debido a que estas partículas discursivas proporcionan también la cohesión y coherencia textual. Nuestro objetivo de estudiar estos conectores es elaborar una propuesta de tratamiento lexicográfico semibilíngüe de estas estructuras. Así, bajo la égide de las teorías y prácticas de la lexicografía pedagógica semibilíngüe, hemos descrito y analizado como dos diccionarios bilingües y un semibilíngüe - Portugués-Español - presentes en nuestro mercado, registran los conectores. Comprobamos, por lo tanto, que las informaciones contenidas en estas obras lexicográficas no son suficientes para satisfacer las necesidades de los estudiantes brasileños que desean producir textos en español. Por conseguiente, a partir de dos corpora textuales, un del Portugués de Brasil (PB) y otro del Español (Europeo (EE) y Americano (EA)), seleccionamos los conectores y observamos los contextos en los que estos ocurren en los corpora y la frecuencia de estas ocurrencias para elabora, así, una propuesta de tratamiento lexicográfico de conectores pluriverbales en un diccionario semibilíngue pedagógico para la producción de textos en el par de lenguas Portugués-Español.

Esta tese apresenta as bases para a elaboração de um protótipo de dicionário de regência verbal para alunos brasileiros estudantes de Espanhol como Língua Estrangeira e se insere na área de Estudos da Linguagem, mais especificamente na linha de pesquisa Lexicografia, Terminologia e Tradução: relações textuais. O objetivo geral desta tese é o de estabelecer os princípios e o protótipo para a elaboração de um dicionário de regência verbal Português-Espanhol para alunos brasileiros estudantes de Espanhol como Língua Estrangeira (E/LE). Os públicos previstos para o dicionário são principalmente estudantes universitários de espanhol dos níveis básico e intermediário, níveis nos quais identificamos maiores dificuldades em relação à regência verbal, e pretende auxiliá-los na produção oral e escrita. Os objetivos específicos da tese são (i) identificar as dificuldades que estudantes brasileiros de Espanhol têm em relação à regência verbal e (ii) analisar obras lexicográficas em Língua Espanhola e Portuguesa para identificar a forma como tratam as questões relativas à regência verbal. Como fundamentação teórica, seguimos principalmente os pressupostos da Lexicografia Pedagógica. Partimos de pesquisas anteriores sobre as dificuldades relativas ao uso das preposições em Espanhol por aprendizes brasileiros e coletamos dados com acadêmicos de uma universidade federal brasileira. Com base nessas informações e no referencial teórico adotado, expomos os parâmetros que orientam a elaboração do dicionário, especificando seu usuário, sua função, os critérios para a seleção da macroestrutura e a proposta de sua microestrutura. Para ilustrar a proposta, são apresentados 34 verbetes, com os seguintes verbos: acompanhar, aconselhar, amar, apoiar-se, bater, chegar, começar, comprar, concordar, continuar, convidar, costumar, demorar, esconder, esperar, estar, fazer, ficar, gostar, intervir, ir, limpar, necessitar, parecer, querer, reclamar, sair, ser, telefonar, ter, viajar, vir, viver e voltar. Com os resultados apresentados, pretende-se não apenas preencher uma lacuna na lexicografia bilíngue relativa ao par de línguas Português-Espanhol, mas também refletir sobre a importância de obras lexicográficas específicas para dar conta das necessidades dos estudantes brasileiros de Espanhol. / This thesis presents the bases for the elaboration of a prototype verbal regency dictionary to Brazilian students of Spanish as a foreign language. This research is inserted in the area of language studies, more specifically in lexicography, terminology and translation: textual relations. The general purpose of this thesis is to establish the principles and prototype to the elaboration of a verbal regency dictionary of Portuguese-Spanish to Brazilian students of Spanish as a foreign language (S/FL). The target public to this dictionary is mainly university students of Spanish from basic and intermediate levels. The same ones in which we identify more difficulties in relation to verbal regency.The intention is to help them in oral and written activities. Yet the specific objectives of this thesis are to identify the difficulties that Brazilian students of Spanish have in relation to verbal regency and also to analize lexicographic works in Spanish and Portuguese in order to identify how these students treat the questions related to verbal regency. As theory, we draw on Pedagogic Lexicography. We start from previous research about difficulties related to the use of prepositions in Spanish for Brazilian learners, and we collected datas with university students of a federal Brazilian university. Taking into account these information and the theory, we report the parameters that guide the elaboration of the dictionary, by especifying its users, its function, the criteria for the selection of a macrostructure and the proposal of its microstructure. To illustrate this proposal thirty-four entries are presented, with the following verbs: to follow, to advise, to love, to rely on, to beat, to arrive, to start, to buy, to agree, to continue, to invite, to accustom, to delay, to hide, to wait, to be, to do, to stay, to like, to interfere, to go, to clean, to need, to seem, to want, to complain, to leave, to be, to phone, to have, to travel, to come, to live and to return. With the results presented, we intend not only to fill in a gap in bilingual lexicography related to the pair of Portuguese – Spanish languages, but also to reflect about the importance of specific lexicographic works to account for the needs of Brazilian students of Spanish. / Esta tesis presenta los fundamentos para la elaboración de un prototipo de diccionario de régimen verbal para alumnos brasileros estudiantes de Español como Lengua Extranjera y se inserta en el área de Estudos da Linguagem, más especificamente en la línea de investigación Lexicografia, Terminologia e Tradução: relações textuais. El objetivo general de esta tesis es el de establecer los principios y el prototipo para la elaboración de un diccionario de régimen verbal portugués-español para alumnos brasileros estudiantes de Español como Lengua Extranjera (E/LE). Los públicos previstos para el diccionario son principalmente estudiantes universitarios de español de los niveles básico e intermediario, niveles en los que identificamos mayores dificultades en relación con el régimen verbal, y busca ayudarlos en la producción oral y escrita. A su vez, los objetivos específicos de la tesis son los de identificar las dificultades que los estudiantes brasileros de español tienen en relación con el régimen verbal y analizar obras lexicográficas en Lengua Española y Portuguesa para identificar la forma como tratan el tema del régimen verbal. Como marco teórico, seguimos sobre todo los supuestos de la Lexicografía Pedagógica. Partimos de investigaciones anteriores sobre las dificultades relativas al uso de las preposiciones en español por parte de los aprendices brasileros y recolectamos datos con alumnos universitarios de una universidad federal brasilera. Sobre la base de dichas informaciones y teniendo en cuenta el marco teórico adoptado, exponemos los parámetros que orientan la elaboración del diccionario, especificando su usuario, su función, los criterios para la selección de la macroestructura y la propuesta de su microestructura. Para ilustrar la propuesta, presentamos 34 artículos, con los siguientes verbos: acompañar, aconsejar, amar, apoyarse, golpear, llegar, empezar, comprar, acceder, continuar, invitar, soler, tardar, esconderse, esperar, estar, hacer, quedar, gustar, intervenir, ir, limpiar, necesitar, parecer, querer, reclamar, salir, ser, llamar, tener, viajar, venir, vivir y volver. Con los resultados presentados, se busca no solo rellenar una laguna en la lexicografía bilingüe relativa a las lenguas portuguesa y española, sino también reflexionar sobre la importancia de las obras lexicográficas específicas para dar cuenta de las necesidades de los estudiantes brasileros de español.

La question des emprunts lexicaux dans le Coran est l’une des premières questions linguistiques posées au commencement de la pensée linguistique arabe. Pourtant, cette question n’a pas connu le même développement qu’ont connu les autres questions linguistiques. C’est qu’elle était toujours un objet de désaccord entre les savants et les chercheurs ; certains ont nié la présence d’emprunts lexicaux dans le Coran, d’autres l’ont admise. Dans les études anciennes et contemporaines, nous avons pu distinguer deux approches: la première est d’ordre linguistique. Elle considère le Coran comme un texte langagier. En effet, les linguistes ont étudié les emprunts coraniques dans leurs caractères phonologiques, morphologiques, syntaxiques et sémantiques. Alors que la seconde est plutôt idéologique. Elle prend une position non objective, en niant complètement la présence d’emprunts lexicaux dans le Coran, ou en glorifiant une langue mère par des motivations nationalistes, religieuses, sociales et culturelles. Après avoir étudié le développement, l’interférence et l’interaction entre ces approches, nous avons proposé notre position sociolinguistique pour élaborer des critères d’identification de nature linguistique, référentielle et culturelle. Ces critères nous ont aidé à dégager deux corpus : le premier contient les emprunts coraniques et leurs langues sources, le deuxième comprend les unités lexicales que nous considérons comme des unités arabes. Ce travail nous a permis de mettre en lumière les motivations idéologiques qui peuvent influencer l’étude linguistique. De même il est un outil pour prendre conscience de la nécessité d’une révision critique des approches qui ont traité les emprunts lexicaux en général et les emprunts coraniques en particulier. / The issue of “lexical borrowings in The Quran” is one of the first issues that had emerged since the beginning of the Arabic linguistic thought. Unfortunately, this issue was fruitless compared to other linguistic researches, because it has always been a subject of a great polemic among ancient and modern Arabic and non Arabic scholars. Some denied the fact that The Quran contains lexical borrowings, others admitted it. Many scholars were pushed by ideological motivations such as religious, nationalist, social, cultural motivations, especially those who denied the phenomenon.In this work, we tried first to evoke main linguistic and extra- linguistic problems concerning lexical borrowing in general, and the study of this phenomenon in the Quran especially. Then, we studied the two main approaches: (1) ideological approach which denies the existence of lexical borrowings in the Quran, or which admits it and tries meanwhile to glorify some languages and dishonour some others, (linguistic approach and its phonological, morphological, syntactic and semantic analyses. After studying different approaches and their development, interference and interaction, we have elaborated a socio-linguistic perspective associated with some linguistic, referential and cultural criteria which allowed us to distinguish between two types of quranic words: words that we consider as real lexical borrowings, and genuine Arabic words. This study does not only shed the light on some ideological motivations which have affected linguistic research, but it also provides a crucial critical review of borrowing studies.

Au cours des dernières années, le secteur touristique a été caractérisé par toute une série de changements fondamentaux. L’un de ces changements, certainement le plus important, a été le fait d’être considéré aujourd’hui comme l’activité productive capable de faire tourner l’économie d’un pays entier.Notre mémoire de recherche se situe à l’intersection de la terminologie thématique, de la linguistique de corpus et du traitement automatique des langues.Dans le premier chapitre du travail que nous allons présenter, nous chercherons à introduire aux domaines d’études théoriques sur lesquels notre recherche s’appuie.Premièrement, on traitera de la linguistique de corpus et on examinera les différentes catégories de corpus existantes. On mettra l’accent sur deux notions fondamentales dans la conception de l’outil corpus en général et dans la création de notre corpus en particulier : représentativité et contexte. Au sein du discours touristique, la représentativité, d’un côté, se relie au caractère spécial de notre micro-langue ; le contexte, de l’autre, révèle la pluralité des sous-domaines qui composent ce technolecte à mi-chemin entre la langue générale et la langue spécialisée.Dans le deuxième chapitre, nous présenterons le corpus thématique trilingue (CTT) que nous avons créé préalablement à la rédaction de la thèse proprement dite.Avant tout, on fournira les indications théoriques et pragmatiques nécessaires pour réaliser un corpus trilingue en langue de spécialité : la collecte des textes, l’homogénéisation des échantillons textuels repérés et l’annotation. Au cours de ce chapitre, nous présenterons Alinea, l’instrument qu’on a utilisé pour l’alignement de textes recueillis et pour la consultation simultanée des traductions trilingues. Dans le troisième et dernier chapitre, on passera à l’interrogation du corpus créé. Sur la base d’un terme pris comme exemple, le terme ville, on lancera la recherche dans le CTT. Ensuite, on analysera les collocations les plus usitées contenant le mot ville.En guise de conclusion de notre mémoire, nous présenterons une annexe consacrée à notre glossaire trilingue comme résultat de notre exploration de la chaîne terminologique qu’on aura analysée précédemment. Pour conclure, l’objectif général de notre étude sera d’explorer la chaîne de gestion terminologique à travers la création d’un glossaire trilingue dans le domaine du tourisme. Notre orientation méthodologique de caractère sémasiologique impliquera ainsi au moins quatre objectifs spécifiques :• créer un corpus trilingue du tourisme (CTT), capable d’attester des usages en contexte des termes.• extraire des termes en utilisant des techniques diverses, telle que l’étude fréquentielle des éléments du corpus.• vérifier les données obtenues et les compléter à l’aide de ressources externes.• répertorier et décrire l’ensemble des termes sous forme d’un glossaire trilingue à sujet touristique (GTT). / Our study concerns the language of tourism from a lexicographical perspective.Exploiting the web we realized a corpus ad hoc. This corpus is composed by about 10.000 texts in three languages (French, Italian and English), aligned using “Alinea”.Starting from terminological extraction, we analysed some collocations at the aim to create a trilingual and tri-directional glossary.We chose this subject according to the increasing importance taken from tourism economy in the world.Our study fields are thematic terminology, corpus linguistics and automatic language treatment.The first chapter presents the study field of our research. First of all, we introduced to corpus linguistics presenting the different categories of corpus and pointing out our attention on two main notions: representativeness and context.Therefore, we explained the link between Language for Special Purposes and tourism discourse as a Specialized Discourse.In the second chapter, we showed the trilingual thematic corpus we created during our researches. We described the main steps to create a corpus: collection of texts, cleaning and annotation.In this chapter, we gave a particular attention to the presentation of “Alinea”.Finally, the third chapter is a study of frequent collocations with the term “town” (ville).The annexes present the glossary as well as the methodological principals we followed in the redaction.

Esta tese apresenta as bases para a elaboração de um protótipo de dicionário de regência verbal para alunos brasileiros estudantes de Espanhol como Língua Estrangeira e se insere na área de Estudos da Linguagem, mais especificamente na linha de pesquisa Lexicografia, Terminologia e Tradução: relações textuais. O objetivo geral desta tese é o de estabelecer os princípios e o protótipo para a elaboração de um dicionário de regência verbal Português-Espanhol para alunos brasileiros estudantes de Espanhol como Língua Estrangeira (E/LE). Os públicos previstos para o dicionário são principalmente estudantes universitários de espanhol dos níveis básico e intermediário, níveis nos quais identificamos maiores dificuldades em relação à regência verbal, e pretende auxiliá-los na produção oral e escrita. Os objetivos específicos da tese são (i) identificar as dificuldades que estudantes brasileiros de Espanhol têm em relação à regência verbal e (ii) analisar obras lexicográficas em Língua Espanhola e Portuguesa para identificar a forma como tratam as questões relativas à regência verbal. Como fundamentação teórica, seguimos principalmente os pressupostos da Lexicografia Pedagógica. Partimos de pesquisas anteriores sobre as dificuldades relativas ao uso das preposições em Espanhol por aprendizes brasileiros e coletamos dados com acadêmicos de uma universidade federal brasileira. Com base nessas informações e no referencial teórico adotado, expomos os parâmetros que orientam a elaboração do dicionário, especificando seu usuário, sua função, os critérios para a seleção da macroestrutura e a proposta de sua microestrutura. Para ilustrar a proposta, são apresentados 34 verbetes, com os seguintes verbos: acompanhar, aconselhar, amar, apoiar-se, bater, chegar, começar, comprar, concordar, continuar, convidar, costumar, demorar, esconder, esperar, estar, fazer, ficar, gostar, intervir, ir, limpar, necessitar, parecer, querer, reclamar, sair, ser, telefonar, ter, viajar, vir, viver e voltar. Com os resultados apresentados, pretende-se não apenas preencher uma lacuna na lexicografia bilíngue relativa ao par de línguas Português-Espanhol, mas também refletir sobre a importância de obras lexicográficas específicas para dar conta das necessidades dos estudantes brasileiros de Espanhol. / This thesis presents the bases for the elaboration of a prototype verbal regency dictionary to Brazilian students of Spanish as a foreign language. This research is inserted in the area of language studies, more specifically in lexicography, terminology and translation: textual relations. The general purpose of this thesis is to establish the principles and prototype to the elaboration of a verbal regency dictionary of Portuguese-Spanish to Brazilian students of Spanish as a foreign language (S/FL). The target public to this dictionary is mainly university students of Spanish from basic and intermediate levels. The same ones in which we identify more difficulties in relation to verbal regency.The intention is to help them in oral and written activities. Yet the specific objectives of this thesis are to identify the difficulties that Brazilian students of Spanish have in relation to verbal regency and also to analize lexicographic works in Spanish and Portuguese in order to identify how these students treat the questions related to verbal regency. As theory, we draw on Pedagogic Lexicography. We start from previous research about difficulties related to the use of prepositions in Spanish for Brazilian learners, and we collected datas with university students of a federal Brazilian university. Taking into account these information and the theory, we report the parameters that guide the elaboration of the dictionary, by especifying its users, its function, the criteria for the selection of a macrostructure and the proposal of its microstructure. To illustrate this proposal thirty-four entries are presented, with the following verbs: to follow, to advise, to love, to rely on, to beat, to arrive, to start, to buy, to agree, to continue, to invite, to accustom, to delay, to hide, to wait, to be, to do, to stay, to like, to interfere, to go, to clean, to need, to seem, to want, to complain, to leave, to be, to phone, to have, to travel, to come, to live and to return. With the results presented, we intend not only to fill in a gap in bilingual lexicography related to the pair of Portuguese – Spanish languages, but also to reflect about the importance of specific lexicographic works to account for the needs of Brazilian students of Spanish. / Esta tesis presenta los fundamentos para la elaboración de un prototipo de diccionario de régimen verbal para alumnos brasileros estudiantes de Español como Lengua Extranjera y se inserta en el área de Estudos da Linguagem, más especificamente en la línea de investigación Lexicografia, Terminologia e Tradução: relações textuais. El objetivo general de esta tesis es el de establecer los principios y el prototipo para la elaboración de un diccionario de régimen verbal portugués-español para alumnos brasileros estudiantes de Español como Lengua Extranjera (E/LE). Los públicos previstos para el diccionario son principalmente estudiantes universitarios de español de los niveles básico e intermediario, niveles en los que identificamos mayores dificultades en relación con el régimen verbal, y busca ayudarlos en la producción oral y escrita. A su vez, los objetivos específicos de la tesis son los de identificar las dificultades que los estudiantes brasileros de español tienen en relación con el régimen verbal y analizar obras lexicográficas en Lengua Española y Portuguesa para identificar la forma como tratan el tema del régimen verbal. Como marco teórico, seguimos sobre todo los supuestos de la Lexicografía Pedagógica. Partimos de investigaciones anteriores sobre las dificultades relativas al uso de las preposiciones en español por parte de los aprendices brasileros y recolectamos datos con alumnos universitarios de una universidad federal brasilera. Sobre la base de dichas informaciones y teniendo en cuenta el marco teórico adoptado, exponemos los parámetros que orientan la elaboración del diccionario, especificando su usuario, su función, los criterios para la selección de la macroestructura y la propuesta de su microestructura. Para ilustrar la propuesta, presentamos 34 artículos, con los siguientes verbos: acompañar, aconsejar, amar, apoyarse, golpear, llegar, empezar, comprar, acceder, continuar, invitar, soler, tardar, esconderse, esperar, estar, hacer, quedar, gustar, intervenir, ir, limpiar, necesitar, parecer, querer, reclamar, salir, ser, llamar, tener, viajar, venir, vivir y volver. Con los resultados presentados, se busca no solo rellenar una laguna en la lexicografía bilingüe relativa a las lenguas portuguesa y española, sino también reflexionar sobre la importancia de las obras lexicográficas específicas para dar cuenta de las necesidades de los estudiantes brasileros de español.

The concept of equivalence has for many years attracted attention of researchers in variousdisciplines: from mathematics to philosophy to translation theory to terminology. This thesisintends to survey the concept of equivalence in three subject fields all of which focus onlanguages and communication, namely: translation theory, lexicography and terminology. Thepurpose of the paper is twofold: to investigate the theoretical grounds of equivalence in thesethree disciplines and to survey the methods and practices of establishing equivalence inmultilingual terminology work. The results of the theoretical investigation are summed up onthe basis of the terminological concept analysis. Four concepts systems are structured andpresented in the form of concept diagrams (two for translation theory, one for lexicography andone for terminology). The concept systems give an overview of the current understanding ofequivalence in the three subject fields and expose the relations between equivalence and anumber of related concepts. The central theoretical question of the thesis whether equivalencecould be considered the same concept in all three disciplines is answered on the basis of theresults of the terminological concept analysis. The empirical investigation is carried out in theform of case studies in the frame of multilingual terminology work. It focuses on the problemsof establishing equivalence, of determining the degree of equivalence as well as on the methodsand practices of presenting equivalents in various terminological resources.

Le but de cette thèse est de contribuer à l’étude des particularités lexicales du français régional des Antilles à partir d’un corpus de littérature antillaise contemporaine : les romans L’Homme-au-Bâton (1992) et L’Envers du décor (2006) de l’écrivain antillais Ernest Pépin. Après une brève présentation de quelques phénomènes spécifiques à la francophonie de l’aire caraïbe, nous avons dressé un inventaire des sources principales dont on dispose pour l’étude lexicologique des régionalismes antillais. Plusieurs types de régionalismes ont été découverts et commentés: héritages, emprunts et innovations (formelles, sémantiques, lexématiques). Les deux romans d’Ernest Pépin représentent un bon corpus pour illustrer la productivité lexicale du français régional antillais ainsi que ses multiples possibilités d’expression. Les champs sémantiques les mieux représentés sont : l’alimentation, la musique, la flore, la faune et la vie spirituelle. Au niveau formel, la composition est le procédé de formation lexicale le plus productif. Au niveau sémantique, on remarque des phénomènes de restriction, d’extension de sens ainsi que la création de nouveaux sens par métaphore et métonymie, entre autres. L’analyse des antillanismes dans un corpus littéraire pose de nombreux problèmes méthodologiques (faire la distinction entre les régionalismes et les phénomènes idiolectaux, la reconstruction de l’histoire des mots, des problèmes de technique lexicographique et de déontologie, le travail avec des données très dispersées et dégradées). La poursuite des recherches dans ce domaine pourrait se concrétiser dans la parution d’un dictionnaire complet du français régional antillais. / The purpose of this doctoral dissertation is to contribute to the study of the French variation in the Lesser Antilles, analyzing lexical particularities in a contemporary literary corpus: the novels L’Homme-au-Bâton (1992) and L’Envers du décor (2006) written by the Antillean author Ernest Pepin.After a short presentation of several specific phenomena from the francophone Caribbean area, we will make an inventory of the main sources we had at our disposal for the lexicological study of the Antillean regionalisms.Different types of regionalisms were discovered and they will be commented: heritages, bor-rowings, formal and / or semantic innovations. The two novels written by Ernest Pepin repre-sent a good corpus to illustrate the lexical productivity of the variety of French from the Lesser Antilles and its multiple possibilities of expression.The best represented semantic fields are: food, music, flora, fauna and spiritual life. At the formal level, the compounding is the most productive type of word formation. At the seman-tic level, some phenomena of semantic restriction and extension, and the building of new meanings by metaphor and metonymy among others can be observed.The lexical analysis of the regionalisms in a literary corpus raises many methodological problems (making the distinction between regionalisms and idiolectal phenomena, rebuilding the history of the words, ethical problems, difficulties related to lexicographic tools and tech-niques, working with disparate and ambiguous data).Our doctoral thesis could be a step forward towards a complex dictionary of the variety of French in the Lesser Antilles, but a lot of ideas are for the moment still on drawing board and the researches should continue in this direction.

This thesis examines the use of non-standard language, more specifically non-standard vocabulary (i.e. slang, verlan, colloquialisms, vulgarities, foreign borrowings, and abbreviations), in a corpus of selected francophone rap tracks in order both to quantify its use and to investigate what determines its variation, focusing on the impact of diachronic, diatopic, gender and diaphasic determinants. The methodology relies on a lexicographic analysis to produce quantitative results which are then analysed qualitatively by means of extract analyses and semi-structured interviews with francophone rappers. To answer the research questions, the thesis is divided into five chapters. The first chapter presents the aforementioned methodology and the overall quantitative results from the thesis, while also introducing the notion of variation, which is then tackled in the last four chapters. The second chapter investigates diachronic determinants from two perspectives: different generations of rappers (1990/1991, 2001 and 2011) and one artist throughout his career (Akhenaton in 1991, 2011 and 2011). The third chapter looks at diatopic determinants, analysing the impact of ethnic and spatial origins. Three ethnic origins are compared (rappers of French, Algerian and Senegalese origin), together with three cities (Marseille, Paris and Brussels) and three departments (Hauts-de-Seine, Seine-Saint-Denis and Val-de-Marne). The fourth chapter focuses on gender determinants, with a comparison of male versus female rappers that also takes broader gender performativity into account. Finally, the fifth chapter examines the impact of diaphasic determinants. It analyses three rap genres (jazz/poetic, ego trip and knowledge rap), which then form the foundation for qualitative discussions of the effect of aesthetics, figures of speech, themes and performance. In conclusion, the contribution to knowledge of this work is the observation that the main determinant of high use of non-standard vocabulary is the performance of modern ego trip. The other determinants do not impact non-standard vocabulary to the same extent quantitatively or systematically, due to the complexity of the contextual and fluid identity performances involved with these determinants.

Cette thèse porte sur la lexicographie bilingue, plus précisément entre l’islandais et le français, avec comme objectif de jeter les bases d’un nouveau dictionnaire islandais-français qui serait accessible en ligne. Pour cela, nous avons rédigé des articles de dictionnaire en nous appuyant sur une nouvelle base de données lexicographiques développée pour des dictionnaires bilingues en ligne avec l’islandais comme langue source (ISLEX). Nous nous concentrons sur les besoins des utilisateurs islandais voulant s’exprimer en français mais nous partons du principe que le dictionnaire devrait également servir aux francophones. À travers notre traitement lexicographique, nous portons une attention spéciale à la syntagmatique et au traitement des locutions plus ou moins figées dans un dictionnaire bilingue. En effet, nous estimons qu’un bon dictionnaire bilingue devrait accorder une importance particulière aux unités phraséologiques telles que les collocations et les locutions figées de sens figuré. Après avoir étudié le rôle et la structuration idéale des dictionnaires bilingues selon les différentes fonctions qu’ils peuvent avoir, celle de l’encodage et celle du décodage, nous passons ensuite à une discussion sur la phraséologie et l’importance des locutions figées et semi-figées dans les dictionnaires bilingues. Nous présentons, par la suite, la microstructure de nos articles ainsi que les outils et les ressources informatiques sur lesquels nous nous appuyons. Les résultats de notre réflexion sur l’élaboration d’un nouveau dictionnaire islandais-français sont présentés sous la forme d’articles, suivis de remarques et d’explications sur nos choix lexicographiques. / This doctoral thesis on bilingual lexicography, and more precisely on lexicography between Icelandic and French, aims to lay the foundations for a new Icelandic-French dictionary that will be available on-line. To that purpose, we write entries for an Icelandic-French dictionary based on a new lexicographical database for Icelandic (ISLEX). The focus is on the needs of Icelandic users who wish to express themselves in French. However, it is clear that an Icelandic-French dictionary will also be useful for French speakers. Through our lexicographical treatment, we pay special attention to the syntagmatic analysis and to the presentation of more or less fixed phraseological units in a bilingual dictionary such as collocations and set phrases, since we consider that a good bilingual dictionary should take phraseological units into account. Having studied the role and the ideal structure of bilingual dictionaries according to the various functions that they can have, the encoding one and the decoding one, we then discuss phraseology and the importance of set phrases in bilingual dictionaries. The microstructure of our articles is then presented as well as the tools and resources on which we base our work. The outcome of our reflection on the writing of a new Icelandic-French dictionary is shown in the form of dictionary entries followed by remarks where an account is given of the way in which some lexicographical problems are tackled and our lexicographical choices are explained.

Cette thèse représente le résultat d’une analyse linguistique et d’une description lexicographique des variantes topolectales du français de la Louisiane telles que relevées dans un corpus de théâtre cadien contemporain. Nous présentons nos résultats sous la forme d’un glossaire dont les articles sont conçus selon l’approche de la lexicographie historico-comparative et différentielle. En analysant ces lexèmes et leurs emplois dans une triple perspective : diachronique, diastratique et diatopique, nous effectuons un classement rigoureux de chaque régionalisme sur les axes historique et différentiel.À travers notre traitement lexicographique, nous portons une attention spéciale aux mots d’origine inconnue et aux anglicismes, qui ont trop souvent été traités d’une manière sommaire par le passé. Nous présentons l’histoire de chaque particularité, et expliquons la raison d’être de chaque néologisme, information jusqu’à aujourd’hui non disponible pour la plupart de ces lexèmes. / This doctoral thesis represents the result of a linguistic analysis and a lexicographic description of topolectal variants of French in Louisiana selected from a corpus of contemporary Cajun theater. We present our findings through the form of a glossary whose articles are conceived in the approach of comparative, historical and differential lexicography. Analyzing these lexemes and their usage in a triple perspective: chronological, stratificational and topological, we carry out a rigorous classification of each regionalism on the historical and differential levels.Through our lexicographical treatment, will pay special attention to words of unknown origin and to Anglicisms, which have too often been treated in the past in a summary manner. We present the history of each particularity, and explain the reason behind each neologism, information which has been missing until now for the majority of these terms.