In this scientific work were analysed using comparative methot five translaters biblical phraseological.

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / As unidades fraseolÃgicas (UFs) fazem parte do cotidiano do falante de qualquer lÃngua natural, seja por meio da oralidade, seja em sua forma escrita. Assim, espera-se que, na escola, como espaÃo oficial de ensino, os materiais didÃticos, especialmente os livros, destaquem as variadas manifestaÃÃes das unidades fraseolÃgicas e sua relevÃncia para o ensino e a aprendizagem da lÃngua materna. Nesse sentido, a partir da escolha dos livros da coleÃÃo âVontade de Saber PortuguÃsâ, nas turmas do 6 e 9 ano, e com base nas discussÃes teÃricas e direcionamento prÃticos disponÃveis em Solano RodrÃguez (2007), OrtÃz Alvarez (2014), Martà Sanchez (2014), Kovecses (2010), Xatara (1998), Tagnin (2013) e Monteiro-Plantin (2012), analisamos os caminhos utilizados pelos manuais para desenvolver a consciÃncia fraseolÃgica e, por conseguinte, a competÃncia fraseolÃgica dos discentes. Inicialmente, identificamos as ocorrÃncias de unidades fraseolÃgicas em cada sÃrie, de que modo essa UF à apresentada no livro, se hà referÃncia ou retomada de uso dessa UF, em que contexto aparece, quais atividades sÃo propostas, quais habilidades estÃo relacionadas ao seu uso, quais os tipos com maior e menor recorrÃncia nos manuais e qual a funcionalidade em atividades de produÃÃo oral e/ou escrita. Essa descriÃÃo e, a posteriori, anÃlise dizem respeito aos processos de identificaÃÃo, aquisiÃÃo e reproduÃÃo dos sentidos e das estruturas formais das unidades fraseolÃgicas. Para que esse processo fosse satisfatÃrio, enfatizamos a compreensÃo dos registros escritos e de fala no que se refere à categorizaÃÃo, sistematizaÃÃo e anÃlise do vasto campo lexical e semÃntico que envolve as unidades fraseolÃgicas. Neste trabalho elaboramos e recomendamos propostas de aplicaÃÃo de atividades com as UFs em contextos interacionais de uso da lÃngua, que nÃo se prendessem ao ambiente escolar, mas que perpassassem as fronteiras do Ãmbito escolar. Na parte final, apresentamos 4 propostas de ensino para que o referido trabalho com as unidades fraseolÃgicas fosse desenvolvido nas escolas, e para que o professor tivesse acesso a mais uma ferramenta pedagÃgica. / The phraseological units (UFs) are part of the daily life of the speaker of any natural language, either through orality, or in its written form. Thus, it is expected that in the school, as an official teaching space, didactic materials, especially books, highlight the varied manifestations of phraseological units and their relevance to teaching and learning the mother tongue. In this sense, based on the choice of the books in the collection "Vontade de Saber PortuguÃs", in the 6th and 9th grade classes, and based on the theoretical discussions and practical directions available in Solano RodrÃguez (2007), OrtÃz Alvarez (2014), Martà Sanchez (2014), Kovecses (2010), Xatara (1998), Tagnin (2013) E Monteiro-Plantin (2012), we have analyzed the paths used by the manuals to develop the Phraseological Consciousness and, consequently, the Phraseological Competence of the students. Initially, we identify the occurrences of phraseological units in each series, in what way this UF is presented in the book, if there is reference or resumption of use of that UF, in what context it appears, what activities are proposed, what skills are related to its use, Which types have the greatest and least recurrence in manuals and what is the functionality in oral and / or written production activities. This description and, a posteriori, analysis relate to the processes of identification, acquisition and reproduction of the meanings and formal structures of phraseological units. For this process to be satisfactory, we emphasize the comprehension of the written and spoken registers regarding the categorization, systematization and analysis of the vast lexical and semantic field that involves the phraseological units. In this paper we also intend to elaborate and recommend proposals for the application of activities with the UFs in interactive contexts of language use, not related to the school environment, but to cross the boundaries of the school environment. In the final part, we presented 4 teaching proposals so that said work with the phraseological units was developed in the schools, and for the teacher to have access to another pedagogical tool.

This thesis deals with a contrastive analysis of German phraseological units containing an animal and their Czech equivalents. In the theoretical part, we will explain the basic concepts of phraseology and focus on the contrastive phraseology. The core of the thesis is formed by analysis of German proverbs and other verbal phraseological units and finding their Czech equivalents. The selected phraseological units are accompanied by examples. The aim of the thesis is to divide the phraseological units into groups according to the degree of equivalence.

SILVA, Antônio Henrique da. O desenvolvimento da competência fraseológica nos livros didáticos de português do ensino fundamental II. 2016. 144f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Letras, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-06-07T15:02:24Z No. of bitstreams: 1 2016_dis_ahsilva.pdf: 10935865 bytes, checksum: a8f523a36aa1196745eb8c8785ea7d33 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-06-08T11:52:04Z (GMT) No. of bitstreams: 1 2016_dis_ahsilva.pdf: 10935865 bytes, checksum: a8f523a36aa1196745eb8c8785ea7d33 (MD5) / Made available in DSpace on 2017-06-08T11:52:04Z (GMT). No. of bitstreams: 1 2016_dis_ahsilva.pdf: 10935865 bytes, checksum: a8f523a36aa1196745eb8c8785ea7d33 (MD5) Previous issue date: 2016 / The phraseological units (UFs) are part of the daily life of the speaker of any natural language, either through orality, or in its written form. Thus, it is expected that in the school, as an official teaching space, didactic materials, especially books, highlight the varied manifestations of phraseological units and their relevance to teaching and learning the mother tongue. In this sense, based on the choice of the books in the collection "Vontade de Saber Português", in the 6th and 9th grade classes, and based on the theoretical discussions and practical directions available in Solano Rodríguez (2007), Ortíz Alvarez (2014), Martí Sanchez (2014), Kovecses (2010), Xatara (1998), Tagnin (2013) E Monteiro-Plantin (2012), we have analyzed the paths used by the manuals to develop the Phraseological Consciousness and, consequently, the Phraseological Competence of the students. Initially, we identify the occurrences of phraseological units in each series, in what way this UF is presented in the book, if there is reference or resumption of use of that UF, in what context it appears, what activities are proposed, what skills are related to its use, Which types have the greatest and least recurrence in manuals and what is the functionality in oral and / or written production activities. This description and, a posteriori, analysis relate to the processes of identification, acquisition and reproduction of the meanings and formal structures of phraseological units. For this process to be satisfactory, we emphasize the comprehension of the written and spoken registers regarding the categorization, systematization and analysis of the vast lexical and semantic field that involves the phraseological units. In this paper we also intend to elaborate and recommend proposals for the application of activities with the UFs in interactive contexts of language use, not related to the school environment, but to cross the boundaries of the school environment. In the final part, we presented 4 teaching proposals so that said work with the phraseological units was developed in the schools, and for the teacher to have access to another pedagogical tool. / As unidades fraseológicas (UFs) fazem parte do cotidiano do falante de qualquer língua natural, seja por meio da oralidade, seja em sua forma escrita. Assim, espera-se que, na escola, como espaço oficial de ensino, os materiais didáticos, especialmente os livros, destaquem as variadas manifestações das unidades fraseológicas e sua relevância para o ensino e a aprendizagem da língua materna. Nesse sentido, a partir da escolha dos livros da coleção “Vontade de Saber Português”, nas turmas do 6º e 9º ano, e com base nas discussões teóricas e direcionamento práticos disponíveis em Solano Rodríguez (2007), Ortíz Alvarez (2014), Martí Sanchez (2014), Kovecses (2010), Xatara (1998), Tagnin (2013) e Monteiro-Plantin (2012), analisamos os caminhos utilizados pelos manuais para desenvolver a consciência fraseológica e, por conseguinte, a competência fraseológica dos discentes. Inicialmente, identificamos as ocorrências de unidades fraseológicas em cada série, de que modo essa UF é apresentada no livro, se há referência ou retomada de uso dessa UF, em que contexto aparece, quais atividades são propostas, quais habilidades estão relacionadas ao seu uso, quais os tipos com maior e menor recorrência nos manuais e qual a funcionalidade em atividades de produção oral e/ou escrita. Essa descrição e, a posteriori, análise dizem respeito aos processos de identificação, aquisição e reprodução dos sentidos e das estruturas formais das unidades fraseológicas. Para que esse processo fosse satisfatório, enfatizamos a compreensão dos registros escritos e de fala no que se refere à categorização, sistematização e análise do vasto campo lexical e semântico que envolve as unidades fraseológicas. Neste trabalho elaboramos e recomendamos propostas de aplicação de atividades com as UFs em contextos interacionais de uso da língua, que não se prendessem ao ambiente escolar, mas que perpassassem as fronteiras do âmbito escolar. Na parte final, apresentamos 4 propostas de ensino para que o referido trabalho com as unidades fraseológicas fosse desenvolvido nas escolas, e para que o professor tivesse acesso a mais uma ferramenta pedagógica.

The present master's thesis deals with the theme anger in English and Czech phrasemes. The theoretical part describes the basic relevant concepts and terminology of phraseology: the definition of phraseology and phraseological units, the theoretical structural (formal and functional) classification of phrasemes on the lexical, collocational and propositional level, the lexicographical presentation of phrasemes/ idioms in dictionaries (semasiological and onomasiological) and the semantic classification of phrasemes (including metaphors, metonymy, synecdoche and personification). The research and analysis consist of the description of data collection, which are excerpted from two English and one Czech phraseological dictionaries (Cambridge International Dictionary of Idioms, Oxford Dictionary of Idioms and Slovník české frazeologie a idiomatiky I-IV), structural and semantic classification of the phrasemes of both languages from the point of view of their quantitative representation and the final comparison of the samples of the two languages that demonstrates which aspects of the given theme are phraseologically expressed in English and in Czech, how frequently and in what way.

В работе рассматриваются проблемы, связанные с достижением эквивалентности при переводе фразеологизмов в языковой паре вьетнамский-русский. Любой человек использует фразеологизмы, как в своей речи, так и на письме. Необходимо, чтобы системы машинного перевода корректно и понятно переводили фразеологизмы, если это возможно, подбирая соответствующие эквиваленты. В работе представлены инструменты машинного перевода фразеологизмов, проанализировано прошлое, настоящее и будущее машинного перевода, а также очерчены перспективы перевода фразеологизмов при помощи машины. / The paper deals with the problems associated with the achievement of equivalence when translating phraseological units in the Vietnamese-Russian language pair. Any person uses phraseological units, both in his speech and in writing. It is necessary that machine translation systems correctly and clearly translate phraseological units, if possible, by selecting appropriate equivalents. The paper presents the tools of machine translation of phraseological units, analyzes the past, present and future of machine translation, and outlines the prospects for the translation of phraseological units using a machine.

Работа посвящена выявлению сходства и различия в выражении базовых эмоций (радость, страх, смущение) в английской и русской лингвокультурах. Материал исследования составили 93 фразеологизма (их них 50 английских и 43 русских) из таких источников, как книга «350 Idioms with Their Origin, or The Idiomatic Cake You Can Eat and Have It Too» Л. Ф. Шитовой, краткий русско-английский фразеологический словарь под авторством Гуревич В. В., а также такие сайты, как «Идиомы на пяти языках», «Мир фразеологизмов», «Мои пословицы», «The Idioms», «Idioms online», «Eslcafe» и «Native English». В первой главе рассматриваются теоретические вопросы и понятия, такие как эмоция, базовая эмоция, лингвистика эмоций, концепт, семантические примитивы, а также описываются различные классификации базовых эмоций. Вторая глава посвящена сопоставительному анализу базовых эмоций на материале соматических фразеологизмов двух лингвокультур. Для анализа фразеологизмов был использован ряд классификаций, в том числе категоризация В. В. Виноградова, разделяющая фразеологизмы на три категории: фразеологические сращения, фразеологические единства и фразеологические сочетания; категоризация с точки зрения типов межъязыковой эквивалентности В. С. Виноградова. Для анализа базовых эмоций рассматривались значения эмотивов с помощью фреймового подхода А. Вежбицкой, а также толкования слов по Большому словарю Д. Н. Ушакова и Cambridge English Corpus. По каждому из параметров представлены сравнительные количественные наблюдения в виде диаграмм и таблиц. Результаты исследования могут быть использованы в лексикографической практике, например, для расширения толкового словаря эмотивной лексики за счет выявленной национальной специфики языкового образа эмоций русских и англичан. В приложении приводится список использованных в работе соматических фразеологизмов на английском и русском языках. / The work is dedicated to identifying the similarities and differences in the expression of basic emotions (joy, fear, embarrassment/discomfort) in the English and Russian linguocultures. The research material consisted of 93 phraseological units (of which 50 are English and 43 are Russian) from sources such as the book “350 Idioms with Their Origin, or The Idiomatic Cake You Can Eat and Have It Too” by L. F. Shitova, a short Russian-English phraseological dictionary by V. V. Gurevich, as well as such websites as “Idioms in five languages”, “The world of phraseological units”, “My proverbs”, “The Idioms”, “Idioms online”, “Eslcafe” and “Native English”. The first chapter deals with theoretical issues and concepts such as emotion, basic emotion, emotion linguistics, concept, semantic primitives, and considers various classifications of basic emotions. In the second chapter, a comparative analysis of basic emotions is carried out on the material of somatic phraseological units of two linguistic cultures. For the analysis of phraseological units, a number of classifications were used, including V.V. Vinogradov's categorization which divides phraseological units into three categories: phraseological adhesions, phraseological unity and phraseological combinations; categorization from the point of view of types of interlanguage equivalence by V.S. Vinogradov. To analyze basic emotions, the meanings of emotives were considered using the frame approach of A. Wierzbicka, as well as the interpretation of words according to the Big Dictionary of D. N. Ushakov and Cambridge English Corpus. For each of the parameters, comparative quantitative observations are presented in the form of diagrams and tables. The research results can be used in lexicographic practice, for example, to expand the explanatory dictionary of emotive vocabulary due to the revealed national specifics of the linguistic image of the emotions of the Russian and the English speakers. The appendix contains a list of the Russian and English somatic phraseological units used in the work.

The object of the work are phraseological units with somatic components «head» and «heart». Phraseological units of each group are analyzed by a semantic and structural perspective. An etymologic explanation is introduced and then phraseological units are illustrated within a Russian context. The foundations of the Russian and Czech languages are deduced by exploration of the differences and similarities of the phraselogical units.

O objetivo desta pesquisa é estudar a terminologia do futebol em inglês e português por meio do estabelecimento de equivalentes fraseológicos. A escolha de trabalhar com unidades fraseológicas, e não apenas com termos isolados, deve-se ao fato de acreditarmos que um termo raramente ocorre sozinho. Em outras palavras, é muito provável que este venha acompanhado de um colocado, formando uma colocação e, muitas vezes, seja até parte de uma unidade de sentido maior. Para tanto, a fundamentação teórica embasa-se na Linguística de Corpus, na Terminologia Textual, na Tradução Técnica como ato comunicativo sujeito a condicionantes culturais e no conceito forma-representação. O corpus de estudo possui, aproximadamente, um milhão de palavras em cada língua: 917.073 em português e 1.002.897 em inglês. Cada corpus é dividido em quatro subcorpora: regras do jogo, textos jornalísticos sobre resultados de partidas, narrações minuto a minuto e transmissões sociais. A análise do corpus foi realizada de maneira semiautomática, utilizando o etiquetador Tree-Tagger para fazer a etiquetagem morfossintática dos textos e o programa WordSmith Tools para explorar o corpus. O estudo nos mostrou que a extração de unidades fraseológicas é uma abordagem promissora para a compilação de um glossário que tenha como objetivo registrar o uso autêntico da terminologia técnica - em nosso caso, do futebol. Ao final do trabalho, apresentamos um modelo de glossário bilíngue português-inglês de fraseologias formadas a partir do termo gol, com base na análise realizada. / This study investigates football terminology both in English and in Portuguese and attempts to establish phraseological equivalents. Phraseological units were chosen to the detriment of individual terms because these usually occur in a larger context rather than as isolated lexical items living a life of their own. We believe that a term tends to be accompanied by a collocate, making up a collocation, which is frequently part of an extended unit of meaning. Therefore, the study is based on the notions of Corpus Linguistics and Textual Terminology. To explain cultural differences, technical translation is viewed as a communicative act subject to cultural restraints and the concept of form-representation is called upon to elucidate such differences. Our corpus consists of approximately two million words - 1.002.897 in English and 917.073 in Portuguese. Each corpus is divided into four subcorpora: laws of the game, newspaper reports on match results, live minute by minute commentaries and live commentaries by sports journalists and by football fans via social media like twitter and facebook. The analysis was carried out semi-automatically on tagged corpora, for which we used Helmut Schmids Tree-Tagger and Mike Scotts WordSmith Tools. All in all, the study proved that the extraction of phraseological units is a promising approach to build a glossary which aims at registering the authentic use of specialized language, in this case, the language of football. The study concludes with a model for a bilingual Portuguese-English phraseological glossary with entries made up of the term goal.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-11T18:28:48Z No. of bitstreams: 1 FranciscaOliveira.pdf: 836629 bytes, checksum: 3791a195f1d03f18ea3fa4912495d79e (MD5) / Made available in DSpace on 2017-05-11T18:28:48Z (GMT). No. of bitstreams: 1 FranciscaOliveira.pdf: 836629 bytes, checksum: 3791a195f1d03f18ea3fa4912495d79e (MD5) Previous issue date: 2017-04-06 / Fundação de Amparo à Pesquisa e ao Desenvolvimento Científico e Tecnológico do Maranhão (FAPEMA) / The main aim of this work is investigate Portuguese phonological units in contact with the Guajajára (Tupi-Guarani), native language of the Cachoeira village indigenous community, with the purpose of contributing to the description of the phraseological units that are spoken in Portuguese by non-native speakers Native speakers of that language. In addition to this general objective, in our research we present other more specific ones: a) To initiate the constitution of a database of Portuguese spoken as a second language; B) Identify phraseological units in Portuguese in the guajajára language; C) To carry out a survey, in phraseological dictionaries and in works on Portuguese speaking words, with the purpose of verifying the dictionalization of the phraseological units collected in the indigenous speech; D) To contribute to the cultural preservation and documentation of the use of Portuguese phraseological units, in the speaking of the guajajáras. To do so, we perform three stages of field research. The research site was the city of Barra do Corda (MA), in the Cana Brava indigenous land, with Indians living in the village Cachoeira. Data were collected locally, through the collection of personal oral narratives, obtained from a sample of 10 informants. The work is justified by the lack of scientific research on Portuguese phraseological units in contact with the indigenous language and the importance of investigating the phraseologies present in the lexicon of Portuguese as a second language. We call ourselves a theoretical-methodological support in Labov (2008); Tarallo (2001) and Calvet (2002); Biderman (2001); Vilela (1979); Rodrigues (1986); Montoro del Arco (2006), Corpas Pastor (1996) and Salah Mejri (2012). With the realization of the research, we believe that we have achieved the objectives we have proposed and will contribute to the description of Portuguese spoken in indigenous areas. / Neste trabalho temos como objetivo geral investigar unidades fraseológicas do português em contato com o falar Guajajára (Tupí-Guaraní), língua materna da comunidade indígena aldeia Cachoeira, com o intuito de contribuir para a descrição das unidades fraseológicas que são proferidas em português por falantes não nativos dessa língua. Além desse objetivo geral, em nossa pesquisa apresentamos outros mais específicos: a) dar início à constituição de um banco de dados do português falado como segunda língua; b) identificar unidades fraseológicas em português no falar guajajára; c) realizar um levantamento, em dicionários fraseológicos e em obras sobre falares da língua portuguesa, com o intuito de verificar a dicionarização das unidades fraseológicas coletadas na fala indígena; d) contribuir para a preservação cultural e para a documentação do uso das unidades fraseológicas do português, no falar dos guajajáras. Para tanto, realizamos três etapas de pesquisa de campo. O local da pesquisa foi a cidade de Barra do Corda (MA), na terra indígena Cana Brava, com índios residentes na aldeia Cachoeira. A coleta de dados foi realizada in loco, por meio de coleta de narrativas orais pessoais, obtidas de uma amostra de 10 informantes. O trabalho se justifica pela insuficiência de pesquisas científicas sobre unidades fraseológicas do português em contato com a língua indígena e pela importância de se investigar as fraseologias presentes no léxico da língua portuguesa, como segunda língua. Pautamo-nos como suporte teórico-metodológico em Labov (2008); Tarallo (2001) e Calvet (2002); Biderman (2001); Vilela (1979); Rodrigues (1986); Montoro del Arco (2006), Corpas Pastor (1996) e Salah Mejri (2012). Com a realização da pesquisa, alcançamos os objetivos que propusemos, pois identificamos 51 unidades fraseológicas e verificamos o registro de 6 dessas expressões no levantamento realizado em obras especializadas.