Subsídios Da Semântica Cognitiva Para a Disposição Das Acepções Nos Learner’S Dictionaries

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Subsídios Da Semântica Cognitiva Para a Disposição Das Acepções Nos Learner’S Dictionaries 1 UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL INSTITUTO DE LETRAS PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS ÁREA: ESTUDOS DA LINGUAGEM ESPECIALIDADE: LEXICOGRAFIA E TERMINOLOGIA: RELAÇÕES TEXTUAIS SUBSÍDIOS DA SEMÂNTICA COGNITIVA PARA A DISPOSIÇÃO DAS ACEPÇÕES NOS LEARNER’S DICTIONARIES ANA FLÁVIA SOUTO DE OLIVEIRA ORIENTADORA: PROFa. DR. MAITY SIMONE GUERREIRO SIQUEIRA COORIENTADOR: PROF. DR. FÉLIX VALENTÍN BUGUEÑO MIRANDA Dissertação de Mestrado em Lexicografia e Terminologia: Relações Textuais, apresentada como requisito parcial para a obtenção do título de Mestre pelo Programa de Pós- Graduação em Letras da Universidade Federal do Rio Grande do Sul. PORTO ALEGRE 2010 2 UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL SUBSÍDIOS DA SEMÂNTICA COGNITIVA PARA A DISPOSIÇÃO DAS ACEPÇÕES NOS LEARNER’S DICTIONARIES ANA FLÁVIA SOUTO DE OLIVEIRA ORIENTADORA: PROFa. DR. MAITY SIMONE GUERREIRO SIQUEIRA COORIENTADOR: PROF. DR. FÉLIX VALENTÍN BUGUEÑO MIRANDA Aprovado em 03 de maio de 2010. BANCA EXAMINADORA Prof. Dr. Sérgio de Moura Menuzzi Instituto de Letras – UFRGS Profa. Dr. Rove Luiza de Oliveira Chishman Centro de Ciências da Comunicação – UNISINOS Prof. Dr. Werner Heidermann Centro de Comunicação e Expressão – UFSC 3 Pro pai e pra mãe. Pro meu amor, Atilio. 4 AGRADECIMENTOS Impossível que fosse diferente: agradeço, em primeiro lugar, aos meus pais, Celmar e Elisabeth, por terem me apontado os caminhos, de modo que agora começo a caminhar sozinha com segurança. Agradeço a eles por serem pais carinhosos, extremamente presentes, que me proporcionaram uma educação completa em todos os sentidos. Muito obrigada por tornarem meus sonhos sempre possíveis. A meus irmãos, Alexandre e Artur, agradeço pelas diferenças, brigas, conversas e pela amizade, que permitiram que crescêssemos como pessoas. Como aluna do bacharelado em Letras da UFRGS, não tive, em meu currículo, trabalho de conclusão de curso, sendo esta dissertação meu primeiro trabalho acadêmico de obtenção de título. Tal fato explicita o papel fundamental que meus orientadores exerceram durante a concepção e confecção deste trabalho. A minha orientadora, professora Maity, agradeço por ter me introduzido à Linguística Cognitiva e por ter reunido ao seu redor um grupo de pesquisa que é minha família na universidade, que fará parte da minha vida para sempre. Obrigada por ser uma verdadeira amiga, pela qual tenho um profundo carinho e admiração. A meu coorientador, professor Félix, agradeço pela confiança depositada em mim e por, mesmo com nossas diferenças, sempre estar disposto a me auxiliar e incentivar meu trabalho acadêmico, reconhecendo meu esforço e produzindo críticas importantes quando necessário. Sou muito grata aos dois, e tenho certeza de que sem vocês, sob hipótese alguma, esse trabalho teria sido realizado. Muito importantes para as discussões contidas no trabalho foram as conversas e reuniões com meus colegas e amigos do grupo de pesquisa. Obrigada: Dalby, revisor expresso de abstracts, Danilo, Maitê, e, em especial, Larissa, companheira desde o primeiro semestre de graduação, e Tamara, que, devido ao interesse também pela polissemia, serviu, muitas vezes, como cobaia para algumas das minhas ideias e tornou-se uma amiga fantástica. Aos amigos Emanuel, Fabrício e Rafael. Aos colegas do mestrado, Galeno, Monissa e Sue, pela constante presença durante o primeiro ano dessa jornada, e especialmente a Flávia, amiga e companheira de aventuras, como as 14 horas de viagem de Cascavel a Porto Alegre. À CAPES, pela bolsa temporária, ao CNPq, pela bolsa definitiva. Seria inviável ter realizado este trabalho sem o fomento disponibilizado. À PROPESQ pelo auxílio viagem. 5 Agradeço aos professores membros da banca examinadora, Sérgio Menuzzi, Rove Chishman e Werner Heidermann, pelos valiosos comentários e sugestões para a redação final deste trabalho e, principalmente, para a continuidade desta pesquisa. Retornando ao âmbito pessoal, peço desculpas a minha família pela ausência, principalmente a minhas avós, Ivone e Zoba, e aos meus afilhados. Agradeço meus tios e primos, que tentavam sempre incentivar meus estudos e me escutavam com toda paciência, mesmo que não tivessem uma ideia muito clara do que eu estava fazendo. Agradeço a meus amigos que compreenderam meu afastamento durante esse dois anos de mestrado: Giovana, Márcia, Mariana, Mayara, Patrícia, Renato, Samantha e Thaís. Finalmente, mas não menos importante, a minha nova família. Lucy e Pequena, que, de tão chatas, acabam sendo queridas. Obrigada pelo companheirismo das madrugas em claro enquanto eu escrevia algumas dessas páginas. Mas, por favor, parem de comer meus sapatos e dicionários, senão eu atiro vocês duas pela janela! Mais importante de tudo, meu namorado Atilio, que me apoiou de todas as maneiras possíveis e dividiu comigo todos os dias dessa jornada. Mais do que ninguém, incentivou minha pesquisa e nunca deixou que eu ficasse desmotivada. Muito obrigada por ser assim desse jeito: um cara estranho, sentimental e valente. A única coisa que eu quero saber, depois desses quatro anos que estou sendo enrolada por ti, é: quando, afinal, é que nós vamos no cinema, hein? 6 ―Can you give the boundary? No. You can draw one‖ Ludwig Wittgenstein, Philosophical Investigations 7 RESUMO Este trabalho tem como objetivo buscar subsídios na concepção de polissemia da Semântica Cognitiva para auxiliar na disposição das acepções de itens lexicais polissêmicos em learner’s dictionaries. Para tanto, ele, inicialmente, analisa de que forma os quatro principais dicionários que compreendem esse genótipo – CALD (2008), COBUILD (2006), LDCE (2009) e OALD (2005) – apresentam suas acepções, considerando duas variáveis: (i) o emprego de uma solução homonímica ou polissêmica para a estruturação dos verbetes e (ii) a divisão e ordenação das acepções. A partir das análises, percebe-se que a solução empregada por essas obras varia, havendo a adoção tanto da solução polissêmica, com e sem divisão interna nos verbetes, quanto da solução homonímica, por critério morfológico e semântico. Quanto às acepções, por um lado, as formas como os dicionários dividem e relacionam os significados são diferentes e, por outro, os critérios utilizados pelas obras para a ordenação das acepções não se mostram plenamente satisfatórios, pois algumas delas não explicitam quais critérios são empregados na ordenação das acepções e a utilização do mesmo critério (de frequência) por diferentes obras gera resultados distintos. Além disso, para que a frequência pudesse ser empregada como critério objetivo, seria necessária a delimitação de parâmetros quantitativos ainda não disponíveis. A seguir, são levantadas questões teórico- metodológicas que surgem ao abordar a organização microestrutural, destacando que a discussão da ordenação das acepções nos dicionários é dependente de outras variáveis, como sua vinculação a uma teoria do significado lexical e da definição lexicográfica. Por fim, o trabalho busca delimitar quais das características da visão prototípica de estrutura lexical podem ser transpostas ao âmbito lexicográfico para lidar com o problema da representação da polissemia nos learner’s dictionaries. Apresentam-se propostas de verbetes criados com base em critérios estabelecidos por nós para a transposição das noções semântico-cognitivas para a ordenação das acepções. Palavras-chave: Semântica Cognitiva; Lexicografia; Polissemia; Learner’s Dictionaries; Ordenação das Acepções. 8 ABSTRACT In this thesis, we aim at contributing to sense ordering of polysemous lexical items in learner‘s dictionaries based on the conception of polysemy as developed by Cognitive Semantics. First we analyze in which way the four main dictionaries known under the label of learner‘s dictionary present their senses – CALD (2008), COBUILD (2006), LDCE (2009) e OALD (2005). We consider two variables in this analysis: (i) the use of a homonymic or a polysemous solution for structuring the entry and (ii) the sense division and ordering. From the analysis, we find out that the solutions applied in the dictionaries vary, for they adopt both a polysemous solution, with and without a division within the entry, and a homonymic solution, through morphological and semantic criteria. Regarding the senses, on the one hand, the way the dictionaries split and relate them is different. On the other hand, the criteria used in the dictionaries for ordering senses showed to be unsatisfactory, because some of the works do not explicit which criteria they apply in sense ordering, and because the use of the same criterion (frequency) in different dictionaries yields distinct results. Moreover, in order to use frequency as an objective criterion, the definition of quantitative parameters, which are still not available, would be made necessary. Hereafter, we discuss theoretical-methodological issues raised when it comes to sense ordering: this microstructural organization is dependent upon other variables, such as its relation to a theory of word meaning and a theory of lexicographical definition. At the end of this work, we present the characteristics of the prototypical conception of lexical structure that could be applied to lexicography to deal with the problem of representing polysemy in learner‘s dictionaries. We, then, propose some entries developed according to criteria we established in order to use cognitive semantic notions in sense arrangement. Keywords: Cognitive Semantics; Lexicography; Polysemy; Learner‘s Dictionaries; Sense Ordering. 9 LISTA DE ILUSTRAÇÕES Quadro 1. Características da prototipicidade, adaptado
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