Tradução de fraseologismos metafóricos do português para o inglês: um estudo de corpus de aprendizes brasileiros
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2020-12-17
Autores
Rocha, Jean Michel Pimentel
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese objetivou investigar como se efetiva o movimento fraseológico e metafórico – fraseometafórico – da língua portuguesa para a língua inglesa em um estudo de corpus de aprendizes de tradução e de LE, com o propósito de avaliar se os mapeamentos conceptuais subjacentes aos fraseologismos analisados são possíveis fontes de dificuldade para o tradutor aprendiz brasileiro. Outrossim, buscou examinar a (não) convencionalidade dos fraseologismos metafóricos traduzidos e se ela seria também fator que motivaria problemas para a prática tradutória. A realização dos objetivos foi viabilizada graças à confluência de quatro grandes temáticas, a saber: metáfora, tradução, linguística de corpus e fraseologia. Nessa conjuntura teórica, recorremos à teoria da metáfora conceptual e à perspectiva cognitivo-discursiva para determinarmos as metáforas conceptuais e as metáforas linguísticas no corpus de estudo. Fomos respaldados pela hipótese da tradução cognitiva, que sustenta que dificuldades na tradução seriam explicadas por diferenças conceituais entre as línguas. Amparados, ainda, pela fraseologia e pela linguística de corpus, por meio da análise estatística de colocações e da análise de linhas de concordância, examinamos a convencionalidade dos fraseologismos traduzidos de um ponto de vista lexicogramatical e semântico. Os 81 fraseologismos metafóricos selecionados em 20 textos em português, cada um deles traduzidos por no máximo 21 alunos, resultaram em 1202 esquemas de tradução. Avaliamos as condições de mapeamento envolvidas (se similares ou diferentes), a implementação lexical (se similar ou diferente) e a convencionalidade (convencional, pouco ou não convencional). O resultado da pesquisa sugere que o aspecto linguístico é mais desafiador ao aprendiz do que o aspecto conceptual, isso porque, do cotejo entre os mapeamentos, houve manutenção da metáfora com condições de mapeamento similar em 86% das traduções; entretanto, os fraseologismos metafóricos são pouco ou não convencionais em 42% delas. Esse quadro demonstra que significativa parcela de aprendizes lançou mão de escolhas lexicais possíveis no nível do sistema cognitivo-linguístico, mas pouco prováveis no tocante à norma/uso. Uma possível explicação para isso pode ter relação com uma interferência da língua materna, que é positiva, frente a uma sobreposição de características cognitivo-lexicais, mas negativa quando a estrutura léxico-semântica leva a soluções pouco ou não convencionais. De modo geral, os achados do estudo reforçam a necessidade de desenvolver e implementar estratégias pedagógicas para a melhoria da competência fraseometafórica de aprendizes brasileiros de tradução e de LE.
This PhD dissertation aimed at investigating how the phraseological and metaphorical – phraseometaphorical – movement from the Portuguese to the English language takes place in a student translation and learner corpus, with a view to assessing whether the conceptual mappings that underlie the phraseologisms analyzed are a possible source of difficulty for the Brazilian translation learner. Furthermore, it sought to examine the (non) conventionality of the translated phraseologisms, and if it would be a factor that would cause problems to translation practice. The present study draws on of four main areas: metaphor, translation, corpus linguistics and phraseology. Based on this theoretical framework, we resorted to the conceptual metaphor theory and to the discourse-cognitive perspective to determine the conceptual and linguistic metaphors in the study corpus. We were also supported by the cognitive translation hypothesis, which states that conceptual differences would explain translation difficulties. Additionally, grounded on phraseology and corpus linguistics, the conventionality of the translated phraseologisms was examined from a lexicogrammatical and semantic viewpoint through statistical collocational analysis and through concordance line analysis. A total of 81 metaphorical phraseologisms were gathered from 20 texts in Portuguese. Each of these phraseologisms was translated by a maximum of 21 learners, resulting in 1,202 translation schemes. The mapping conditions (if similar or different), the lexical implementation (if similar or different) and the conventionality (conventional, less conventional, or non-conventional) were analyzed. The results of this study suggest that the linguistic aspect is more challenging to the translation learner than the conceptual aspect. When the data is compared, there is maintenance of a similar mapping condition in 86% of the translations. However, metaphorical phraseologisms are less or non-conventional in 42% of them. This demonstrates that a significant proportion of learners made use of lexical choices that are possible at the cognitive-linguistic system level, but unlikely at the norm/usage level. A possible explanation for this might be related to an interference of the mother tongue, which is positive when there is an overlap of cognitive-lexical features between the languages. Nevertheless, it can be negative when the lexical-semantic structure leads to less or non-conventional solutions. Overall, the findings of this research strengthen the need to develop and implement pedagogical strategies to enhance the phraseometaphoric competence of Brazilian translators and language learners.
This PhD dissertation aimed at investigating how the phraseological and metaphorical – phraseometaphorical – movement from the Portuguese to the English language takes place in a student translation and learner corpus, with a view to assessing whether the conceptual mappings that underlie the phraseologisms analyzed are a possible source of difficulty for the Brazilian translation learner. Furthermore, it sought to examine the (non) conventionality of the translated phraseologisms, and if it would be a factor that would cause problems to translation practice. The present study draws on of four main areas: metaphor, translation, corpus linguistics and phraseology. Based on this theoretical framework, we resorted to the conceptual metaphor theory and to the discourse-cognitive perspective to determine the conceptual and linguistic metaphors in the study corpus. We were also supported by the cognitive translation hypothesis, which states that conceptual differences would explain translation difficulties. Additionally, grounded on phraseology and corpus linguistics, the conventionality of the translated phraseologisms was examined from a lexicogrammatical and semantic viewpoint through statistical collocational analysis and through concordance line analysis. A total of 81 metaphorical phraseologisms were gathered from 20 texts in Portuguese. Each of these phraseologisms was translated by a maximum of 21 learners, resulting in 1,202 translation schemes. The mapping conditions (if similar or different), the lexical implementation (if similar or different) and the conventionality (conventional, less conventional, or non-conventional) were analyzed. The results of this study suggest that the linguistic aspect is more challenging to the translation learner than the conceptual aspect. When the data is compared, there is maintenance of a similar mapping condition in 86% of the translations. However, metaphorical phraseologisms are less or non-conventional in 42% of them. This demonstrates that a significant proportion of learners made use of lexical choices that are possible at the cognitive-linguistic system level, but unlikely at the norm/usage level. A possible explanation for this might be related to an interference of the mother tongue, which is positive when there is an overlap of cognitive-lexical features between the languages. Nevertheless, it can be negative when the lexical-semantic structure leads to less or non-conventional solutions. Overall, the findings of this research strengthen the need to develop and implement pedagogical strategies to enhance the phraseometaphoric competence of Brazilian translators and language learners.
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: Metáfora, Tradução, Corpus de aprendizes, Fraseologismos, Metaphor, Translation, Learner corpus, Phraseologisms