HOMÔNIMOS VERBAIS EM DICIONÁRIOS PEDAGÓGICOS DE E/LE: por uma proposta de definição didática para aprendizes brasileiros

• Ano de defesa: 2022
• Autor(a) principal: BRUNA APARECIDA OLIVA FERREIRA DOS ANJOS
• Orientador(a): Renato Rodrigues Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Lexicografia Pedagógica; Dicionário Pedagógico; Homônimos Verbais; Definição Lexicográfica.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/4788

In the lexicographic tradition, Verbal Homonyms (VH), with the exception of nominal infinitive forms, are not contemplated in dictionaries, as we have noticed in the different existing lexicographic repertories and also in the literature dealing with homonymy in dictionaries. Consequently, models of definitions for this category of words are not always in evidence unless we visit the theoretical principles that govern the elaboration of lexicographic definitions. For this reason, with the development of this master's research, we present a lexicographic definition proposal aimed at VH that will compose the nomenclature of learner’s Spanish dictionaries for Spanish as a Foreign Language (SFL). In order to do so, we aim to: i) reflect theoretically and methodologically on lexicographical definition, with a view to seeking principles that underpin our proposal; ii) inventory the candidates for Verbal Homonyms (VH) from the listado de frecuencia (2,000 most frequent words) available in the Corpus de Refeencia del Español Actual (CREA) from Real Academia Española, with the purpose of constituting a nomenclature that will serve to compose the macrostructure of learner’s dictionaries; iii) analyze Homonymous Lexical Units (HLU) of verbal category in different dictionaries, with a view to descriptively verify whether the definition models used in the works can contribute didactically to our proposal or not; iv) to contribute with data to the Project "Lexicografía Pedagógica: elaboração do dicionário monolíngue de formas homônimas em espanhol para aprendizes brasileiros". In order to do so, we are based on the theoretical and methodological principles of General Lexicography, Pedagogical Lexicography and Lexicology. We also adopted the following methodological procedures: i) inventory of the VH candidates; ii) selection of the dictionaries for the analysis; iii) selection of the VHLU; iv) descriptive analysis of the VHLU according to the division of utterances proposed by Seco (2003), and the types of lexicographic definitions presented by Porto Dapena (2002). Given the nature of the research and the objectives established here we reached the following conclusions: i) of the 2. 000 most frequent words in Spanish, 84 are VH; ii) dictionaries do not record in their macrostructure definitions for VH in their conjugated form, only in their infinitive form; iii) in general, the most recurrent types of lexicographical definitions in the dictionaries investigated are those oriented to the sign of conceptual type periphrastic substantial inclusive positive and those oriented to the sign of hybrid type; iv) the most ideal definition type to our proposal is the hybrid one, which mixes characteristics of conceptual and functional definitions. Finally, we hope that our lexicographic definition model, aimed at HLU of verbal category, will meet the needs of the Brazilian users who are learning Spanish, with didactics definitions that contribute to the understanding of the lexis in question, serving as a model for future learner’s Spanish dictionaries for SFL.