Análise comparativa de erros colocacionais de brasileiros e chineses presentes em dois corpora de aprendizes de tradução
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2022-03-10
Autores
Miguel, Hernandes dos Santos
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Universidade Estadual Paulista (Unesp)
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Colocações são casos de coocorrência léxico-sintática (TAGNIN, 2013) intrinsecamente ligadas a uma determinada cultura (ORENHA-OTTAIANO, 2020; AZEVEDO, SILVA, 2017; BIDERMAN, 2001a) e que, devido às suas caraterísticas essenciais como recorrência, arbitrariedade e convencionalidade (ORENHA-OTTAIANO, 2020), dão naturalidade e precisão ao discurso de uma língua, motivo pelo qual o seu conhecimento é de extrema relevância para aprendizes de tradução, que devem demonstrar fluência, agilidade e confiança suficientes para proverem serviços com rapidez e qualidade (GOUADEC, 2002). À luz da Linguística de Corpus (MCENERY, HARDIE, 2012; SINCLAIR, 2004; TOGNINI-BONELLI, 2001; ZANETTIN, 2001), dos Estudos da Tradução baseados em Corpora (ZANETTIN, 2011, 2001; BERNARDINI, 2006; BAKER, 1993) e da Fraseologia, sobretudo dos estudos sobre colocações (ORENHA-OTTAIANO, 2021, 2020; 2019, 2017, 2009, 2004; TAGNIN, 2013; MARTELLI, 2007) compilamos um corpus de aprendizes chineses avançados de português para compor o Corpus de Aprendizes de Tradução (CAT), desenvolvido na Universidade Estadual Paulista (UNESP), e analisamos em quais tipos de colocações (ORENHA-OTTAIANO, 2009; HAUSMANN, 1985) os erros colocacionais ocorrem com mais frequência na tradução de textos na direção L1 (chinês) L2 (português). A fim de atestarmos as similaridades e/ou diferenças nos erros de aprendizes de tradução e estudantes avançados de LE de outros pares linguísticos quando da tradução para LE, também analisamos um subcorpus L1 (português) L2 (inglês), formado por traduções de aprendizes de tradução e estudantes brasileiros avançados de inglês que compõem o CAT 1, com o propósito de compararmos os achados presentes em ambos os corpora. A compilação de 150 traduções L1 (chinês) L2 (português) resultou em um subcorpus de 95.928 palavras incorporado ao CAT 3, ou CAT chinês. As análises conduzidas no subcorpus do CAT 3 e no subcorpus do CAT 1 corroboram estudos anteriores que apontam para a menor dificuldade que estudantes avançados têm em compreender as combinações em LE e para a maior dificuldade que possuem em produzi-las ou empregá-las corretamente (ORENHA-OTTAIANO, 2017, 2015, 2004; MARTELLI, 2007), assim como demonstraram que os erros colocacionais são recorrentes em todos os tipos de colocações. Por meio deste estudo, objetivamos prestar contribuições à pedagogia do léxico fraseológico, da tradução e de áreas correlatas, e, consequentemente, contribuir para a formação de tradutores e aprendizes de inglês, português e chinês.
Collocations are cases of lexical-syntactic co-occurrence (TAGNIN, 2013) intrinsically linked to a particular culture (AZEVEDO; SILVA, 2017; BIDERMAN, 2001a) and which, due to their essential characteristics, such as recurrence, arbitrariness and conventionality (ORENHA- OTTAIANO, 2020) give naturalness and accuracy to the speech, which is why their knowledge is extremely relevant for learner translators, who should demonstrate fluency, agility and confidence enough to provide services with speed and quality (GOUADEC, 2002) . Based on the theoretical-methodological framework of Corpus Linguistics (MCENERY; HARDIE, 2012; SINCLAIR, 2004; TOGNINI-BONELLI, 2001; ZANETTIN, 2001), Translation Studies based on Corpora (ZANETTIN, 2011, 2001; BERNARDINI, 2006; BAKER, 1993) and Collocations (ORENHA-OTTAIANO, 2021, 2020; 2019, 2017, 2009, 2004; TAGNIN, 2013; MARTELLI, 2007) we have compiled a corpus of advanced Chinese learners of Portuguese to compose the Translation Learner Corpus (CAT), developed at São Paulo State University, and we analyzed in which types of collocations (ORENHA-OTTAIANO, 2009; HAUSMANN, 1985) collocational errors occur more frequently when the direction of translation is L1(Chinese) L2(Portuguese). In order to attest to the similarities and/or differences present in the errors of learner translators and advanced foreign language students from other language pairs when translating to a foreign language, we also analyzed CAT 1’s L1(Portuguese) L2(English) subcorpus, which is constituted by translations by Brazilian learner translators and advanced students of English to compare the findings present in both corpora. The compilation of 150 L1(Chinese) L2 (Portuguese) translations resulted in a subcorpus of 95,928 words incorporated into the CAT 3, or Chinese CAT). The analyses conducted in this CAT 3’s subcorpus and in the the CAT 1’s subcorpus corroborate previous studies that point to the lesser difficulty advanced students have in understanding combinations in a foreign language and the greater difficulty they have in producing or using them correctly (ORENHA-OTTAIANO, 2017, 2015, 2004; MARTELLI, 2007) and demonstrated that collocational errors are recurrent in all types of collocations. With this study, we aim to contribute to the pedagogy of the phraseological lexicon, to translation studies as well as to related areas, and, consequently, contribute to the training of translators and learners of English, Portuguese and Chinese.
搭配是与特定文化相联系(AZEVEDO; SILVA, 2017; BIDERMAN, 2001a)的词汇共现现象(TAGNIN, 2013)。搭配所具有的重复性、任意性、规约性等特征(ORENHA- OTTAIANO, 2020)可使语句更为地道、准确，因此掌握搭配有利于翻译学习者增强信心、提高语言流畅性，从而更迅速地呈现高质量的翻译作品(GOUADEC, 2002)。根据语料库语言学(MCENERY; HARDIE, 2012; SINCLAIR, 2005; TOGNINI-BONELLI, 2001; ZANETTIN, 2001)、语料库翻译学理论(ZANETTIN, 2011, 2001; BERNARDINI, 2006; BAKER, 1993)以及片语学尤其是搭配学的相关研究(ORENHA-OTTAIANO, 2021, 2020; 2017, 2009, 2004; TAGNIN, 2013; MARTELLI, 2007)，在圣保罗大学支持下，我们制作了中国高级葡萄牙语学习者语料库，用于组建翻译学习者语料库（CAT），从而分析在汉（L1）译葡（L2）文本中最为常见的搭配错误(ORENHA-OTTAIANO, 2009; HAUSMANN, 1985)。为了探究翻译学习者与其他外语的高级学习者的外译文本中错误的相似与差异，我们还通过收集翻译学习者和巴西高级英语学生的翻译文本创建了CAT 1的葡 （L1）译 L2英（L2）子语料库，并比较两个子语料库的分析结果。L1（汉语）L2（葡萄牙语）子语料库由150篇翻译文本组成，包含95,928个词汇。通过对两个子语料库的分析，我们证实了之前的研究发现，即外语高级学习者在理解搭配方面困难较小，但在正确运用搭配方面困难相对较大(ORENHA-OTTAIANO, 2017, 2015, 2004; MARTELLI, 2007)。此外，这些错误在所有类型的搭配中都反复出现。本研究旨在完善词法、句法及翻译等相关领域的教学，并为英语、葡语及汉语的翻译人才培养提供参考。
Collocations are cases of lexical-syntactic co-occurrence (TAGNIN, 2013) intrinsically linked to a particular culture (AZEVEDO; SILVA, 2017; BIDERMAN, 2001a) and which, due to their essential characteristics, such as recurrence, arbitrariness and conventionality (ORENHA- OTTAIANO, 2020) give naturalness and accuracy to the speech, which is why their knowledge is extremely relevant for learner translators, who should demonstrate fluency, agility and confidence enough to provide services with speed and quality (GOUADEC, 2002) . Based on the theoretical-methodological framework of Corpus Linguistics (MCENERY; HARDIE, 2012; SINCLAIR, 2004; TOGNINI-BONELLI, 2001; ZANETTIN, 2001), Translation Studies based on Corpora (ZANETTIN, 2011, 2001; BERNARDINI, 2006; BAKER, 1993) and Collocations (ORENHA-OTTAIANO, 2021, 2020; 2019, 2017, 2009, 2004; TAGNIN, 2013; MARTELLI, 2007) we have compiled a corpus of advanced Chinese learners of Portuguese to compose the Translation Learner Corpus (CAT), developed at São Paulo State University, and we analyzed in which types of collocations (ORENHA-OTTAIANO, 2009; HAUSMANN, 1985) collocational errors occur more frequently when the direction of translation is L1(Chinese) L2(Portuguese). In order to attest to the similarities and/or differences present in the errors of learner translators and advanced foreign language students from other language pairs when translating to a foreign language, we also analyzed CAT 1’s L1(Portuguese) L2(English) subcorpus, which is constituted by translations by Brazilian learner translators and advanced students of English to compare the findings present in both corpora. The compilation of 150 L1(Chinese) L2 (Portuguese) translations resulted in a subcorpus of 95,928 words incorporated into the CAT 3, or Chinese CAT). The analyses conducted in this CAT 3’s subcorpus and in the the CAT 1’s subcorpus corroborate previous studies that point to the lesser difficulty advanced students have in understanding combinations in a foreign language and the greater difficulty they have in producing or using them correctly (ORENHA-OTTAIANO, 2017, 2015, 2004; MARTELLI, 2007) and demonstrated that collocational errors are recurrent in all types of collocations. With this study, we aim to contribute to the pedagogy of the phraseological lexicon, to translation studies as well as to related areas, and, consequently, contribute to the training of translators and learners of English, Portuguese and Chinese.
搭配是与特定文化相联系(AZEVEDO; SILVA, 2017; BIDERMAN, 2001a)的词汇共现现象(TAGNIN, 2013)。搭配所具有的重复性、任意性、规约性等特征(ORENHA- OTTAIANO, 2020)可使语句更为地道、准确，因此掌握搭配有利于翻译学习者增强信心、提高语言流畅性，从而更迅速地呈现高质量的翻译作品(GOUADEC, 2002)。根据语料库语言学(MCENERY; HARDIE, 2012; SINCLAIR, 2005; TOGNINI-BONELLI, 2001; ZANETTIN, 2001)、语料库翻译学理论(ZANETTIN, 2011, 2001; BERNARDINI, 2006; BAKER, 1993)以及片语学尤其是搭配学的相关研究(ORENHA-OTTAIANO, 2021, 2020; 2017, 2009, 2004; TAGNIN, 2013; MARTELLI, 2007)，在圣保罗大学支持下，我们制作了中国高级葡萄牙语学习者语料库，用于组建翻译学习者语料库（CAT），从而分析在汉（L1）译葡（L2）文本中最为常见的搭配错误(ORENHA-OTTAIANO, 2009; HAUSMANN, 1985)。为了探究翻译学习者与其他外语的高级学习者的外译文本中错误的相似与差异，我们还通过收集翻译学习者和巴西高级英语学生的翻译文本创建了CAT 1的葡 （L1）译 L2英（L2）子语料库，并比较两个子语料库的分析结果。L1（汉语）L2（葡萄牙语）子语料库由150篇翻译文本组成，包含95,928个词汇。通过对两个子语料库的分析，我们证实了之前的研究发现，即外语高级学习者在理解搭配方面困难较小，但在正确运用搭配方面困难相对较大(ORENHA-OTTAIANO, 2017, 2015, 2004; MARTELLI, 2007)。此外，这些错误在所有类型的搭配中都反复出现。本研究旨在完善词法、句法及翻译等相关领域的教学，并为英语、葡语及汉语的翻译人才培养提供参考。
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Linguística de Corpus, Colocações, Tradução, Português Brasileiro, Língua Inglesa, Língua Chinesa, Corpus Linguistics, Collocations, Translation, Brazilian Portuguese, English language, Chinese language