Alipour, Marjan. (2018) Approche socioconstructiviste pour l’enseignement-apprentissage du lexique spécialisé : apport du corpus dans la conception d’activités lexicales. PhD thesis. Université de Montréal, Montréal. [PDF (9,3 Mb)]
During their training, Translation students are asked to work on texts related to specific areas (e.g. legal and scientific texts). Such texts contain a lexicon that a future translators need to master to communicate accurately knowledge related to a field, even if they are not expert. However, previous studies (Binon and Verinde 2004, Cazevieille 2007) have revealed that the lexicon does not occupy the place that it should in translator training.
The research undertaken for this thesis describes the methods developed for the teaching and learning of the specialized lexicon. We aim to assist learners to develop their ability: 1) to understand and distinguish the meaning of terms in context; 2) to use the most appropriate term according to a specific context. In addition, we intend to provide teaching tools to teachers.
This study focuses on the problems related to polysemy and (near-) synonymy that arise in specialized texts. We focus on the lexicon related to the domain of water pollution.