La equivalencia de traducción en diccionarios pedagógicos: los verbos polisémicos desde una perspectiva contrastiva

Abstract

This study presents a series of reflections regarding the translation equivalence in Portuguese of polysemic verbs in Spanish in a (semi)bilingual pedagogical dictionary for Brazilian users who are learning Spanish. This study is based on the assumptions of Lexical Semantics as perceived by Espinal (2014). The regular polysemy of verbs, as per Apresjan (1974), the implications for its lexicographical record, as per Battaner (2008) and Battaner & Torner (2008), and how that relates to the translation equivalence in lexicographical entries are also taken into consideration. From a descriptive, qualitative and contrastive analysis of a selected set of verbal lemmas, it was noted that lexicographical entries in (semi) bilingual works are structured following monolingual ones and, therefore, (semi) bilingual works do not provide a contrastive approach between the two languages involved as to allow an appropriate treatment to the translation equivalents of verbs.