Abstract The major task of this paper is the implementation of new emerging phraseological disciplines, such as phraseodidactics and phraseotranslation. The author discusses the attempt to specify and deploy those new disciplines. Taking into account a wide range of phraseological phenomena in all natural languages and the need to implement effective glottodidactis and translation, the development of phraseodidactics and phraseotranslation may appear to be useful and of high importance. Phraseodidactics, also known as didactics of phraseology, is a new emerging research discipline within the scope of applied linguistics. It is an interdisciplinary field with elements of phraseology, glottodidactics, as well as contrastive linguistics, psycholinguistics, neurolinguistics and sociolinguistics. The term phraseodidactics has a Germanic etymology (phraseodidaktik) and became present in the literature primarily through the work of German authors such as H.H.Lüger (1997, 2001) and S.Ettinger (1998). Nonetheless, the very concept of phraseodidactics and the discipline to which it relates still are not widespread. Phraseodidactics, in accordance with its objectives, examines the processes associated with the natural assimilation of collocations, idioms, proverbs and other reproducible word forms in the mother language, and, foremost, processes related to the teaching and learning of these structures in the second and subsequent languages. Idiomatic expressions are understood here as established combinations of at least two words with a reproducible character. The scope of phraseology also includes compound words and fixed collocations. In other words, the didactics of phraseology aspires to deal with everything that is associated with the most effective teaching and learning of broadly understood phraseology. On the other hand, phraseotranslation, as a specialized interdisciplinary science postulated in this text, is situated at the crossroads of phraseology, translation studies, contrastive studies and phraseodidactics. Recently there is a growing need for an efficient interlinguistic translation; the education of future translators of foreign languages develops more and more, but the problem of phraseologization in translation is still very rarely undertaken in scientific research. An effective translation implies equivalent messages in two different linguistic codes, which becomes extremely difficult in case of phraseology. The multiple-word structures entrenched in natural languages are therefore a major challenge in the process of translation and can be a prominent difficulty even for professional translators. At present, the need of the development of phraseological competences in the process of the didactics of foreign languages is obvious. The lack of an idiomatic understanding of speaker's language can cause serious distortions in the process of verbal communication. That is why each foreign language learner should aim at mastering receptive phraseological competences. When it comes to the level of the language production, what is the most important is the acquisition of such expressions that are most needed in user's idiolect. The needs within the scope of phraseological competences are much bigger in the case of foreign language teachers or translators to be, whose phraseological competences should be highly-developed not only in terms of reception, but also at the productive level. Thus, one should not avoid such needs in educational processes.

中文翻译：

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Phraséodidactiqueetphraséotraduction：法语语言学专业的quelques remarques sur les nouvelles

摘要本文的主要任务是实施新兴的短语学科，例如短语教学法和短语翻译。作者讨论了指定和部署这些新学科的尝试。考虑到所有自然语言中广泛的短语现象以及实施有效的触地动词和翻译的需求，开发短语教学法和短语翻译似乎是有用且高度重要的。短语教学法，也称为短语学教学法，是应用语言学范围内的一门新兴新兴研究学科。它是一个跨学科领域，具有短语，格言学，对比语言学，心理语言学，神经语言学和社会语言学等元素。词组拼写法一词具有日耳曼语词源（phraseodidaktik），主要通过诸如HHLüger（1997，2001）和S.Ettinger（1998）等德国作家的著作出现在文献中。但是，短语教学的概念及其所涉及的学科仍然不广泛。短语教学法根据其目标，研究与母语中的搭配，习语，谚语和其他可复制单词形式的自然同化有关的过程，最重要的是，在第二和第二学期中研究与这些结构的教与学有关的过程。后续语言。习惯用语在这里应理解为至少两个具有可复制特征的单词的既定组合。措词的范围还包括复合词和固定搭配。换句话说，词组学的教学法力求处理与广泛理解的词组学最有效的教学有关的所有事情。另一方面，短语翻译作为本文中假设的专业跨学科科学，正处于短语学，翻译研究，对比研究和短语教学法的十字路口。最近，对有效的语言翻译的需求不断增长。未来的外语翻译教育日趋发展，但是科学研究中很少有措辞翻译的问题。有效的翻译意味着用两种不同的语言代码表达等效的消息，这在用措辞的情况下变得极为困难。因此，在自然语言中根深蒂固的多词结构是翻译过程中的主要挑战，即使对于专业翻译人员而言，也可能是突出的困难。目前，在外语教学过程中发展词汇能力的需求是显而易见的。缺乏对说话者语言的惯用理解会导致口头交流过程中的严重失真。这就是为什么每个外语学习者都应着眼于掌握接受的短语能力。当涉及到语言生成水平时，最重要的是获取用户的idiolect中最需要的此类表达。对于外语教师或翻译人员来说，在措辞能力范围内的需求要大得多，他们的措辞能力不仅应在接受方面而且应在生产水平上得到高度发展。因此，在教育过程中不应避免这种需求。