Gujjolaay Eegimaa (G.E.), an Atlantic language of the Niger-Congo phylum spoken in the Basse-Casamance area in Senegal, exhibits a system of nominal classification known as a "gender/ noun class system". In this type of nominal classification system which is prevalent in Niger-Congo languages, there is controversy as to whether the obligatory classification of all nouns into a finite number of classes has semantic motivations. In addition to the disputed issue of the semantic basis of the nominal classification, the formal criteria for assigning nouns into classes are also disputed in Joola languages and in G.E. In this PhD thesis, I propose an investigation of the formal and semantic properties of the nominal classification system of Gujjolaay Eegimaa (G.E). Based on cross-linguistic and language-specific research, I propose formal criteria whose application led to the discovery of fifteen noun classes in G.E. Here, I argue that the G.E. noun class system has semantic motivations. I show that some nouns in this language may be classified or categorized on the basis of shared properties as stipulated in the classical theory of categorization. However, most of the classification of the G.E. nouns is based on prototypicality and extension of such prototypes by family resemblance, chaining process, metaphor and metonymy, as argued in the prototype theory from cognitive semantics. The parameters of categorization that fruitfully account for the semantic basis of the G.E. nominal classification system are both universal and cultural-specific. Primary data constitutes the material used in this research and include lexical (including loanwords), textual as well as experimental data using picture stimuli. The collected data comprise different types of communicative events recorded in audio and video formats and also in written format through participant observation.

Made available in DSpace on 2014-06-11T19:32:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-12-12Bitstream added on 2014-06-13T18:43:05Z : No. of bitstreams: 1 lima_mca_dr_assis.pdf: 794653 bytes, checksum: 7c5b7f420ea29acacef316c2a5b5fd14 (MD5) / A partir do pressuposto de que a habilidade de produção textual envolve necessariamente um tripé, constituído pela dimensão lingüística ou gramatical, dimensão interativa e dimensão ideativa da linguagem (dimensão esta que se alarga à medida que o indivíduo avança em escolaridade), este trabalho tem por objetivo caracterizar o desempenho discursivo de alunos do terceiro grau, através da análise de suas produções escritas, concluindo que o fracasso escolar da aprendizagem da produção de textos pode estar ligado basicamente à omissão ou à falência do ensino sistematizado da dimensão ideativa (aqui representada pelos aspectos lógico-semântico-cognitivos da linguagem). Da mesma forma, coloca também em evidência a premente necessidade de que o processo escolar de ensino-aprendizagem da produção de texto como um todo (e da sua dimensão ideativa em particular) seja efetivado dentro do enfoque sócio-histórico, articulando-se a perspectiva enunciativa bakhtiniana com os construtos vygotskianos, sob a égide de uma efetiva mediação docente, centrada na pedagogia dos projetos e na conseqüente intertransdisciplinaridade, de modo a permitir ao educando construir, dialógica e dialeticamente, não somente o seu conhecimento de mundo, mas, principalmente, a sua consciência crítica (os seus valores) e a sua forma de atuar no mundo (as suas atitudes). / On starting from the assumption that textual production abilities must necessarily involve a three-legged language support that are linguistic or grammatical dimension, interactive dimension and mental one (such a dimension that enlarges itself proportionately people increment their school time) this research define his goals on characterizing students textual performance by analyzing their wrote productions. As a conclusion, we have found that failure of school textual production learning is due to the omission or failure of a systematic mental dimension language teaching. In the same way, it puts in evidence that full textual production teaching-learning process (and mental dimension in particular) be done in according to historical-social theories, by connecting the bakhtinian enunciatively perspective with vygotskian theoretical constructs, both perspectives realized under effective docent intermediations focused in Project Methodology and in its derivate intertransdisciplinarity principles in order to allowing students to achieve, in a dialogical and dialectical way, not only their knowledge but also their critical conscience and their proper manner of acting in life.

Ce travail propose une classification universelle des verbes de « pensée ». Il présente également une étude analytique comparative de ce groupe de verbes dans plusieurs langues. Les différences entre les approches classificatrices spécifiques de chaque langue rendent la mission de catégorisation universelle d’une certaine complexité. C’est pourquoi nous nous sommes orientés dans ce travail vers l’exploration de toutes les spécificités de ces verbes en arabe et en français. Nous entamons cette recherche avec un essai de définition de ce que peut représenter un verbe de pensée. Ensuite nous proposons un répertoire de verbes représentatif de toutes les sous-catégories étudiées. Le dictionnaire et l’analyse des données qu’il fournit feront le sujet de notre deuxième partie. Quant à la troisième partie, elle s’appuie sur une analyse sémantico-cognitive de ces verbes. La quatrième et dernière partie présente l’analyse de ces verbes une fois repérés dans le corpus parallèle aligné bilingue. / This work proposes a universal classification of verbs of "thought". It also presents a comparative analytical study of this group of verbs in several languages. The differences between the approaches specific classifications of each language make the task of universal categorization more complex. That's why we're facing in this work to the exploration of all the specifics of these verbs in Arabic and French. We begin this research with an attempt to define what can be a verb of thinking. Then we offer a directory of verbs representing all sub-categories studied. The dictionary and the analysis of the data submitted will be the subject of our second game. The third part, it relies on cognitive-semantic analysis of these verbs. The fourth and final section presents the analysis of these verbs when identified in the aligned bilingual parallel corpus.

Orientador: Jeane Mari Sant'Ana Spera / Banca: Elvira Lopes do Nascimento / Banca: Maria José de Toledo Gomes / Banca: Odilon Helou Fleury Curado / Banca: Rony Farto Pereira / Resumo: A partir do pressuposto de que a habilidade de produção textual envolve necessariamente um tripé, constituído pela dimensão lingüística ou gramatical, dimensão interativa e dimensão ideativa da linguagem (dimensão esta que se alarga à medida que o indivíduo avança em escolaridade), este trabalho tem por objetivo caracterizar o desempenho discursivo de alunos do terceiro grau, através da análise de suas produções escritas, concluindo que o fracasso escolar da aprendizagem da produção de textos pode estar ligado basicamente à omissão ou à falência do ensino sistematizado da dimensão ideativa (aqui representada pelos aspectos lógico-semântico-cognitivos da linguagem). Da mesma forma, coloca também em evidência a premente necessidade de que o processo escolar de ensino-aprendizagem da produção de texto como um todo (e da sua dimensão ideativa em particular) seja efetivado dentro do enfoque sócio-histórico, articulando-se a perspectiva enunciativa bakhtiniana com os construtos vygotskianos, sob a égide de uma efetiva mediação docente, centrada na pedagogia dos projetos e na conseqüente intertransdisciplinaridade, de modo a permitir ao educando construir, dialógica e dialeticamente, não somente o seu conhecimento de mundo, mas, principalmente, a sua consciência crítica (os seus valores) e a sua forma de atuar no mundo (as suas atitudes). / Abstract: On starting from the assumption that textual production abilities must necessarily involve a three-legged language support that are linguistic or grammatical dimension, interactive dimension and mental one (such a dimension that enlarges itself proportionately people increment their school time) this research define his goals on characterizing students textual performance by analyzing their wrote productions. As a conclusion, we have found that failure of school textual production learning is due to the omission or failure of a systematic mental dimension language teaching. In the same way, it puts in evidence that full textual production teaching-learning process (and mental dimension in particular) be done in according to historical-social theories, by connecting the bakhtinian enunciatively perspective with vygotskian theoretical constructs, both perspectives realized under effective docent intermediations focused in Project Methodology and in its derivate intertransdisciplinarity principles in order to allowing students to achieve, in a dialogical and dialectical way, not only their knowledge but also their critical conscience and their proper manner of acting in life. / Doutor