Στην παρούσα μεταπτυχιακή εργασία, αρχικά, γίνεται λόγος για τα γενικά τυπικά χαρακτηριστικά που διέπουν το άσεμνο λεξιλόγιο, κυρίως της Ελληνικής. Στη συνέχεια, επιχειρείται μια μορφολογική ανάλυση των συστατικών που χρησιμοποιούνται για τον σχηματισμό των λέξεων του άσεμνου λεξιλογίου. Ωστόσο, βασικός στόχος είναι η διερεύνηση των σημασιολογικών και πραγματολογικών χαρακτηριστικών που διέπουν αυτό το ιδιαίτερα ενδιαφέρον τμήμα του λεξιλογίου μας. Παράλληλα, ασχολούμαι με περιπτώσεις υποκορισμού ή μεγέθυνσης μέσα στο άσεμνο λεξιλόγιο, με τους μηχανισμούς δανεισμού, με φαινόμενα ευφημισμού και δυσφημισμού και άλλα. Αναλυτικότερα, στο πρώτο κεφάλαιο, το οποίο λειτουργεί ως εναρκτήριο στάδιο ένταξης στο αντικείμενο μελέτης της εργασίας, παρουσιάζω τα περιθωριακά ιδιώματα της ελληνικής καθώς και τη δομή και λειτουργία των ειδικών λεξιλογίων στα οποία εντάσσεται και το προς εξέταση λεξιλόγιο. Στο τέλος του κεφαλαίου εξετάζω τις διαδικασίες και τους μηχανισμούς δανεισμού που υιοθετούνται για την εισαγωγή νέων λέξεων στην Ελληνική από άλλες γλώσσες, οι οποίες επηρέασαν και εμπλούτισαν με αυτόν τον τρόπο το άσεμνο λεξιλόγιο. Στο δεύτερο κεφάλαιο ασχολούμαι με τις διαδικασίες σχηματισμού των λημμάτων του άσεμνου λεξιλογίου. Μορφολογικές διαδικασίες σχηματισμού λέξεων όπως είναι η παραγωγή και η σύνθεση, αλλά και δομές όπως οι συμφυρμοί, λεξικοποιημένες εκφράσεις κ. ά, θα με απασχολήσουν ιδιαίτερα στο κεφάλαιο αυτό. Το τρίτο κεφάλαιο είναι αφιερωμένο στις εννοιακές σχέσεις, στις σχέσεις δηλαδή των λέξεων με άλλες λέξεις, με τις οποίες σχετίζονται. Το βασικό θεωρητικό πρότυπο πάνω στο οποίο θα βασιστώ για την ανάλυση της λεξικής σημασιολογίας είναι αυτό που προτείνεται από τον Cruse (1986, 2004). Εννοιακές σχέσεις, όπως αυτή της πολυσημίας, της συνωνυμίας, της μετωνυμίας, της μερωνυμίας και της μεταφοράς θα με απασχολήσουν ιδιαίτερα. Στη συνέχεια, στο τελευταίο κεφάλαιο με τίτλο «Άσεμνο λεξιλόγιο και Πραγματολογία» αφού αναφερθώ στα κίνητρα που ωθούν στην χρήση αυτού του λεξιλογίου, θα εξετάσω τις λειτουργίες και τη χρήση των λέξεων αυτών μέσα σε συγκεκριμένα εκφωνήματα. Το περιβάλλον μέσα στο οποίο εμφανίζονται οι λέξεις αυτές αλλά και οι διαφορετικοί πολιτισμοί και η νοοτροπία των ομιλητών, όπως θα δούμε στο κεφάλαιο αυτό παίζει πολύ σημαντικό ρόλο. Ολοκληρώνοντας, θα επικεντρωθώ σε λέξεις που χαρακτηρίζονται ως άσεμνες και μπορούν να θεωρηθούν, με βάση πραγματολογικές μελέτες (μεταξύ αυτών Fraser, 2008) ότι λειτουργούν ως δείκτες οργάνωσης λόγου και συγκεκριμένα ως δείκτες προσοχής (attention markers). / Words are extremely important to people. They constitute a means of communication. It is through them that we express our thoughts, feelings and emotions. They are an integral part of our everyday life and they are with us wherever we go. Every word, of any kind, deserves our full attention and needs to be studied, no matter what kind of vocabulary it may be part of. The present thesis is about a very vibrant and expressive part of our language. It concerns “obscene vocabulary”, a domain on which very few scientific studies have been carried out to date. In this thesis I decided to examine the morphological, semantic and pragmatic aspects of the “obscene vocabulary” of the Modern Greek language. In the first chapter, I present the “marginal” jargons of the Modern Greek language, of which “obscene vocabulary” constitutes a part, based on the existing literature so far. Moreover, I propose an appropriate classification of the Greek data, based on Jay (1997). I also look into cases of euphemisms and calumny, and the way they are used in Modern Greek. In addition, I present some cases of loans concerning not only words, but expressions and even affixes coming from other languages as well. Loans and calques seem to constitute a great part of the Greek “obscene vocabulary”, most of them coming from Italian, French and Turkish. The second chapter is about the way that words and expressions of the “obscene vocabulary” are formed. It seems that this kind of vocabulary is highly productive in compound words. What is more, some prefixes and suffixes of the “purist Greek” which are not very productive in the Modern Greek common vocabulary, combined with popular words, they are frequently used to form “obscene” words, resulting in funny word formations. It should be noted here, that the formation of such words is subject to the same constraints as the rest of the vocabulary of the Modern Greek language. Finally, I look into compound expressions, lexicalized phrases, blends and the diminutive and augmentative suffixes and prefixes which are used in order to make a word sound less offensive, more familiar and even positive. The third chapter consists of a semantic analysis of the “obscene vocabulary” of the Modern Greek language, based on Cruse (1986, 2004) and Veloudis (2005). I look into polysemous and synonymous pairs of words and also into notions such as meronymy, metonymy and metaphors, concerning mostly parts of the human body. Finally, I try to analyze the pragmatic aspects of the Greek “obscene vocabulary” This field concerns the circumstances in which this kind of vocabulary is used, human communication, the intonation and the gestures that accompany the use of “obscene vocabulary” and every possible kind of social and psychological reasons, as well as the motives that make someone use this kind of vocabulary. Different languages reflect different cultures and have a different degree and way of using “obscene vocabulary”.

This thesis fits into the theme Youth Culture and School Culture, in the Research Line - School Practice and Public Policy, in the Graduate Program in Education at the Federal University of Santa Maria UFSM/RS. The research aimed to understand how teenagers establish relationships of meaning regarding the school experience lived during High School. In this way, the work has as a general objective to analyze the experiences they consider important about their school experience of High School. The specific objectives aim to understand how school interacts with the students cultures at school; to analyze, from the perspective of the students, the meanings of school in their lives; to research the students motivations when attending school and finally, to analyze the experiences that assess how important experienced in high school about school. The thesis is based on the hypothesis that the current conditions of high school by themselves do not offer meanings for the teenagers. Each one must elaborate on his/her own experiences. The collaborators selected for this study are from three (03) High Schools (third year, one class from each school), in the city of Caxias do Sul: two (02) of them are public state schools - one (01) of them is located downtown -, and the third one is a private school. The research developed a qualitative study through written reports by the students, who wrote e-mails about their experiences at high school, about what they consider important to learn in this level of education and their experiences. It is used textual discourse analysis for this investigation. The theoretical basis comes from Dubet s sociological contributions and some theoretical analyzes from numerous researchers of education and sociology that contribute to the understanding of high school and youth cultures present in schools. The school in presented perspective, a major source of socialization, understood as a continuous process of training and preparation of social subjects, which are put into play different attributes for life in society. Although some students cite a passion for studies, like studying, this manifestation is timid compared to most of the writings of the young. Those are prevalent in school obligation, or in view of future projects, or to continue their studies or to enter the working world. Young people highlight the importance of "getting along in school," to attend a good school, get a good education. / A presente tese se insere na temática Cultura Juvenil e Cultura Escolar, na Linha de Pesquisa - Práticas Escolares e Políticas Públicas, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria- UFSM/RS. A investigação visou a compreender em que medida o jovem estabelece relações de sentidos quanto à experiência escolar vivida no Ensino Médio. Desse modo, o trabalho teve como objetivo geral: analisar os sentidos atribuídos pelos jovens em relação à sua experiência escolar do Ensino Médio. Os objetivos específicos visaram a: compreender como a escola interage com as culturas juvenis no espaço escolar; analisar, a partir da óptica dos estudantes, os sentidos da escola em suas vidas; pesquisar as motivações encontradas pelos jovens em frequentar a escola e, por fim, analisar as experiências que avaliam como importantes que são vividas no ensino médio em relação à escola. A tese se alicerçou sobre a hipótese de que as atuais condições do Ensino Médio por si só não oferecem sentidos para a população jovem, cabendo a cada um elaborar sentidos a partir de suas próprias experiências. Os colaboradores selecionados para este trabalho são oriundos de três (03) escolas de Ensino Médio (terceiro ano, uma turma de cada escola), da cidade de Caxias do Sul: duas (02) escolas públicas estaduais, sendo uma (01) localizada em bairro da região central da cidade e a outra escola em bairro afastado do centro; e a terceira, uma (01) escola particular. A pesquisa desenvolveu um estudo de cunho qualitativo. Procedeu-se a análise da escrita dos alunos, por meio da Análise Textual Discursiva. A escrita dos alunos, constituiu-se na forma de e-mail sobre suas experiências com o ensino médio, sobre o que consideram importante aprender neste nível de ensino e sobre as experiências ali obtidas. Como referenciais teóricos destacam-se as contribuições sociológicas de Dubet e análises teóricas de inúmeros pesquisadores de vertentes educacionais e sociológicas que contribuem para a compreensão do ensino médio e das culturas juvenis presentes nas escolas. A escola é, na perspectiva apresentada, uma grande fonte de socialização, entendida como um processo contínuo de formação e preparo dos sujeitos sociais, em que são postos em cena diferentes atributos para a vida em sociedade. Embora alguns estudantes citem a paixão pelos estudos, o gostar de estudar, essa manifestação é tímida em relação à maioria dos escritos dos jovens. Prevalece que estão na escola por obrigação, ou em vista dos projetos de futuro, seja para dar continuidade aos estudos, ou para se inserir no mundo do trabalho. Os jovens destacam a importância de se dar bem nos estudos , de frequentar uma boa escola, ter uma boa formação.

[pt] A presente pesquisa se debruça sobre a produção escrita de aprendizes de inglês como língua estrangeira no Brasil. Analisam-se redações produzidas por alunos de nível intermediário e avançado, com foco em construções cuja inadequação pode ser especificamente associada o emprego do vocabulário. O objetivo geral da pesquisa é investigar a interferência do português no aprendizado do inglês como LE, com foco no emprego lexical, em modalidade escrita. Seu objetivo mais específico é testar a hipótese de que o caráter não isomórfico das relações de sentido entre línguas diferentes, no caso deste estudo, o português e o inglês, tem relação com a incidência de problemas de emprego lexical encontrados em redações de aprendizes de inglês como LE. Os resultados da análise, empreendida sobretudo com base nas proposições de Cruse (1986), Lyons (1990) e Saeed (2003), contribuem para confirmar a hipótese testada, demonstrando que os problemas lexicais em exame podem ser associados à interferência da língua materna e, mais especificamente, a discrepâncias nas relações de sentido entre o português e o inglês. / [en] This study aims at the written production of students of English as a foreign language in Brazil. Compositions of intermediate and advanced students are analyzed with a special focus on constructions whose inadequacies may be specifically associated to vocabulary usage. The general goal of the research is to investigate the interference of Portuguese in the acquisition of English as a foreign language, with a special emphasis on lexical usage in the written modality. Its specific objective is to test the hypothesis that the non isomorphic character of sense relations between different languages − in the case of this study, Portuguese and English − is related to the incidence of lexical problems encountered in compositions of students of English as a foreign language. The results of the analysis, which was mainly grounded on the propositions of Cruse (1986), Lyons (1990) and Saeed (2003), contribute to confirm this hypothesis, demonstrating that the lexical problems being scrutinized can be associated with mother tongue interference, and, more specifically, with the discrepancies in the sense relations between Portuguese and English.

The study is based on the lexical choices in the social context of EkeGusii circumcision and the meaning of the various lexical items used in the social context of circumcision and gender differentiation in the choice of the lexicon of EkeGusii circumcision. This special variety is also used within EkeGusii standard variety but when used in the context of circumcision, the meaning of the lexical items is understood based on context. It is believed that language embodies traditional values and that these values are socially conditioned. This study considers the social conditioning of the circumcision social varieties. Linguistic traditional values of EkeGusii language are reflected in, among others, gender differentiation in the choice of the lexicon in the social context of circumcision. The study was based on two theories; the social theory and contrastive lexico-semantic theory. Social theory was useful in analyzing language in society and what language means to its users while contrastive lexico-semantic theory was useful in analyzing EkeGusii culture-specific meaning which does not translate readily to English. Participatory observation, interview schedules, informers, questionnaires and introspection were used to collect data. Data was analyzed qualitatively in view of the choice of the lexicon within language variation. Findings showed that the sound plays an important role in postulating meaning of EkeGusii Circumcision Social Varieties (ECSV) through vowel lengthening. The lexicon of ECSV comprises nouns and verbs and that this lexicon is a style as well as register of EkeGusii. Gender differentiation in the language is a case of socialization rather than biological. Finally, meaning relations established by the lexicon of ECSV include synonymy, hyponymy, polysemy as well as antonymy. It is recommended in this study that teachers should be trained on Sociolinguistics, carry out classroom research to identify the learners’ sociolinguistic culture and integrate an individual learner with others in the same level especially since the school has taken the role of socialization of an individual. / African Languages / M.A. (African languages)