Women and men use language differently. Women tend to use hedges, tag questions, intensifiers and polite forms more, while men swear more and are more direct. There are also differences in conversational styles, with women using more rapport talk and men using more problem-solving talk. Perceptions of language can also differ by gender, with terms like "chairman" and "fireman" seen as male-oriented. In mixed-gender classrooms, teachers may interact more with boys, who can dominate discussions, while girls receive more academically useful attention. The Sapir-Whorf hypothesis also suggests that the language we use shapes our thoughts in particular ways. In conclusion, while generalizations about gender differences in
Linguistic varieties and multilingual nations ( Sociolinguistic )Ani Istiana
This document discusses linguistic varieties and multilingual nations. It begins by noting over half the world's population is bilingual or multilingual, acquiring languages for different purposes. It then defines terms like vernacular, which refers to non-standardized first languages; standard languages, which are written and codified; lingua francas for communication between groups; pidgins which develop for communication without a shared language; and creoles which become primary languages. The document provides examples of these terms from Bali, and discusses factors in planning a national language like selection, codification, extending functions, and securing acceptance.
Women and men use language differently. Women tend to use hedges, tag questions, intensifiers and polite forms more, while men swear more and are more direct. There are also differences in conversational styles, with women using more rapport talk and men using more problem-solving talk. Perceptions of language can also differ by gender, with terms like "chairman" and "fireman" seen as male-oriented. In mixed-gender classrooms, teachers may interact more with boys, who can dominate discussions, while girls receive more academically useful attention. The Sapir-Whorf hypothesis also suggests that the language we use shapes our thoughts in particular ways. In conclusion, while generalizations about gender differences in
Linguistic varieties and multilingual nations ( Sociolinguistic )Ani Istiana
This document discusses linguistic varieties and multilingual nations. It begins by noting over half the world's population is bilingual or multilingual, acquiring languages for different purposes. It then defines terms like vernacular, which refers to non-standardized first languages; standard languages, which are written and codified; lingua francas for communication between groups; pidgins which develop for communication without a shared language; and creoles which become primary languages. The document provides examples of these terms from Bali, and discusses factors in planning a national language like selection, codification, extending functions, and securing acceptance.
poetry is a word game. in order to play playfully one needs active participation along with a vibrant imagination with full of zeal n joy otherwise likely to be monotonous game.
This document discusses diglossia, bilingualism, and multilingualism. It defines diglossia as a situation where a community uses two different languages or variations of the same language for different situations, such as using a "high variety" in formal settings and a "low variety" in daily communication. Bilingualism is defined as the ability to speak two languages, which can provide benefits like easier communication and increased knowledge. Multilingualism refers to using more than two languages, as is common in parts of the world where daily life requires knowledge of different languages for different contexts and groups. Research on discourse in multilingual settings often uses the term "code-switching" to describe language use without determining if distinct languages or
This document summarizes John Schumann's 1978 Acculturation Model of second language acquisition. The model proposes that the degree to which a language learner acculturates into the target language group controls how much of the second language they acquire. It identifies social and psychological factors that influence acculturation and language learning, such as social dominance, intended length of residence, motivation, and language or culture shock. While influential, critics note that the model cannot be generalized to all types of second language learning.
This document discusses the differences between language varieties such as dialects, accents, and standards. It defines key terms and provides examples. Specifically, it defines dialect as a variety of a language used in a particular region, standard English as the codified variety used in education and media, and accent as differences in pronunciation only.
The document discusses key concepts related to the relationship between language and the world, including sense, reference, extension, and prototype. Sense involves a set of ideas about a word, extension refers to the complete set of all things a word can apply to, and reference picks out a specific instance of a word's use. Prototype refers to a typical member of a word's extension that best represents the category. The document provides examples to illustrate these concepts and their differences. It notes that language connects to the real world through reference, extension, and prototypes.
Trudgill investigated phonological variables in Norwich, England like the (ng) variable which has a standard [ɪŋ] and non-standard [ən] variant. He studied how use of variants related to social class and formality with participants from different socioeconomic classes. His findings showed the nonstandard variant occurred more for men across classes and women tended to overreport standard variant use. When class was constant, less formal styles had higher nonstandard variant use, and when style was constant, lower social classes had greater nonstandard variant use.
Sense refers to the inherent meaning of a linguistic form, focusing on intra-linguistic relations between words independent of context. Reference relates a linguistic form to real-world entities. Sense is abstract while reference deals with experience. For example, "dog" has the sense of domesticated canine but can refer to different actual dogs. A form can have multiple references but the same reference can be denoted by different senses. Not all forms have reference if the referred entity doesn't exist. Sense and reference are both parts of meaning and their relationship is explained through examples.
This document defines and provides examples of different types of sentences:
- Simple sentences contain one independent clause.
- Compound sentences contain two independent clauses joined by a coordinator.
- Complex sentences contain an independent clause and one or more dependent clauses.
- Compound-complex sentences contain two or more independent clauses and one or more dependent clauses.
The document also defines utterances, propositions, and provides examples of each.
This document discusses linguistic and social inequality. It begins by introducing the concept of linguistic inequality and how people's language use varies based on their social status. It then describes two main types of linguistic inequality: 1) Subjective inequality, which relates to perceptions and prejudices about others' speech, and 2) Communicative inequality, which involves knowledge of appropriate language use. The document goes on to discuss linguistic prejudice in more detail, how it manifests in educational settings, and how speech can influence stereotypes and social judgments.
This document discusses sociolinguistics and the relationship between language and society. It covers several topics:
- Sociolinguistics studies how social factors like class, education, occupation, age and gender influence language use.
- Social dialects vary based on social class - working class speakers tend to use different features than middle class speakers.
- Education level impacts language through exposure to formal written language influencing spoken language.
- Social markers like pronunciation features can identify what social group a speaker belongs to consciously or not.
- Style shifting refers to changing between formal and informal speech styles depending on the social context and audience.
This document discusses various types of language variation including dialects, idiolects, and styles of language. It provides examples of regional dialects, social dialects, ethnic dialects, and how an individual's idiolect is unique. Dialects are influenced by both regional and social factors. The document also discusses standard versus nonstandard language varieties and gives examples of code-switching and borrowing between languages.
1. Political discourse can refer to either discourse about politics or discourse that is inherently political in nature. It involves language used by politicians and political institutions to achieve political goals.
2. The analysis of political discourse examines how language constructs political realities and can be used to manipulate thoughts. Key aspects include word choice, rhetoric, and phonological features that carry political meanings.
3. Political discourse is shaped by differing ideological frameworks and can be interpreted differently depending on one's political perspective. The representation of information and description of groups can reveal underlying political biases.
This document discusses social variation in language and key concepts in sociolinguistics. It covers social dialects defined by education and occupation. It also discusses speech styles that vary based on formality, as well as speech accommodation theories of convergence and divergence. Registers are varieties used for different purposes, and examples of jargon, slang, and taboo terms are provided. The document also summarizes African American English as a vernacular continuum and describes some typical sound changes observed.
1. Linguists use the term "vernacular" to refer to the everyday language a person grows up with and uses in ordinary social interactions.
2. There is ambiguity around the terms "language" and "dialect" - language typically refers to a single linguistic norm or related norms, while dialect refers to one variation. Different dialects of the same language are not considered different languages.
3. Bell identified 7 criteria for distinguishing a language from others: standardization, vitality, historicity, autonomy, reduction, mixture, and de facto norms. These criteria look at factors like codification, community of speakers, sense of identity, differences from other languages, and perceptions of proper usage.
The document discusses sociolinguistics and language variation. It defines sociolinguistics as the systematic study of language in society, focusing on how individuals and groups use language in social contexts. There are three main perspectives in sociolinguistics: geographic, examining regional dialects; anthropological, studying the relationship between language, culture and thought; and sociological, analyzing the link between social relations and language varieties. Speech communities are groups that share the same or similar language varieties. Varieties include dialects, sociolects, and idiolects, which differ by region, social class, gender, age, and ethnicity at the lexical, phonological and syntactic levels. Pidgins are simplified mixed languages for basic communication between
The document discusses pidgins, which are simplified languages that develop for communication between groups without a shared language. Pidgins have limited grammar and vocabulary borrowed from their parent languages. They are not anyone's native language. The document outlines the characteristics and origins of pidgins, and how some expanded pidgins developed into creole languages through increased complexity and by becoming the native languages of communities. Specific examples of pidgins mentioned include Chinglish, West African Pidgin, and Hawaiian Pidgin English.
Chapter 4 Languages in Contact: Multilingual Societies and Multilingual Disco...أحمد يوسف
- Multilingualism is common across the world, with speakers often using multiple languages in daily life depending on the context. This document discusses concepts like diglossia, where distinct "high" and "low" varieties of the same language are used under different conditions.
- Code-switching refers to switching between languages or language varieties within conversations. It can be obligatory, as in diglossia, or optional. Accommodation through convergence and divergence also influences code-switching.
- Multilingual identities are fluid and culturally constructed, as seen in examples of Dominican Americans in the US asserting their own identity through language use.
poetry is a word game. in order to play playfully one needs active participation along with a vibrant imagination with full of zeal n joy otherwise likely to be monotonous game.
This document discusses diglossia, bilingualism, and multilingualism. It defines diglossia as a situation where a community uses two different languages or variations of the same language for different situations, such as using a "high variety" in formal settings and a "low variety" in daily communication. Bilingualism is defined as the ability to speak two languages, which can provide benefits like easier communication and increased knowledge. Multilingualism refers to using more than two languages, as is common in parts of the world where daily life requires knowledge of different languages for different contexts and groups. Research on discourse in multilingual settings often uses the term "code-switching" to describe language use without determining if distinct languages or
This document summarizes John Schumann's 1978 Acculturation Model of second language acquisition. The model proposes that the degree to which a language learner acculturates into the target language group controls how much of the second language they acquire. It identifies social and psychological factors that influence acculturation and language learning, such as social dominance, intended length of residence, motivation, and language or culture shock. While influential, critics note that the model cannot be generalized to all types of second language learning.
This document discusses the differences between language varieties such as dialects, accents, and standards. It defines key terms and provides examples. Specifically, it defines dialect as a variety of a language used in a particular region, standard English as the codified variety used in education and media, and accent as differences in pronunciation only.
The document discusses key concepts related to the relationship between language and the world, including sense, reference, extension, and prototype. Sense involves a set of ideas about a word, extension refers to the complete set of all things a word can apply to, and reference picks out a specific instance of a word's use. Prototype refers to a typical member of a word's extension that best represents the category. The document provides examples to illustrate these concepts and their differences. It notes that language connects to the real world through reference, extension, and prototypes.
Trudgill investigated phonological variables in Norwich, England like the (ng) variable which has a standard [ɪŋ] and non-standard [ən] variant. He studied how use of variants related to social class and formality with participants from different socioeconomic classes. His findings showed the nonstandard variant occurred more for men across classes and women tended to overreport standard variant use. When class was constant, less formal styles had higher nonstandard variant use, and when style was constant, lower social classes had greater nonstandard variant use.
Sense refers to the inherent meaning of a linguistic form, focusing on intra-linguistic relations between words independent of context. Reference relates a linguistic form to real-world entities. Sense is abstract while reference deals with experience. For example, "dog" has the sense of domesticated canine but can refer to different actual dogs. A form can have multiple references but the same reference can be denoted by different senses. Not all forms have reference if the referred entity doesn't exist. Sense and reference are both parts of meaning and their relationship is explained through examples.
This document defines and provides examples of different types of sentences:
- Simple sentences contain one independent clause.
- Compound sentences contain two independent clauses joined by a coordinator.
- Complex sentences contain an independent clause and one or more dependent clauses.
- Compound-complex sentences contain two or more independent clauses and one or more dependent clauses.
The document also defines utterances, propositions, and provides examples of each.
This document discusses linguistic and social inequality. It begins by introducing the concept of linguistic inequality and how people's language use varies based on their social status. It then describes two main types of linguistic inequality: 1) Subjective inequality, which relates to perceptions and prejudices about others' speech, and 2) Communicative inequality, which involves knowledge of appropriate language use. The document goes on to discuss linguistic prejudice in more detail, how it manifests in educational settings, and how speech can influence stereotypes and social judgments.
This document discusses sociolinguistics and the relationship between language and society. It covers several topics:
- Sociolinguistics studies how social factors like class, education, occupation, age and gender influence language use.
- Social dialects vary based on social class - working class speakers tend to use different features than middle class speakers.
- Education level impacts language through exposure to formal written language influencing spoken language.
- Social markers like pronunciation features can identify what social group a speaker belongs to consciously or not.
- Style shifting refers to changing between formal and informal speech styles depending on the social context and audience.
This document discusses various types of language variation including dialects, idiolects, and styles of language. It provides examples of regional dialects, social dialects, ethnic dialects, and how an individual's idiolect is unique. Dialects are influenced by both regional and social factors. The document also discusses standard versus nonstandard language varieties and gives examples of code-switching and borrowing between languages.
1. Political discourse can refer to either discourse about politics or discourse that is inherently political in nature. It involves language used by politicians and political institutions to achieve political goals.
2. The analysis of political discourse examines how language constructs political realities and can be used to manipulate thoughts. Key aspects include word choice, rhetoric, and phonological features that carry political meanings.
3. Political discourse is shaped by differing ideological frameworks and can be interpreted differently depending on one's political perspective. The representation of information and description of groups can reveal underlying political biases.
This document discusses social variation in language and key concepts in sociolinguistics. It covers social dialects defined by education and occupation. It also discusses speech styles that vary based on formality, as well as speech accommodation theories of convergence and divergence. Registers are varieties used for different purposes, and examples of jargon, slang, and taboo terms are provided. The document also summarizes African American English as a vernacular continuum and describes some typical sound changes observed.
1. Linguists use the term "vernacular" to refer to the everyday language a person grows up with and uses in ordinary social interactions.
2. There is ambiguity around the terms "language" and "dialect" - language typically refers to a single linguistic norm or related norms, while dialect refers to one variation. Different dialects of the same language are not considered different languages.
3. Bell identified 7 criteria for distinguishing a language from others: standardization, vitality, historicity, autonomy, reduction, mixture, and de facto norms. These criteria look at factors like codification, community of speakers, sense of identity, differences from other languages, and perceptions of proper usage.
The document discusses sociolinguistics and language variation. It defines sociolinguistics as the systematic study of language in society, focusing on how individuals and groups use language in social contexts. There are three main perspectives in sociolinguistics: geographic, examining regional dialects; anthropological, studying the relationship between language, culture and thought; and sociological, analyzing the link between social relations and language varieties. Speech communities are groups that share the same or similar language varieties. Varieties include dialects, sociolects, and idiolects, which differ by region, social class, gender, age, and ethnicity at the lexical, phonological and syntactic levels. Pidgins are simplified mixed languages for basic communication between
The document discusses pidgins, which are simplified languages that develop for communication between groups without a shared language. Pidgins have limited grammar and vocabulary borrowed from their parent languages. They are not anyone's native language. The document outlines the characteristics and origins of pidgins, and how some expanded pidgins developed into creole languages through increased complexity and by becoming the native languages of communities. Specific examples of pidgins mentioned include Chinglish, West African Pidgin, and Hawaiian Pidgin English.
Chapter 4 Languages in Contact: Multilingual Societies and Multilingual Disco...أحمد يوسف
- Multilingualism is common across the world, with speakers often using multiple languages in daily life depending on the context. This document discusses concepts like diglossia, where distinct "high" and "low" varieties of the same language are used under different conditions.
- Code-switching refers to switching between languages or language varieties within conversations. It can be obligatory, as in diglossia, or optional. Accommodation through convergence and divergence also influences code-switching.
- Multilingual identities are fluid and culturally constructed, as seen in examples of Dominican Americans in the US asserting their own identity through language use.
El documento describe el verlan, una forma de argot francés que consiste en invertir las sílabas de las palabras. Se originó en los barrios parisinos en los años 1930 y se popularizó a través de la música y el cine. En la actualidad, el verlan se habla de manera general en las afueras de París y ha sido influenciado por la inmigración africana y el hip hop. El verlan se utiliza comúnmente para hablar sobre temas como el dinero, las drogas y la violencia.
L'IA connaît une croissance rapide et son intégration dans le domaine éducatif soulève de nombreuses questions. Aujourd'hui, nous explorerons comment les étudiants utilisent l'IA, les perceptions des enseignants à ce sujet, et les mesures possibles pour encadrer ces usages.
Constat Actuel
L'IA est de plus en plus présente dans notre quotidien, y compris dans l'éducation. Certaines universités, comme Science Po en janvier 2023, ont interdit l'utilisation de l'IA, tandis que d'autres, comme l'Université de Prague, la considèrent comme du plagiat. Cette diversité de positions souligne la nécessité urgente d'une réponse institutionnelle pour encadrer ces usages et prévenir les risques de triche et de plagiat.
Enquête Nationale
Pour mieux comprendre ces dynamiques, une enquête nationale intitulée "L'IA dans l'enseignement" a été réalisée. Les auteurs de cette enquête sont Le Sphynx (sondage) et Compilatio (fraude académique). Elle a été diffusée dans les universités de Lyon et d'Aix-Marseille entre le 21 juin et le 15 août 2023, touchant 1242 enseignants et 4443 étudiants. Les questionnaires, conçus pour étudier les usages de l'IA et les représentations de ces usages, abordaient des thèmes comme les craintes, les opportunités et l'acceptabilité.
Résultats de l'Enquête
Les résultats montrent que 55 % des étudiants utilisent l'IA de manière occasionnelle ou fréquente, contre 34 % des enseignants. Cependant, 88 % des enseignants pensent que leurs étudiants utilisent l'IA, ce qui pourrait indiquer une surestimation des usages. Les usages identifiés incluent la recherche d'informations et la rédaction de textes, bien que ces réponses ne puissent pas être cumulées dans les choix proposés.
Analyse Critique
Une analyse plus approfondie révèle que les enseignants peinent à percevoir les bénéfices de l'IA pour l'apprentissage, contrairement aux étudiants. La question de savoir si l'IA améliore les notes sans développer les compétences reste débattue. Est-ce un dopage académique ou une opportunité pour un apprentissage plus efficace ?
Acceptabilité et Éthique
L'enquête révèle que beaucoup d'étudiants jugent acceptable d'utiliser l'IA pour rédiger leurs devoirs, et même un quart des enseignants partagent cet avis. Cela pose des questions éthiques cruciales : copier-coller est-il tricher ? Utiliser l'IA sous supervision ou pour des traductions est-il acceptable ? La réponse n'est pas simple et nécessite un débat ouvert.
Propositions et Solutions
Pour encadrer ces usages, plusieurs solutions sont proposées. Plutôt que d'interdire l'IA, il est suggéré de fixer des règles pour une utilisation responsable. Des innovations pédagogiques peuvent également être explorées, comme la création de situations de concurrence professionnelle ou l'utilisation de détecteurs d'IA.
Conclusion
En conclusion, bien que l'étude présente des limites, elle souligne un besoin urgent de régulation. Une charte institutionnelle pourrait fournir un cadre pour une utilisation éthique.
Ouvrez la porte ou prenez un mur (Agile Tour Genève 2024)Laurent Speyser
(Conférence dessinée)
Vous êtes certainement à l’origine, ou impliqué, dans un changement au sein de votre organisation. Et peut être que cela ne se passe pas aussi bien qu’attendu…
Depuis plusieurs années, je fais régulièrement le constat de l’échec de l’adoption de l’Agilité, et plus globalement de grands changements, dans les organisations. Je vais tenter de vous expliquer pourquoi ils suscitent peu d'adhésion, peu d’engagement, et ils ne tiennent pas dans le temps.
Heureusement, il existe un autre chemin. Pour l'emprunter il s'agira de cultiver l'invitation, l'intelligence collective , la mécanique des jeux, les rites de passages, .... afin que l'agilité prenne racine.
Vous repartirez de cette conférence en ayant pris du recul sur le changement tel qu‘il est généralement opéré aujourd’hui, et en ayant découvert (ou redécouvert) le seul guide valable à suivre, à mon sens, pour un changement authentique, durable, et respectueux des individus! Et en bonus, 2 ou 3 trucs pratiques!
Le Comptoir OCTO - Qu’apporte l’analyse de cycle de vie lors d’un audit d’éco...OCTO Technology
Par Nicolas Bordier (Consultant numérique responsable @OCTO Technology) et Alaric Rougnon-Glasson (Sustainable Tech Consultant @OCTO Technology)
Sur un exemple très concret d’audit d’éco-conception de l’outil de bilan carbone C’Bilan développé par ICDC (Caisse des dépôts et consignations) nous allons expliquer en quoi l’ACV (analyse de cycle de vie) a été déterminante pour identifier les pistes d’actions pour réduire jusqu'à 82% de l’empreinte environnementale du service.
Vidéo Youtube : https://www.youtube.com/watch?v=7R8oL2P_DkU
Compte-rendu :
OCTO TALKS : 4 Tech Trends du Software Engineering.pdfOCTO Technology
En cette année 2024 qui s’annonce sous le signe de la complexité, avec :
- L’explosion de la Gen AI
-Un contexte socio-économique sous tensions
- De forts enjeux sur le Sustainable et la régulation IT
- Une archipélisation des lieux de travail post-Covid
Découvrez les Tech trends incontournables pour délivrer vos produits stratégiques.
Le Comptoir OCTO - Équipes infra et prod, ne ratez pas l'embarquement pour l'...OCTO Technology
par Claude Camus (Coach agile d'organisation @OCTO Technology) et Gilles Masy (Organizational Coach @OCTO Technology)
Les équipes infrastructure, sécurité, production, ou cloud, doivent consacrer du temps à la modernisation de leurs outils (automatisation, cloud, etc) et de leurs pratiques (DevOps, SRE, etc). Dans le même temps, elles doivent répondre à une avalanche croissante de demandes, tout en maintenant un niveau de qualité de service optimal.
Habitué des environnements développeurs, les transformations agiles négligent les particularités des équipes OPS. Lors de ce comptoir, nous vous partagerons notre proposition de valeur de l'agilité@OPS, qui embarquera vos équipes OPS en Classe Business (Agility), et leur fera dire : "nous ne reviendrons pas en arrière".
PRESENTATION DE L'ACTIVE DIRECTORY SOUS WINDOWS SERVEUR.pptx
L'argot dans la chanson du Rap Marocain
1. Université Ibn Tofail Faculté des Lettres & des Sciences Humaines Kénitra Master Langue Française & Diversité Linguistique Séminaire Variation Lexicale Semestre II L’argot dans la Nouvelle Chanson Marocaine Le RAP Préparé et présenté par: Derrouich L eila Hamri M ariam Sandid H anane Remis au professeur : N ajmeddine SOUGHATI
6. Définitions de l’argot et son évolution : Figure1.Historique & évolution de l’argot PARTIE I L’argot 15 ème siècle Langage Secret spécifique aux criminels 17 ème siècle Langage propre aux mendiants Et aux vagabonds 19 ème siècle Élargissement du concept en incluant d’autres usages sociaux 20 ème siècle Jargon professionnel = Technolectes
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21. Thème : Prison / Injustice PARTIE 3 dans la chanson les gardiens de la prison Klab l’gourna ( chien de l’abattoir ) Métaphore Fargo abréviation Voiture de police L’wachma Métaphore Du verbe rafler arrestation en masse La raf Abréviation Cellule de prison Cachot Emprunt au français Sens Mots argotiques Procédés lexicaux
22. PARTIE 3 Thème : Prison / Injustice Voiture de police L’baida Métaphore Paix Peace Emprunt de l’anglais Non liberté d’expression Les menottes ‘f’famna’ Métaphore Sens Mots argotiques Procédés lexicaux
23. Thème : La « meuf » PARTIE 3 BELLE fille (attirante) 9ortassa (Une balle) Comparaison Prostituées Satat fog trottoir Expression figée Satat Néologisme Femme Meuf Troncation + verlan Sens Mots argotiques Procédés lexicaux
24. PARTIE 3 Thème : L’argent Du verbe لعق qui veut dire lécher L3aqa Emprunt à l’arabe standard Pays des avares Blad l’kech Comparaison llikid Substitution de sens Argent en espèces Cash Emprunt à l’anglais Sens Mots argotiques Procédés lexicaux
25. Thème : L’argent PARTIE 3 Ouvrir un compte bancaire en Suisse F swisra y7elo chefra Substitution de sens dans ce contexte on fait allusion au vol et à l’arnaque Le3ba Jeu Substitution de sens Sens Mots argotiques Procédés lexicaux
26. Thème : L’argent PARTIE 3 Corrompre K7ob (Tousser) Changement de sens Du verbe miser sur qlqc. Mizy Emprunt au français Pour designer argent Money Emprunt à l’anglais Sens Mots argotiques Procédés lexicaux
27. Thème : La « zik » PARTIE 3 Microphone Mic Troncation (Apocope) Disc Jockey DJ Emprunt à l’anglais + Abréviation Je chanterai ce style jusqu’à la mort Underground l’ mout Emprunt à l’anglais Sens Mots argotiques Procédés lexicaux
28. Thème: La « zik » PARTIE 3 musique Zic Troncation (Aphérèse) Maître de cérémonie Mc Emprunt au français + siglaison Matériel Matos Abréviation + suffixation Sens Mots argotiques Procédés lexicaux
29. Thème: amitié PARTIE 3 Ami Pote Emprunt au français (langage familier ) Khouya dans la chanson : mon ami Kho mon frère Apocope Mon ami 3chiri Substitution synonymique Sens Mots argotiques Procédés lexicaux
30. Thème: L’amitié PARTIE 3 Un ami Sat Néologisme Dans la chanson : les amis Lkhout Frère Changement de sens Sens Mots argotiques Procédés lexicaux
31. Thème: La drogue PARTIE 3 Hachich= cannabis Hach Abréviation Cocaïne Stoura bayda Métaphore Excès de la dose de drogue Overdose Emprunt à l’anglais Sens Mots argotiques Procédés lexicaux
32. Thème: La drogue PARTIE 3 Hachich= cannabis Hach Abréviation Snifer : inhaler une drogue Snif Emprunt à l’anglais Cigarette Clope Emprunt au français familier Sens Mots argotiques Procédés lexicaux
33. Thème: La politique PARTIE 3 Y’en a marre des barbus! Basta lahya Basta: ça suffit! Emprunt à l’italien Pays à double face Bladi blad 2 wjouh Métaphore Sens Mots argotiques Procédés lexicaux
34. Thème: La misère PARTIE 3 Survivre Ri chad Msellek Polysémie La misère Misiriya Emprunt au français+ suffixation Sens Mots argotiques Procédés lexicaux
35. Expressions figées: PARTIE 3 efficace D9a betla Se démasquer Ti7 lebtana Quand j’avais réclamé mes droits, le chef a toussé me faisant signe de me taire Mlli goult ya ho9o9i drebha chef b’ ko7ba Sens Expressions argotiques
36. Expressions figées: PARTIE 3 Développement humain, la moitie du magot est pour moi l’autre est pour toi Tanmiya baacharya ness laâ9a lik ou ness laâ9a liya Vous avez volé ce pays jusqu’au bout How how rakoum chfertou lblad htta tebtou Sens Expressions argotiques
37. Expressions diverses: PARTIE 3 Va-t-en ! Ou Change de sujet! Chrih Changement de sens John Fitzgerald Kennedy J.F.K Siglaison Sens Expressions argotiques Procédés lexicaux
38. Expressions diverses: PARTIE 3 Surf or die! Z.W.M ولا زلك موت Siglaison Tout est facile Koulchi easy Emprunt à l’anglais Ils t’ont eu! Darou lik raw daw Néologisme Sens Expressions argotiques Procédés lexicaux