Youngspeak in a Multilingual Perspective

Youngspeak in a Multilingual Perspective......Page 2
Editorial page......Page 3
Title page......Page 4
LCC data......Page 5
Table of contents......Page 6
Background......Page 8
Language and identity......Page 9
Corpora in youth language research......Page 10
Part 1. Identity construction......Page 11
Part 2. Particular expressions......Page 12
Part 3. Languages in contrast......Page 13
References......Page 14
1. Introduction......Page 20
2. Direct speech as a means of identity construction......Page 23
3. Prosodic units and prosodic features under examination......Page 24
4. The data of the study......Page 25
5.1 Discourse identities......Page 26
5.2 Situated identities......Page 27
5.2.1 Situated identities within the discourse role of S1's recipient......Page 28
5.2.2 Situated identities within the discourse role of S2......Page 31
6. Concluding remarks......Page 33
References......Page 34
1. Introduction......Page 38
2. An interactive concept of identities......Page 39
3. Aspects of youngspeak and consequences for their investigation......Page 41
4. The girls: A 'community of practice'......Page 42
5. A focus on "normal" German high school girls......Page 43
6. What we are not......Page 44
7. Social categorization in German youngspeak......Page 45
1. Introduction......Page 62
2. Theoretical framework......Page 64
3. Methodology......Page 66
4. The context......Page 67
5. Multilingual practices and identity negotiations......Page 68
5.1 Code-switching......Page 70
5.2 Intertextual references......Page 73
5.3 Playful talk......Page 76
7. Concluding remarks......Page 80
Acknowledgements......Page 82
References......Page 83
1. Introduction......Page 88
2. Teenage talk......Page 89
3. The COLAm corpus project......Page 90
4. Degree words (and intensifiers) in the standard language......Page 91
4.1.1 One-word degree words and intensifiers in teenage talk from Madrid......Page 92
4.1.1.1 The degree word mazo ('a lot, very good')......Page 93
4.1.1.2 The degree word mogollón ('a lot')......Page 94
4.1.2 Degree words and intensifiers as multiword structures: fixed phrases......Page 96
4.2.2 Some multiword intensifiers in the Madrid teenage talk......Page 97
5.2 De mierda......Page 98
6. Conclusions......Page 99
References......Page 100
1. Introduction......Page 102
1.2 Hedging......Page 104
1.3 Why study en plan in teenage talk?......Page 106
1.4 Issues to be clarified before the analysis......Page 107
2.1 Distribution of en plan among boys and girls and social class......Page 109
2.2 En plan used as a hedge in the Madrid teenagers' talk......Page 112
3. Conclusion......Page 119
References......Page 120
1. Preliminary remarks......Page 126
2. Dimensions of comparison and presentation format......Page 129
2.1 Collecting markers of youth language varieties......Page 130
2.2.1 Dimensions of comparison......Page 133
4.1 Methods of dialectology in research on youth language varieties......Page 134
4.2 Hypotheses......Page 136
4.3 Relevance......Page 137
4.4 Questions on the diatopic comparison of youth language varieties......Page 139
5. Outlook......Page 140
References......Page 141
1. Introduction......Page 144
1.1 Aim......Page 145
2.1 Pues nada......Page 146
2.2 Anyway......Page 149
3.1 Position & function......Page 150
3.2 Anyway but not pues nada......Page 155
4.1 Anyway......Page 156
4.2 Pues nada......Page 158
5.1 Bueno......Page 159
5.2 Okay & well......Page 161
6. Conclusion......Page 163
References......Page 164
1. Introduction......Page 168
2. The integration of borrowings......Page 170
3. Data......Page 171
4.1 Comparison of anglicisms in Norwegian and Chilean Spanish......Page 172
4.2 The process of integration......Page 173
4.3.1 The ideational function......Page 175
4.3.2 The interpersonal function......Page 176
4.3.3 The textual function......Page 179
5. Conclusion......Page 180
References......Page 182
1. Introduction......Page 184
2. The Psycho-Social (PS) theory of slang......Page 185
2.1 The Psycho-Social (PS) model of slang usage......Page 186
2.3 A model of slang......Page 188
2.4 Definitions......Page 189
3. On the shaping of Lithuanian and English slang......Page 190
4. COKT and COLT contrasted: correspondences......Page 192
4.1 Gender – based differences......Page 194
4.2 Psycho-social categories of slang related to gender and age......Page 195
4.3 Psycho-social categories of slang in relation to sexuality, offensiveness and humour......Page 197
4.4 Sexual slang......Page 198
4.5 Offensive slang......Page 200
5. COKT and COLT contrasted: differences......Page 202
Slang in relation to age group......Page 204
6. Conclusions......Page 206
References......Page 207
Author index......Page 210
Subject index......Page 212
The Pragmatics & Beyond New Series......Page 214