Machine generated contents note: CHAPTER 1 : From tape to CD-ROM -- 1.1 Getting teenage talk on tape 3 -- 1.2 Transcription 7 -- 1.3 Tagging 10 -- 1.4 CD-ROM production 11 -- CHAPTER 2 : The speakers 13 -- 2.1 Social differences: Do the teenagers care? 13 -- 2.2 Social background: What does the corpus tell us? 18 -- 2.2.1 Age and gender 19 -- 2.2.2 Borough of residence and social class 20 -- 2.2.3 Ethnicity 21 -- 2.3 The recruits and the boroughs 23 -- 2.3.1 Hackney 23 -- 2.3.2 Tower Hamlets 25 -- 2.3.3 Camden 25 -- 2.3.4 Barnet 26 -- 2.3.5 Hertfordshire 26 -- CHAPTER 3 : The conversations 27 -- 3.1 The teenagers and their peers 28 -- 3.1.1 Introduction 28 -- 3.1.2 Social networking 29 -- 3.1.3 Romance 32 -- 3.1.4 Sex talk 38 -- 3.1.5 Partying and drinking 41 -- 3.1.6 The body 43 -- 3.1.7 Pastimes and hobbies 46 -- 3.1.8 'Bad' things 50 -- 3.1.9 Race relations 52 -- 3.1.10 School 53 -- 3.2 School talk 55 -- 3.2.1 Teacher-student interaction 55 -- 3.2.2 Classroom chat 56 -- 3.3 Family talk 57 -- 3.3.1 Introduction 57 -- 3.3.2 How they talk at home 58 -- 3.3.3 The generation gap 60 -- 3.4 Summing up 61 -- CHAPTER 4 : Slanguage 63 -- 4.1 Slang 67 -- 4.1.1 General 67 -- 4.1.2 Slang in COLT 68 -- 4.2 Swearing 76 -- 4.2.1 Swearing in COLT 78 -- 4.3 Vague words 86 -- 4.3.1 General 86 -- 4.3.2 Vague words in COLT 88 -- 4.3.3 Placeholders 94 -- 4.3.4 Set markers 99 -- 4.4 Summing up 105 -- CHAPTER 5 : Variation in the use of reported speech 107 -- 5.1 Markers of reported speech 108 -- 5.2 Mimickry and zero-quotations nlo -- 5.3 The quotative marker (BE) like 115 -- 5.4 Reporting verbs: GO VSSAY 118 -- 5.4.1 Are GO and SAY equivalent? Grammatical differences 119 -- 5.4.2 Variation in tense, aspect and standardness 121 -- 5.4.3 Correlation with mimickry and sound effects 123 -- 5.4.4 Social parameters 125 -- 5.4.5 Another related use of GO 128 -- CHAPTER 6 : Non-standard grammar and the trendy use of intensifiers 131 -- 6.1 Non-standard grammatical features 131 -- 6.1.1 The Reading and London teenage vernaculars compared 133 -- 6.1.2 Two socio-economic groups compared 135 -- 6.2 On the trendy use of intensifiers 139 -- 6.2.1 Teenagers, adults and intensifiers 141 -- 6.2.2 Girls, boys and intensifiers 142 -- 6.2.3 Some 'teenage-specific' intensifiers 144 -- 6.3 Summing up 161 -- CHAPTER 7 : Teenagers' use of tags 165 -- 7.1 Why tags? 167 -- 7.1.1 Functional plethora: The innit story 167 -- 7.1.2 The use of yeah as a tag 172 -- 7.1.3 The use of eh as a tag 176 -- 7.1.4 The use of okay as a tag 178 -- 7.1.5 The use of right as a tag 180 -- 7.1.6 Survey of invariant tags and their associated functions 183 -- 7.2 The distribution of tags in COLT 184 -- 7.2.1 Age 185 -- 7.2.2 Gender 187 -- 7.2.3 Social class 188 -- 7.2.4 Ethnicity 189 -- 7.2.5 Location 190 -- 7.3 Summing up 191 -- CHAPTER 8 : Ritual conflict 193 -- 8.1 Gender, class and race 195 -- 8.2 Data and methodology 197 -- 8.2.1 Mitigating strategies 198 -- 8.2.2 Aggravating strategies 199 -- 8.3 Ritual conflict in COLT 200 -- 8.3.1 Tough girls' talk 200 -- 8.3.2 Sex talk and communicating norms 205 -- 8.4 Summing up 208 -- CHAPTER 9 -- Conclusion 211.

HKBU library

YT2025 M10