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`And then I'm really like . . .': `preliminary' self-quotations in adolescent talk
Joyce Lamerichs
VU UNIVERSITY AMSTERDAM, THE NETHERLANDS, j.lamerichs@let.vu.nl
Hedwig F.M. Te Molder
WAGENINGEN UNIVERSITY, THE NETHERLANDS
This article explores the discursive uses of a self-quotation in adolescent talk. The self-quotation uses the quotative marker be + like to convey or project bold statements as part of a larger narrative. We will demonstrate how the preface leading up to the self-quotation is designed as hard to counter, and instructs the hearer how to understand what comes next. The self-quotation, on the other hand, constitutes the assessment as a `mere characterization' that provides the speaker with a number of opportunities for testing the proposed view. Speakers are thus able to bolster potentially controversial views against refutation while also giving them a preliminary status. These features make for an interesting conversational resource that enables speakers and recipients to engage in a collaborative process of putting potentially bold statements to the test.
Key Words: adolescent talk • direct reported speech • discursive psychology • self-quotations
Discourse Studies, Vol. 11, No. 4, 401-419 (2009)
DOI: 10.1177/1461445609105216
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I'm studying ways that young adults make meaning in commonplace expressions. These are often "errors" in standard written English, or at best they are considered tired overused phrases, or excessively used words in the piece of writing.
Updated on 2009-07-29
Created on 2009-07-29
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