`And then I'm really like . . .': `preliminary' self-quotations in adolescent talk

Abstract

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.

Accountability and public displays of knowing in an undergraduate computer-mediated communication context

“…Edwards (1995) notes that one way of managing fact and interest is by appealing to 'the presence and testimony of corroborating witnesses' (p. 325). Also, reported speech or telling someone what someone else has told you often functions to increase the veracity of one's claim, while also leaving open the possibility that there is an alternative version of the account in question (Lamerichs and Te Molder, 2009). While Gail constructs the specific supplements that her mother uses as not scary ('don't scare me', line 4), she casts other supplements, those 'that are supposed to give you energy' (line 5), specifically 'protein shakes', as possibly harmful ('make me nervous', line 6).…”

خطاب المراهقين وبناء الهوية في هل يبدو رأسي کبيرًا في هذا؟

“…The beginnings of its use in a nonstandard way by adolescents goes back to the 1980"s; however, its rapid proliferation and widespread use has drawn the attention of many linguists. Lamerichs and Te Molder (2009) focused on its discursive employment as "a particular kind of self-quotation in adolescent talk" (p. 401).They found like to have multiple functions in interaction and an important "conversational resource." Among its functions is that it is used to preface self-quotations.…”

“…In these examples and many others throughout the novel, like is used in a non-standard way. In extracts 1 and 2, it has the meaning of "as if", whereas in examples 3 and 4, it is used as an approximator (See Lamerichs & Te Molder, 2009), with the two contexts, however, being quite different. In extract 3, Tia uses the negative, loaded word, "sinful," to describe Amal"s going to Adam"s birthday party.…”

“…Because using such a strong assessment would cast Tia as insensitive to Amal and aggressive, she mitigates the force of the word sinful by the use of like. Lamerichs and Te Molder (2009) label such use of the word like as "extreme case formulations" (EFCs) (p. 410). They elaborate that when like is used in this manner, it gives what follows it a "preliminary status."…”

We say: ‘. . .’, they say: ‘. . .’: How plant science experts draw on reported dialogue to shelve user concerns

“…However, recipients easily recognize quoted speech because it tends to be accompanied by a shift in intonation or, as Wooffitt (1992) calls it, active voicing. Generally, the function of active voicing is to animate speech and to objectify accounts in which reported speech/thoughts is used to corroborate claims (Potter, 1996: 161; see for a similar use of reported inner speech, Lamerichs and Te Molder, 2009).…”