1a paned o de 1b panad o de 1c dishgled o de 2a Give me the book 2b Give us the book 2c Gizthebook 3a a handbag 3b a hambag 4a Would you mind passing me that book 4b Pass me that book ID: 783788
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Slide1
Variation in Welsh and English: when would speakers choose/use which variant?
1(a) paned o de; 1(b) panad o de; 1(c) dishgled o de
2(a) Give me the book; 2(b) Give us the book; 2(c) Gizthebook
3(a) a handbag; 3(b) a hambag
4(a) Would you mind passing me that book? 4(b) Pass me that book
5(a) That’s mingin’ innit; 5(b) That’s not very nice is it?
6(a) I didn’t do anything; 6(b)I didn’t do nothing
7(a) Be ydy dy enw di?7(b) Be ydy’ch enw chi?
Slide2Some dimensions of variation
Regional
Formal/Informal
Written/Spoken (medium) – which medium is most uniform / has least variation? Speech or writing?
Relationship with other person
Age
Slide3German examples of variation / deutsche Beispiele für Variation
Hamburg vs. Mannheim
Ich komme am Sonnabend / Ich komme am Samstag.
Ich fuhr mit dem Zuch in die
Stadt
/
Ich
fuhr mit dem Zuk in die Stadt
.
Der Milchkrug / die Milchkanne
pl
ä
tten / b
ü
geln
Ich bin begonnen / ich habe begonnen
i
ch geh’ / isch geh’
Slide4Slide5Variation between countries – German not just spoken in Germany
Das Abitur (D) /das Matura (A)- A levels
Das Krankenhaus (D) / das Spital (A) - hospital
Das Velo (CH) / das Fahrrad (A, D) - bike
Der Lastwagen (D) / der Camion (CH) - lorry
Slide6Variation at all levels – pronunciation, vocabulary, grammar
Some of it noticed and stigmatised, other stuff hardly noticed, or, even if noticed, not commented upon, e.g.
Tach, Zuch
in N. Germany – everyone from the region does it, regardless of education, formality, age, etc. On other hand, features like
isch
are commented upon in S. Germany (not just by outsiders but also by those who do it themselves) and speakers try to avoid them in formal situations, e.g. h-
d
ropping in UK
Why do we do that? Is it just about being understood?
Slide7Form of the message says something about us – people don’t just listen to the content, but to how we say (write) something – so we make choices in order to project a certain image
Can’t always avoid
stigmatised features –
part of identity; peer pressure – all our friends do it.
Slide8Jugendsprache – youth language
Rather a broad concept (how homogeneous is the group ‘young people’?) but justified as there are some common trends we can identify
Examples
What processes are at work?
Motivations?
Slide9Beispiele (but we have to remember that Jugendsprache
changes quickly)
Ein
Brett (n.) =
eine
attraktive
Person
alken
=
viel
trinken
Ein
Loser (m.) =
ein
Verlierer,Versager
Die
Dinos
(pl.) = die
Alten
(
Eltern
,
usw
.)
Ein
Eisbeutel
(m.) =
ein
gef
ü
hlskalter
Mensch
verludert
=
attraktiv
h
ä
mmern
= hart
arbeiten
d
urchsumpfen
=
eine
Nacht
durchfeiern
Morgen geh ich Kino = morgen gehe ich ins Kino
Alder …
Slide10How and why are these forms created?
New words (neologisms): ‘
alken
’
Borrowings (from English but also from what is known as
Kiezdeutsch
– contact variety used by young people who are bilingual in German and Turkish)
Word acquire new, but related meanings: ‘
Eisbeutel
’
Meanings are totally reversed: ‘wicked’ or ‘bare’ in English, ‘
verludert
’
in German
Meanings are expanded: ‘
h
ä
mmern
’ is one form of work, now applied to all forms of work
Abk
ü
rzungen
– abbreviations: ‘
Dinos
’
Slide11Identit
ä
tszeichen
– to show who belongs to in-group (they know the words) and who doesn’t – one reason why meanings change so often -
Abgrenzung
Protest –
against
what
?
Originalität ausdrücken /
wanting
to
be
original, innovative
Der
Spiel- und
Innovationsaspekt –
desire
to
be
playful
Any
other
reasons
?
Slide12Bücher
Duden (2009)
Das neue Wörterbuch der
Szenesprachen
.
Dudenverlag.
Ehmann
, Hermann (2009)
Endgeil
.
Das
vollkorrekte
L
exikon
der
Jugendsprache
. Beck.
Pons (2014)
W
ö
rterbuch
der
Jugendsprache
:
Das Original
. Pons.