Difference between revisions of "Lamerichs-TeMolder2009"
PaultenHave (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Joyce Lamerichs; Hedwig F.M. Te Molder |Title=`And then I'm really like . . .': `preliminary' self-quotations in adolescent talk |Tag(s)...") |
AndreiKorbut (talk | contribs) |
||
| Line 1: | Line 1: | ||
{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Joyce Lamerichs; Hedwig F.M. Te Molder | + | |Author(s)=Joyce Lamerichs; Hedwig F. M. Te Molder |
| − | |Title= | + | |Title=“And then I'm really like...”: 'preliminary' self-quotations in adolescent talk |
|Tag(s)=adolescent talk; direct reported speech; discursive psychology; self-quotations; | |Tag(s)=adolescent talk; direct reported speech; discursive psychology; self-quotations; | ||
|Key=Lamerichs-TeMolder2009 | |Key=Lamerichs-TeMolder2009 | ||
| Line 10: | Line 10: | ||
|Volume=11 | |Volume=11 | ||
|Number=4 | |Number=4 | ||
| − | |Pages= | + | |Pages=401–419 |
| − | | | + | |URL=https://journals.sagepub.com/doi/abs/10.1177/1461445609105216 |
| + | |DOI=10.1177/1461445609105216 | ||
|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. | |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. | ||
}} | }} | ||
Latest revision as of 10:29, 23 November 2019
| Lamerichs-TeMolder2009 | |
|---|---|
| BibType | ARTICLE |
| Key | Lamerichs-TeMolder2009 |
| Author(s) | Joyce Lamerichs, Hedwig F. M. Te Molder |
| Title | “And then I'm really like...”: 'preliminary' self-quotations in adolescent talk |
| Editor(s) | |
| Tag(s) | adolescent talk, direct reported speech, discursive psychology, self-quotations |
| Publisher | |
| Year | 2009 |
| Language | English |
| City | |
| Month | |
| Journal | Discourse Studies |
| Volume | 11 |
| Number | 4 |
| Pages | 401–419 |
| URL | Link |
| DOI | 10.1177/1461445609105216 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
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.
Notes
