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Slang na salonach. O ekspansji języka młodzieży na przykładzie komunikatów reklamowych
Abstract
Adolescent slang and language in advertising messages interact in an interesting fashion. On the one hand, the language of advertising inspires today’s adolescents, who search for role models, modify and interpret well–known advertising slogans. On the other hand, deriving from consumer culture, the focus on the recipient requires taking into account the linguistic habits of potential customers, which in practice results in imitating adolescent language, particularly in advertisements directed at this age group. Both in the language of advertising and in adolescent slang, it is possible to find certain language trends, the context for which are current changes in language and culture. In this article, I present similarities between adolescent language and language in advertising, provide examples of adolescent words in advertising messages, describe the cultural contexts of this phenomenon and discuss the pedagogical implications of introducing adolescent slang into public discourse.
This paper presents a sociolinguistic and pragmatic analysis of the Internet slang used by Generation Z, with a comparative study of English and Polish online discourse. Analysing the textual Internet forms such as memes and social media posts, this thesis explores Generation Z’s distinct sociolinguistic collective that has been forming online throughout the 21st century. With the use of pragmatics and context analysis, the study examines the social functionality and evolution of Gen Z slang, highlighting the similarities and differences between Polish and English variations, as well as analysing the influence of older slangs and worldwide events on the modern speech. The research material, collected from various social media platforms over the period of 2018-2023, provides insights into the dynamic and hermetic nature of this linguistic phenomenon, analysing the data in separate categories, varying in terms of topics.
The article contains the results of a survey on words within one of the lexical-semantic fields that can be distinguished among Polish secondary school students – the issue of using messages regarding effects/feelings in informal situations. The aim of the study was to isolate units of articles regarding emotions and their descriptions. Source material for the 1765 survey. Follow-up additional advanced testing descriptive section. The quantitative range is indicated as fields, and its exclusion is displayed based on the survey results. Featured include: colloquialisms (chicken face, embarrassment); profanity (whore); descriptions of the internal state and situation (I made a blunder, it was a disaster); loanwords and their innovations (lofciam, wiksa). The collected material makes it possible to present and partially discuss lexemes, nominative phrases, utterances and sentences used by students from selected secondary schools. The content presented in the article is real material obtained during several years of research.
Celem dociekań jest ukazanie zachowań i stosunków międzyludzkich utrwalonych w slangu młodzieżowym języka polskiego. W utrwaleniu jednostek wielowyrazowych zarysowuje się: płaszczyzna ułożeń i odniesień między ludźmi wynikających z uwarunkowań życia społecznego; sfera zachowań międzyludzkich odzwierciedlająca postawy wobec innych osób oraz tego przejawy; domena działania i wpływu w społecznych interakcjach międzyludzkich ujawniająca zachowania werbalne. Rozważania w zakresie uwzględnianego slangu ukazują rzeczywiste przejawy odniesień i zależności w społecznym współżyciu ludzi, odsłaniają postawy oraz zachowania społeczne w wyrażanych sądach, unaoczniają spektrum zachowań werbalnych. Słowa kluczowe: zachowania i stosunki międzyludzkie, jednostki wielowyrazowe, slang młodzieżowy
SZACUN, SZACUNECZEK, USZANOWANKO! O DERYWATACH WYRAŻAJĄCYCH SZACUNEK (?) Przejawem szacunku w relacjach międzyludzkich jest przede wszystkim jego okazywanie (poprzez grzeczność, przestrzeganie obowiązujących zasad itp.). Poszukując słownych sposobów wyrażania szacunku, z pewnością należałoby wskazać czasownik szanować oraz synonimiczne wobec niego analityzmy werbo-nominalne typu darzyć szacunkiem czy żywić szacunek. Współcześnie, zwłaszcza w rejestrze potocznym, można jednak zaobserwować również inne określenia-należą do nich neologizmy słowotwórcze, m.in. szacun, szacuneczek oraz uszanowanko. Celem niniejszego artykułu jest charakterystyka gramatyczno-semantyczna wskazanych derywatów (marginalnie również innych), pozwalająca od-powiedzieć na pytanie, czy można je uznać za synonimy rzeczowników szacunek oraz uszanowanie. W określeniu tego istotny będzie przegląd definicji leksykograficznych podstaw słowotwórczych (na podstawie słowników współczesnej i dawnej polszczyzny), odniesienie do dotychczasowych ustaleń lingwistów, przede wszystkim jednak-analiza przykładów użycia zaczerpniętych z Internetu za pomocą wyszukiwarki korpusowej Monco PL i internetowej Google, przeprowadzona przy uwzględnieniu za-łożeń słowotwórstwa strukturalnego.
Youth slang as a sociolect serves to integrate and distinguish a particular group and to identify its members. As a rule, it is used as a community-building tool by those who aspire or actually belong to a group. In the article, the author attempts to answer the following questions: Who uses youth slang and in what communicative situations it is used at school? What is the context for using slang expressions? In what functions are they used? How are they received? Answers to these detailed questions will provide the basis for answering the main one: What is the significance of youth slang used in school communication for building a community? On the basis of studies carried out among school students, it may be concluded that the correct use of youth slang is closely related to the communicative situation. Deliberate and relevant use of the sociolect may become one of the elements of building a social community at school.
Research has shown that learners of different linguistic backgrounds make similar errors, which is due to linguistic transfer. Cross-linguistic similarities between L1 and L2 can result in: positive transfer, negative transfer, and differing lengths of acquisition. The bigger the difference between the languages, the bigger Second Language Acquisition difficulties and more numerous potential negative transfer areas. This effect is visible in the case of Polish as L1 and English as L2. English and Polish differ in terms of pronunciation (e.g. vowel-based vs. consonant-based), spelling (e.g. opaque vs. semi-transparent), grammar (e.g. fixed vs. flexible word order), syntax (e.g. analytic vs. synthetic), and vocabulary. Therefore, second language instruction should include the errors caused by linguistic transfer, which would facilitate the selection and development of effective instruction methods and techniques.
Is slang cool? Educational aspects of the presence of students slang in public discourse Students slang as a socially conditioned variety of language was initially intended and used by teenagers exclusively for informal contacts between peers. Today, it is also used for communication between children, young people and adults, including in official situations; it is even present in public discourse. In this article I discuss the expansion of teenage slang and its consequences. I have tried to identify shifting cultural contexts as one of the contributing factors, providing examples of lexical slang elements used in media communication, and reflecting on the educational significance of the introduction of teenage language into public discourse.
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