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Jugendtypische Sprechweisen in Serekunda, Gambia Wirklichkeitsdeutungen Einer Subjektiven Lebenswelt

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Jugendtypische Sprechweisen in Serekunda, Gambia Wirklichkeitsdeutungen Einer Subjektiven Lebenswelt Jugendtypische Sprechweisen in Serekunda, Gambia Wirklichkeitsdeutungen einer subjektiven Lebenswelt Dissertation zur Erlangung der Würde der Doktorin der Philosophie des Fachbereichs Asien-Afrika-Wissenschaften der Universität Hamburg vorgelegt von Schirin Agha-Mohamad-Beigui aus Hamburg Hamburg 2014 1. Gutachterin: Prof. Dr. Mechthild Reh 2. Gutachter: Prof Dr. Roland Kießling Datum der Disputation: 30.07.2012 Tag des Vollzugs der Promotion: 05.12.2012 Schirin A.-M.-Beigui, »Jugendtypische Sprechweisen in Serekunda, Gambia. Wirklichkeitsdeutungen einer subjektiven Lebenswelt« © 2014 der vorliegenden Ausgabe: Verlagshaus Monsenstein und Vannerdat OHG Münster. www.mv-wissenschaft.com © 2014 Schirin A.-M.-Beigui Alle Rechte vorbehalten Satz: Schirin A.-M.-Beigui Druck und Einband: MV-Verlag ISBN 978-3-95645-202-4 Inhaltsverzeichnis Verzeichnis der Gesprächstranskripte und Wortlisten 5 Danksagung 7 Abkürzungsverzeichnis 8 Konvention 9 Mandinka Sprache 15 1. Einleitung 17 1.1. Hintergrund und Ziele der Arbeit 17 1.2. Bisherige Untersuchungen zu Jugendsprachen 21 1.3. Analyserahmen 26 1.3.1. Bedeutungsfunktionen von Konzepten des Sonderwortschatzes 26 1.3.2. Verhandlung und Verortung sozialer Perspektiven in Interaktionen 28 1.3.3. Untersuchung der linguistischen Merkmale von Gesprächsaufnahmen und des Sprachwissens von Jugendlichen über boys’ talk / ghetto talk 31 1.4. Analysemethoden 32 1.4.1. Untersuchung der Konzepte des Sonderwortschatzes 32 1.4.2. Untersuchung der Sprechpraxis in Gesprächsaufnahmen 33 1.4.3. Einschränkungen an die Arbeit und Grenzen der Analyse 34 1.5. Datenerhebungsmethoden und Informantenmerkmale 37 1.5.1. Überblick über angewandte Erhebungsmethoden 37 1.5.2. Interviews, teilnehmende Beobachtungen und Informantenmerkmale 37 1.5.3. An der Datenerhebung mitwirkende Informanten B. und P. 38 1.5.4. Erhebung des Sonderwortschatzes und Informantenmerkmale 41 1.5.5. Aufnahmen von natürlichen Gesprächen und Informantenmerkmale 43 1.5.6. Zwei kleine Experimente 49 1.6. Aufbau der Arbeit und Vertextung der Ergebnisse 50 1.6.1. Aufbau der Arbeit 50 1.6.2. Vertextung der Daten und Ergebnisse 51 3 2. Geteilte Deutungen einer subjektiven Lebenswelt 57 2.1. Identifikationsmerkmale und ideelle Vorstellungen von Jugend 57 2.2. Wissensrahmen zu Begriffen des Sonderwortschatzes 61 2.2.1.Raumkonzepte und ihre Strukturen 62 2.2.2 Gruppen- und Personenkonzepte und ihre Strukturen 74 2.2.3. Alltagsgegenstände 106 2.2.4. Handlungsbegriffe 108 2.2.5. Qualifizierer 120 2.2.6. Begrüßungsformeln 121 2.3. Aspekte der Diffusion, Distribution und Schöpfungsmechanismen des Sonderwortschatzes 126 2.3.1. Diffusion und Distribution des Sonderwortschatzes 127 2.3.2. Verschiedene Ableitungsmechanismen zur Wortschöpfung 131 3. Vergewisserungen und Gestaltung von sozialen Beziehungen in Diskursen 134 3.1. Die Beziehung zur Familie 134 3.2. Sprachliche Gestaltung von sozialer Distanz in der Sprechpraxis 144 3.2.1. Die soziale Bedeutungsfunktion in der Verwendung des Begriffs boy 145 3.2.2. Soziale Distanzierung und Nähe in der Gesprächsgestaltung 151 4. Sprachliche Merkmale der Interaktionen Jugendlicher 171 4.1. Analyserahmen und Erhebungsmethoden zur Untersuchung jugendtypischer, sprachlicher Strukturen 171 4.2. Ergebnisse der Interviewaussagen und Experimente 174 4.3. Analyse und Vergleich der Gesprächsaufnahmen mit dem Sprachwissen über boys’ talk / ghetto talk 176 4.3.1. Interaktionsformen 176 4.3.2. Englische Insertionen 207 4.3.3. Sonderwortschatz 218 5. Zusammenfassung und Ausblick 222 5.1. Soziale Reflexivität und Verhandlungen der Wirklichkeit 222 5.2. Übereinstimmung und Variabilität der Bedeutungsfunktionen des Sonderwortschatzes 226 5.3. Linguistische Merkmale boys’ talk / ghetto talk 228 5.4. Einordnung der Ergebnisse und Ausblick 230 4 Literaturverzeichnis 233 Verzeichnis der Gesprächstranskripte und Wortlisten Gesprächssequenz (1): Frage nach Aufnahmegerät ...................................................................... 45 Gesprächssequenz (2): Positive Konnotation ndoŋo ..................................................................... 77 Gesprächssequenz (3): Negative Konnotation ndoŋo ................................................................... 78 Gesprächssequenz (4): Deutung bumster .......................................................................................... 83 Gesprächssequenz (5): Aushandlung Rollenverhalten Unterstützung der Familie/ 1 136 Gesprächssequenz (6): Aushandlung Rollenverhalten Unterstützung der Familie/ 2 141 Gesprächssequenz (7): Übernachtung am Strand ....................................................................... 145 Gesprächssequenz (8): Geistesgestörtheit ..................................................................................... 147 Gesprächssequenz (9): Mädchenaffären ......................................................................................... 148 Gesprächssequenz (10): Kritik an einem Vater ............................................................................ 152 Gesprächssequenz (11): Kritik an einem Freund ........................................................................ 157 Gesprächssequenz (12): Kritik an einem Vater und verbreiteter Haltung zu Bildung 162 Sequenzbeispiel 1: Begrüßung / 1 ..................................................................................................... 122 Sequenzbeispiel 2: Begrüßung / 2 ..................................................................................................... 124 Sequenzbeispiel 3: Auflockerung, Lebhaftigkeit .......................................................................... 177 Sequenzbeispiel 4: Aushandlung Rederechte ............................................................................... 179 Sequenzbeispiel 5: Widerspruch (GS 11 / Ausschnitt) ............................................................. 183 Sequenzbeispiel 6: Bestätigungsäußerungen (GS 11 / Ausschnitt) .................................... 184 Sequenzbeispiel 7: Formel (i ye a loŋ / you know) ..................................................................... 187 Sequenzbeispiel 8: Formel (i ye a loŋ : Einleitung Grund) ....................................................... 189 Sequenzbeispiel 9: Formel (i ye a loŋ : Verbündung) ................................................................. 192 Sequenzbeispiel 10: Formel (i ye a loŋ : Einschnitt) ................................................................... 193 Sequenzbeispiel 11: Formel (i ye a loŋ ka miŋ fo i ye : Rückversicherung) ....................... 194 Sequenzbeispiel 12: Formel (you understand : Rückversicherung) .................................... 195 Sequenzbeispiel 13: Formeln (I tell you that / all : Intensivierung) .................................... 196 Sequenzbeispiel 14: Formel (you say what : Intensivierung) ................................................. 197 Sequenzbeispiel 15: Formel (I say : Intensivierung) .................................................................. 199 Sequenzbeispiel 16: Anrede (boy : Emphase, Intensivierung) ............................................... 200 Sequenzbeispiel 17: Anrede (boy : Interaktionsnorm) ............................................................. 201 Sequenzbeispiel 18: Interjektion (a: Gliederungsmittel) ......................................................... 204 Sequenzbeispiel 19: Interjektion (a: Eröffnungssignal) ........................................................... 205 Sequenzbeispiel 20: Englische Insertionen (Vorkommen) .................................................... 209 Sequenzbeispiel 21: Englische Insertion (over-) .......................................................................... 213 Sequenzbeispiel 22: Englische Insertionen (Semantische Manipulation / 1) ................. 215 Sequenzbeispiel 23: Englische Insertionen (Sem. Manipulation / 2) ................................. 216 Sequenzbeispiel 24: Situative Ad-hoc-Bildung ............................................................................. 220 Verwendungsbeispiel 1: wai .................................................................................................................... 86 Verwendungsbeispiel 2: dan dada ........................................................................................................ 87 Verwendungsbeispiel 3: Sicherheitspersonal .................................................................................. 95 Verwendungsbeispiel 4: thugndi ........................................................................................................... 98 Verwendungsbeispiel 5: dig .................................................................................................................. 119 Verwendungsbeispiel 6: fatfat ............................................................................................................. 121 Verwendungsbeispiel 7: muta .............................................................................................................. 219 5 Wortliste (1): Raumbegriffe ..................................................................................................................... 70 Wortliste (2): Gruppen- und Personenkonzepte .......................................................................... 104 Wortliste (3): Alltagsgegenstände ...................................................................................................... 107 Wortliste (4): Joint / Marihuana .........................................................................................................
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