DIPLOMARBEIT / DIPLOMA THESIS Titel der Diplomarbeit / Title of the Diploma Thesis “Anglicisms and Americanisms in the ‘Skateboarding’ youth culture in Austria” verfasst von / submitted by Anne Olsacher angestrebter akademischer Grad / in partial fulfilment of the requirements for the degree of Magistra der Philosophie (Mag.phil.) Wien, 2017 / Vienna, 2017 Studienkennzahl lt. Studienblatt / A 190 344 299 degree programme code as it appears on the student record sheet: Studienrichtung lt. Studienblatt / Lehramtstudium UF Englisch UF Psychologie und Philosophie degree programme as it appears on the student record sheet: Betreut von / Supervisor: Univ.-Prof.Dr. Mathilde Eveline Keizer Table of contents Acknowledgments.................................................................................................i List of figures.......................................................................................................ii List of tables.........................................................................................................ii 1. Introduction...............................................................................................................1 2. State of research........................................................................................................6 3. Definitions of Anglicisms and Americanisms.........................................................12 4. Classifications of Anglicisms..................................................................................12 4.1. A typology of borrowings......................................................................................................15 4.2. A Classification by Haugen...................................................................................................16 4.3. A Classification by Gottlieb...................................................................................................19 4.4. A Classification by Yang...................................................................................................... 22 4.5. Terminology used in this study..............................................................................................24 4.6. Language borrowing and code-switching..............................................................................25 5. Integrating Anglicisms into the German language..................................................28 5.1. The orthography of Anglicisms.............................................................................................28 5.2. The phonology of Anglicisms................................................................................................30 5.3. The morphology of Anglicisms.............................................................................................31 5.3.1. Gender variation and gender assignment...................................................................31 5.3.2. The inflection of Anglicisms in the German language..............................................35 5.4. Pseudo- Anglicisms...............................................................................................................37 5.5. Mixed compounds.................................................................................................................38 6. Reasons for borrowing............................................................................................40 7. Anglicisms in the language of sport........................................................................42 7.1. Modern sports and the notion of modernity..........................................................................43 7.2. Specialized sporting codes of modern sports........................................................................44 8. The role of Anglicisms in youth cultures................................................................47 8.1. The notion of ‘youth culture’.................................................................................................47 8.2. Youth language, identity and the position of Anglicisms in youth cultures..........................50 8.3. Anglophone features of youth language................................................................................53 8.3.1. Substandard borrowing..............................................................................................53 8.3.2. Discourse markers, phrasemes and slogans................................................................55 9. Description of the hypothesis..................................................................................57 10. Participants.............................................................................................................59 11. Methodology...........................................................................................................62 12. Results and Discussions.........................................................................................65 12.1. A Typology of Anglicisms...................................................................................................65 12.2. Code-switching.....................................................................................................................75 12.3. The integration of Anglicisms..............................................................................................78 12.3.1. The gendering of Anglicisms......................................................................................78 12.3.2. The inflection of Anglicisms......................................................................................87 12.4. Socio-linguistics....................................................................................................................92 13. Conclusion............................................................................................................102 14. References............................................................................................................108 15. Appendix..............................................................................................................114 15.1. Abstract 15.2. Deutsche Zusammenfassung 15.3. Transcripts Acknowledgments I first wish to thank my supervisor Univ.-Prof.Dr. Mathilde Eveline Keizer for her patience and her support of my research project, even though it took longer than expected. Especially at the beginning of my research her guidance helped me a lot. I am grateful to every single person who was involved in my research and for their trust and interest. Without them this would not have been possible. I owe a debt of gratitude to my parents who have supported me and my interests since I was a child. I know it cannot be taken for granted to have such caring and loving parents and I appreciate it. My appreciations and thanks also go to my friends, to Stefan, Rudi, Andi and Radix Skateshop for supporting me and my skateboarding, to Gernot for introducing me to the skateboarding culture and to superb music, to Brucki, H-God, Marc and Gero for taking care of me when I was weak, for sharing my love for skateboarding and for everything you did. Thank you Birgit and Chris. I always enjoy your company. Lastly, thanks to my childhood friends Laura, Kathi, Keyue, Hasi and Marli and to everyone I forgot. i List of figures: Figure 1: Haugen’s principle of reproduction (Haugen 1950: 212f.)......................................16 Figure 2: Illustration of Haugen’s classification of Anglicisms (Haugen 1950: 214-220)......18 Figure 3: Illustration of the category of active anglicisms (Gottlieb 2005: 164).....................19 Figure 4: The category of reactive Anglicisms established by Gottlieb (2005: 165)...............20 Figure 5: Gottlieb’s category of code-shifts (2005: 166).........................................................21 Figure 6: Yang’s classification of borrowings (Yang 1990: 16)..............................................22 Figure 7: Anglicisms in modern sports.....................................................................................46 Figure 8: The number of participants per age group.................................................................60 List of tables: Table 1: The criterion of suffix analogy...................................................................................33 ii 1. Introduction Skateboarding dates back to the 1950s and has its roots in suburban America. It has become a youth culture which provides its members with a novel identity that sets themselves apart from mainstream culture. After an initial boom, skateboarding became a small underground movement due to the absence of recognition by mainstream culture. However, it regained popularity in the 1990s, which allowed the youth movement to quickly proceed with constructing its own lifestyle, including music, behavior, a certain style of language and fashion. All of these aspects serve as codes used by members of this youth culture to distinguish themselves from everyone who is not part of their group. One medium where such codes are utilized and put into context is language itself, either spoken or written, like in skateboard magazines (Ryu 2005: 305f.). Skateboarding has many facets and can be portrayed through various perspectives, ranging from skateboarding as an extreme sport to skateboarding as a youth culture or subculture. It is portrayed differently by various authors. While Beal (2013: 1) claims that skateboarding is interwoven into mainstream culture and can be seen either as a mainstream