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is knowing that exams are not a determiner of your future merely a road block.

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im going to fail the english language exam

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sup my dudes

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For instance, the lexical items dope, dude and fo shizzle are predominant in the language of American youth and have become transplanted in Australian teenagers' lexicon.

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Teenspeak includes large amount of lexis surrounding drinking culture, reflecting their social identity of wanting to or actually going-out and partying.

"For example, there's an enormous number of words which describe, essentially getting high " being high, or being slightly drunk, or very drunk, or being under the influence of illicit narcotics. And that was true in the '60s and it's true today, it's a big category of slang." Tony Thorne,

Thorne says the language may be controversial but it doesn't indicate that kids are behaving badly, just that they love to talk about forbidden pleasures.

Examples: 'off your face', 'munted', 'smashed' 'wasted' 'nackered' 'trashed' 'alcho' .....

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Linguist Tony Thorne /London's Kings College

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Linguist Tony Thorne /London's Kings College

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"Slang is very much a badge of identity. A whole part of adolescence is the playing with identity, creating your own identity. The way they stand, the kind of gestures they have, the kind of hairstyles... These are all signs and symbols, and in a sense slang is just one of those."

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We are the superior ones

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The lexical choices of teens can index the identities individuals wish to portray and can also shape others' perception of them. For example, the lexemes n00b,

11/10 would recommend

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Lexically, noun to verb conversion especially with lexemes relevant to technology and social networking such as "youtube (it)", "snapchat (me)" and "facetime (me)" reflect teenagers' identity as tech-savvy and in-tune with social mediums #pioneersoflexicon

"Mr McCrindle says the written and spoken language of today's youth is shaped and influenced by new trends and technologies such as mobile phone texting."

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The grammatical variation of teenspeak is often influenced by other variables of identity, including socioeconomic status and region. Working class boys in Sydney were more likely to use non-standard forms, such as 'seen', 'done' and 'come' as past tenses, double negation and third person 'don't'. Girls are less likely to use such forms. This difference can be attributed to girls having a greater sensitivity to wider community norms and, in the study conducted, worked to further emphasise their shared gender identity with the researcher who also employed standard forms. The language of the teen males as shown, however, reflects their desire to reaffirm their masculine, working-class identity.

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im here now.

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Many
slang terms express an affiliation with American youth culture, and an association with this
group identity, showing
that cultural affiliations can be built through shared language use even where
geographic hindrances exist

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Many
slang terms express an affiliation with American youth culture, and an association with this
group identity, showing
that cultural affiliations can be built through shared language use even where
geographic hindrances exist

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Discourse Particles:

To be brutally honest, I completely and

utterly disapprove of this slimy and most improper

feature used by teens, however, as it is my duty,

I will go on to explain its significance.

Feature and functions:

a) As an intensifier. Used to enhance and give extra emotional context

to the lexeme which it modifies. E.g "She was like, really grateful".

b) To report speech. Used to quote the speech of another person in the

past tense. E.g"And then she was like, come with me!"

c) Used as a filler. Used in a conversation to indicate that the individual

has paused to think but has not yet finished speaking.

d) Hedging device. Used to lessen the impact of the preceding

declarative E.g "I actually think like, you're pretty ugly".

Link to identity:

Among teenagers there is wide-spread and frequent use of these discourse particles

particularly those of "like" , "well", "y'know" in spoken speech. Through shared usage, it

enables these individuals to to express their shared teen identity within a multidimensional

society (establishes group identity and solidarity). Expresses their affiliations with teen

culture and the values of their generation.

Quotes :

i)"it's quite clearly the way they get along, the way that

they signal they belong in a group, the way that they fit in.”(English Language Specialist,

Professor Clive Upton)

ii)

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•Some
features of the language of younger speakers index several things
simultaneously (i.e. age, region, social-class, gender) and help to establish a
multi-faceted identity.

E.g. (i) non-standard grammatical forms used by
working-class boys aged 13-16 in Sydney (where girls tended to reduce the use
of such forms) (LL, p272); (ii) increased use of
‘like’ amongst young females; (iii) HRT used with greater frequency among
young, working-class females.

# data[].attributes.subject
•Some
features of the language of younger speakers index several things
simultaneously (i.e. age, region, social-class, gender) and help to establish a
multi-faceted identity.

E.g. (i) non-standard grammatical forms used by
working-class boys aged 13-16 in Sydney (where girls tended to reduce the use
of such forms) (LL, p272); (ii) increased use of
‘like’ amongst young females; (iii) HRT used with greater frequency among
young, working-class females.

# data[].attributes.headline
Some
features of the language of younger speakers index several things
simultaneously (i.e. age, region, social-class, gender) and help to establish a
multi-faceted identity.

E.g. (i) non-standard grammatical forms used by
working-class boys aged 13-16 in Sydney (where girls tended to reduce the use
of such forms) (LL, p272); (ii) increased use of
‘like’ amongst young females; (iii) HRT used with greater frequency among
young, working-class females.

# data[].attributes.subject
Some
features of the language of younger speakers index several things
simultaneously (i.e. age, region, social-class, gender) and help to establish a
multi-faceted identity.

E.g. (i) non-standard grammatical forms used by
working-class boys aged 13-16 in Sydney (where girls tended to reduce the use
of such forms) (LL, p272); (ii) increased use of
‘like’ amongst young females; (iii) HRT used with greater frequency among
young, working-class females.