Sugoi! - Indexicality and stancetaking in Japanese compliments

Adachi, Chie 2016, Sugoi! - Indexicality and stancetaking in Japanese compliments, Language in society, vol. 45, no. 2, pp. 193-216, doi: 10.1017/S0047404515000974.

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Title Sugoi! - Indexicality and stancetaking in Japanese compliments
Author(s) Adachi, ChieORCID iD for Adachi, Chie orcid.org/0000-0002-7743-3248
Journal name Language in society
Volume number 45
Issue number 2
Start page 193
End page 216
Total pages 24
Publisher Cambridge University Press
Place of publication Cambridge, Eng.
Publication date 2016-04
ISSN 0047-4045
1469-8013
Keyword(s) Social Sciences
Linguistics
Sociology
Compliments
indexicality
stance
interactional analysis
Japanese
pragmatic function
LANGUAGE
COMMUNITY
IMPOLITENESS
GENDER
STYLE
Summary In this article, I explore the notions of indexicality and stancetaking practice through the analysis of a single lexical item embedded in the speech act of complimenting among young Japanese speakers. After revisiting prominent frameworks of indexicality and stance, I illustrate the ways in which the lexical item sugoi 'amazing' performs multiple pragmatic functions: as a marker of praise, surprise, or mock impoliteness; an intensifier; or silence-filler in the act of complimenting. On the basis of extensive sociolinguistic interviews and ethnographic metadata, I discuss how and why Japanese speakers use the variants sugoi and sugee to build intricately on their indexical field in the context of complimenting. I argue that sugoi and sugee, canonically assumed to index speaker gender, are used as a linguistic resource to perform larger interactional functions and stancetaking practice among young Japanese speakers. (Compliments, indexicality, stance, interactional analysis, Japanese, pragmatic function)∗.
Language eng
DOI 10.1017/S0047404515000974
Field of Research 2004 Linguistics
2003 Language Studies
Socio Economic Objective 0 Not Applicable
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2016, Cambridge University Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30092642

Document type: Journal Article
Collection: Deakin Learning Futures
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