Prof.dr.sc. DUNJA PAVLIČEVIĆ-FRANIĆ, full professor
Mr. KATARINA ALADROVIĆ SLOVAČEK, research assistant
Faculty of Teacher Education, University of Zagreb
HR - 10000 ZAGREB, Savska cesta 77
Phone: + 385 1 6327-339; fax: + 385 1 6177-860
E-mail: dunja.pavlicevic-franic@ufzg.hr
kaladrovic@gmail.com
The phenomena of language change in the age-related sociolects
Abstract
Different variations of the realizations of language as a system are called varieties. This is a
sociolinguistic term which includes factors within the language as well as those factors outside
the language (time, surroundings, age, sex, situation...). There are four basic levels of varieties:
diachronic (temporal stratification), diatopic (spatial stratification), diastratic (social
stratification) and diaphasic (functional stratification) (Dittmar, 1997; Milroy & Milroy,
2000; Mićanović, 2008).
In this paper changes in the Croatian language will be studied as diastratic varieties and as
diaphasic varieties. The corpus will consist of a situational and age-determined language of
adolescents, analysed on the lexical and grammatical levels. This sociolect has been changing
markedly under the influence of two facts: the first one refers to the communication of the
“global teenagers” in the electronic media (mobile phones, internet, chats) and the other one to
the influence of the English language which, as a lingua franca, has been penetrating into the
communication of the younger generations. The participants of this research were pupils from
Croatian elementary and high schools (N = 300) aged 12–17. The data were collected by means
of a symptomatic questionnaire (of Internet portals and mobile phones), in a field action research
and through pedagogical observation. The data were analysed with SPSS statistical software
using Pearson’s correlation coefficient and Hi-square test.
The aim of the research was to find out whether the undeniably high level of transfer from the
English language will have a damaging effect on the Croatian lexical system. Moreover, we
aimed to establish whether in this omnipresent electronic communication we are dealing only
with the stylisation of the communicative process or with the changes which influence the
creation of the new linguistic discourse.
Key words: diastratic varieties, diaphasic varieties, age-related sociolects, Croatian language
acquisition
1
I INTRODUCTION
A language can be differently spoken, partially or completely differently written,
depending on the speaker, time, place, and specific social circumstances in which communication
takes place. Language changes arising as a result of various realizations of one and the same
language are known as language variations or language varieties. Sociolinguistics distinguishes
four basic levels of varieties (Dittmar, 1997; Milroy&Milroy, 2000; Mićanović, 2008): diatopic
level or spatial stratification, diachronic level or temporal stratification, diastratic level or
sociological stratification and diaphasic level or functional stratification.
In this study we have focused primarily on the diastratic and diahasic varieties and more
precisely, on the sociolect-based communication of Croatian adolescents (aged 12 to 17), in the
electronic media. Their communication has been going through changes influenced by the
English language functioning as the “lingua franca”. Diastratic language varieties precede the
phenomenon of the diaphasic stratification related to the functioning/non-functionong of the
standard language, or conscious annulation of the standard language norms of the Croatian
language speakers.
If we treat language as the varieties’ space, we necessarily have to talk about the sociolinguistic
notions including linguistic and extralinguistic factors. Linguistic factors make up the system of
the Croatian language and the differences between the standard language and the Croatian
dialectal idioms. The extralinguistic elements involve the environment (language changes
resulting from the societal influence), situation or context (language changes resulting from a
specific communicative situation), and age/sex of the participants involved in the communicative
process (language changes influenced by temporal stratification).
The most obvious changes occur at the lexical, grammatical and orthographic levels. The choice
of the lexical material is directly influenced by the English language. Present is the interpolation
of the English norms into the Croatian language as well as the transference of the “computational
morphology” from the electronic media into language (IT signs, symbols, emoticons).
The outcomes and facts resulting from this study are part of an extensive several-years-long
scientific project1. Possible ways and procedures of shaping internet and text messages of
Croatian adolescents are presented and describes in the paper. In the course of the analysis of the
examples gathered, a basic dilemma has emerged: are we dealing with the functionally different
literacy and the stylisation of such communication, or is this a more serious problem, that of the
“evading communication” and “media hybridisation” (Škiljan, 2000)? The aim of the research
The scientific project „Development of Communicative Competence in the Early Croatian Language
Discourse” (2006-2011) has been authorised by the Ministry of Science, Education and Sports of the
Republic of Croatia. Research assistants and students at the Faculty of Teacher Education in Zagreb have
worked in gathering the corpus. The sample used for the corpus were the internet profiles and text
messages of pupils from 10 elementary schools and 7 high schools located in different areas of the
Republic of Croatia.
1
2
was to investigate if the undeniably high level of transference from the English language would
have a harmful influence on Croatian lexical system and if, in the omnipresent electronic
communication, this is the case only of the stylisation of the communicative process or of the
changes influencing the creation of a new type of discourse.
II THEORETICAL FRAMEWORK
From a diachronic point of view, different languages in contact, primarily German, Italian
and Hungarian, have influenced Croatian in the course of its standardisation. The German
language has influenced the idioms of the Croatian north-west, Italian has influenced the idioms
of Istria and Dalmatia, and Hungarian has had some lesser influence in eastern Croatia. The
influence of these languages has weakened lately and there has been an ever growing transfer
from the English language into the lexis of the functional communication in the Croatian
language. Recently, a number of studies have been carried out investigating the influence of
these languages on the Croatian language in general and on its vocabulary and functional
grammar in particular (Kovačević & Pavličević-Franić, 2002; Jelaska, 2005; Pavličević-Franić,
2005; Vodopija, 2006; Vilke & Medved-Krajnović, 2006). Levels of varieties and the
stratification of language on the sociological and functional levels have been dealt with by
Croatian (Silić, 1998; Mićanović, 2008) as well as foreign authors (Dittmar, 1997; Milroy &
Milroy, 2000).
Most theoretical treatises and empirical studies have found that a significant change has occurred
on the level of the general usage of Croatian lexis in the past decade. The process began in the
middle of the 20th century and has manifested itself primarily in Croatian literary artistic
production. A greater influence of the English language on conversational communication has
been noted in the past twenty years in almost all European languages, including Croatian.
Loan words from the English language into Croatian have penetrated at all language levels, yet
they still mostly belong to the conversational style of spoken communication. As younger
generations of speakers abolish the difference between spoken and written language, and
between communicative and standard language communication in their media discourse of
information transfer, anglicisms have flooded written communication. During that process,
features are necessarily transferred from one communicational level to another and the
intertwining of the communicational codes is under way, which can have positive and negative
consequences. Such lexis mostly belongs to specialised domains (music, marketing, IT, science),
certain age groups (adolescents, younger intellectuals...), or certain places (urban environments).
Transference is mostly conditioned by the need to name a certain imported object or notion from
the source language, although one should not disregard the prestigious power of the AngloAmerican English language and culture in the field of music and film. It needs to be emphasized
that in the corpus of the new English words in the Croatian language there is only a small number
of adapted loan words, or borrowed anglicisms adjusted to the norms of the Croatian language, as
3
most of them are unadjusted lexemes used in the same way as they are used in the source
language. They have not been adjusted to the Croatian language in orthography, grammar, or
morphology. The reasons are rarely linguistic, and are mostly extralinguistic, or socio-culturally
conditioned. In accordance with the afore mentioned, the influence of the English language has
been the cause of change at the level of the general language in use as well as the change
occurring in the list of lexemes used in the conversational language and functional grammar of
younger speakers, the so-called “global generation” or the “M” generation (Nikolić-Hoyt, A.,
2006).
III FEATURES OF AGE-RELATED SOCIOLECTS
B. Bernstein's considerations of limited and elaborated language codes (1979) can be
applied to the communication process in the internet and mobile communication as well. As text
messages have the limit of 160 characters (with spaces), they assume characteristics of restricted
codes. On the other hand, elaborated codes exhibit extensive and detailed qualities as well as the
connotative approach. That means that a new type of linguistic form, or the mixed code, is
created in which communication is necessarily condensed and it rests more on the redundancy
and denotation than on linguistic information. Such means of communication allows one to form
new varieties, a subsystem within a system as well as to create a new interlanguage with
combined elements. A similar phenomenon occurs in internet communication in various social
network chats. Such communication is the example of a concise semiotic code, more or less
different than the expected texts found in the everyday communication process. Bearing all this
in mind, in establishing the basic features of written communication, we can extract three groups
of characteristics found in the communication of today’s adolescents in the Republic of Croatia:
media-related (technological) features, sociological features, and linguistic-semiotic (coderelated) features of messages. New media have become ever more sophisticated and have
therefore enabled the creation of new media-related discourse types. Sociological features of text
messages are being reflected in social context, in other words they are being developed under the
influence of the environment within which adolescents communicate. They are conditioned by
the age-group within which belonging to a certain age-related discourse shows. This enhances
the creation of a communicative geotisation. In this way, instead of the spread of social and
linguistic competences, a reverse process is under way, the shift away from the expected
communication and enclosure within the group’s social environment. Linguistic features
primarily refer to the language aspect of the communication in which the language of the
messages becomes ever more particular, the “third form of communication” (Kesseler & Bergs,
2003), different and often incomprehensible to the participants of the communicative process
who do not belong to the age-group in question (Pavličević-Franić, D., 2009). The choice of the
medium, as one of the components of the communication process, or the message mediator,
directly influences the creation of the “mixed subdomain” (Škiljan, 2000), in which all
4
communicative discourses intertwine. This is exactly what happens in the communication
performed via internet profiles and text messages. Code intertwining and mixing is apparent at all
levels: clear borderlines between the manner of expression, spoken and written language,
rhetorical and logical discourses are cancelled. The message is formed in a newly created
semiotic interlanguage and in accordance with different rules of orthography and grammar. The
deconstruction of the existing, connotative linguistic codes has become a basic feature of the
internet and mobile communication pertaining to younger generations. In accordance with the
given facts, the following features are associated with the age-related discourse of the new “M”
generation,2 to which adolescent communication belongs:






mixed code (the intertwining of various communication types - spoken and written language,
private and public discourse, various language styles);
saturation with loan words (the interpolation of anglicisms and other differentiated
sociolects, colloquial expressions, and elements pertaining to jargon);
semiotic interlanguage (the globalisation of signs and symbols, regardless of the primary
language of the participants in the communication process - ; ; :-*, :D);
condensed communication (the summarising of utterances due to the restricted nature of the
language code);
functional illiteracy (the conscious breaking of the norms of grammar and orthography to
enable fast and simplified communication);
communicative impenetrability (a message rendered unintelligible or barely intelligible to the
majority of speakers outside of the age-related and group-related discourse).3
Within the Croatian language, whose standard variety lexis includes around 30 000 000 tokens
(Tadić, M., Računalna obrada hrvatskoga jezika, 1997), varieties are mostly manifested at the
lexical level. Under the influence of the English language and due to the vigorous penetration of
signs pertaining to the electronic communication (IT symbols, e.g. :-<, X :# , :-*, :-& and
emoticons )4 into the general lexis of the Croatian language made of active and passive
lexemes, the creation of the interlexis, or the lexis in transition is under way in Croatian
(Samardžija, M.; Selak, A., 2001). For instance, neologisms (lajkati (to like), retard (a retard),
moronka (a female morone), đrk (a jerk)), fashionable words, (kul (cool), supač (super), oki-doki
The „M“ generation – a teenage generation which never separates from their mobile (M) phones
Pavličević-Franić, D., Gazdić-Alerić, T. & Aladrović Slovaček, K. (2010). The Influence of the English
Language on the Functional Communication in the Croatian Language. Društvo i jezik – višejezičnost i
višekulturalnost. Zagreb: ECNSI i Učiteljski fakultet Sveučilišta u Zagrebu, str. 234-249.
4
Emoticons (engl. emotion+icon) are symbols, iconic signs used to express emotional states, e.g. smilies
 . They were introduced into the internet and (later) mobile communication by an IT expert, Professor
Scott Fahlman, Pittsburgh, U.S.A. Due to their characteristics of shortening the utterance and being very
expressive, they present a desirable means of communication in the modern times. Sociologists have
associated them with the hieroglyphic ways of message transfer. Hence, they have been called „the
hieroglyphs of the 21st century“or „the hieroglyphs of the fast generation“.
2
3
5
(all right)...), revived words (choriti (to sleep), chagati (to dance), kulya (a failing grade)),
unadapted loan words (message, baby, hi...). In the communication process this leads to the
creation of a new and different discourse type, particularly noticeable in the media-based
communication of adolescents and rather unintelligible to the speakers outside of their agerelated sociolect circle.
IV THE STUDY
1. Description of the study and subjects
The aim of the study was to investigate how and to what extent does the English language
influence the speech of Croatian adolescents. The research has been carried out on a corpus
consisting of three hundred pupils attending their final grades of elementary school, and high
school students (N = 300) aged 12 to 18. In accordance with the aim, the following research
problems have been posed:
 Will the undeniably high level of transference from the English language have a negative
effect on the Croatian language system, or can this phenomenon be defined as the widening
of the list of lexemes and vocabulary enrichment?
 Can such interaction occur without impinging upon the structure of the Croatian language,
which, being a “small language”, should take increased care of its maintenance?
Three questionnaires were used as instruments in the study. Language varieties were noted. They
were collected by means of three methods: the pedagogical observation of the speech of Croatian
adolescents in everyday situations and conversations, content analysis of the Facebook profiles of
the selected participants on the web page www.facebook.com, and content analysis of the text
messages of the selected participants. In the first part of the research spoken communication was
studied in which the researchers carried out a guided interview and participated in it as
moderators. In the second part of the research, the individual written electronic media
communication was studied. Content analysis was used to isolate the necessary examples out of
the large corpus collected. Further, the SPSS statistical software tool was used to analyse the
data. The tests used were the analysis of variance and t-test. The research lasted three months in
order to allow us to find as many language varieties as possible and to help us form relevant
conclusions on the basis of a great number of examples collected.
2. Hypotheses
In accordance with the aim and problems of the study, the following hypotheses have been
posed:
H1 – It is expected that Croatian teenagers use many anglicisms, sociolects, and interlanguage
abbreviations in their spoken interaction.
6
H2 – Most deviations are expected at the lexical level (anglicisms and regionalisms), followed by
the grammatical level (ponology, morphology and syntax), followed by the level of
orthography.
H3 – A great number of anglicisms is expected to be found in Facebook and text message
communication.
3. Study results
In the analysis of the profiles5 found on the web page www.facebook.com, it has been
noticed that for their status6 participants mostly use sayings (most often those are love
aphorisms); verses of poems; descriptions of their emotions (giving their psychological profiles);
their current social status (travelling, going out, important events...) and information for other
users and their “friends”. The text exchanged by the participants in their messages mostly has the
form of the conversation (dialogue) by means of which participants exchange information on
everyday topics. Communication carried out via internet profiles and text messages differs in text
length (text messages require short and concise communication, due to the limitation in the
number of characters). It was interesting to find that the texts girls post on their internet profiles
are significantly longer than the ones which are posted by boys. Also, girls use text messages in
everyday communication more often than boys do, and their text messages have a significantly
greater number of characters (greater amount of text). In communication, participants mostly use
conversational style, saturated with anglicisms, sociolects, and localisms, as is typical of spoken
communication.
Abbreviations are frequently used in both types of communication. They can be classified into
three groups: English, Croatian, and international interlanguage abbreviations (which cannot be
assigned to any one of the two languages). An interesting fact is that there is no consistently
applied rule used in the formation of abbreviations. Therefore, various manners of formation can
be found in the abbreviations analysed (vt – volim te (I love you), cu – see you); vowel deletion
(ns – danas (today), znam (I know) – znm, sry - sorry); first letter of the word (pet – petak
(Friday), inb - inbox); doubling letters (pozz – pozdrav (greeting, hello)); number insertion
(4ever – forever, U2 – you too). A substantial number of the newly formed Croatian
abbreviations has been collected. An increase in their usage is apparent when compared to the
results of the previous study (Pavličević-Franić, Gazdić-Alerić, Aladrović Slovaček, 2009), in
Profile – a web page moderated by the participant by means of posting personal information, uploading
various pictures, sharing his or her thoughts, ideas, news. The participant can also use his or her profile
to chat with friends if they are on-line at the same time.
6
Status – idea, momentary status or important event of that particular day or moment.
5
7
which English abbreviations were predominant in the corpus gathered (table 1). Interlanguage
abbreviations are particularly interesting. They represent the so called hybrid discourse (Škiljan,
2000), the combination of linguistic and onomatopoeic elements, hardly comprehensible to the
participants in the communication process who do not belong to the particular age or social
group. The meanings of those abbreviations are very specific and hard to comprehend without
the knowledge of the particular communication code. For instance, weeeeeeeee (vocal imitation
of the English exclamation), marks positive emotions (when something is good, great, when we
look forward to another person, event, success, grade ...).
Table 1 Formation of abbreviations in text messages and internet communication
ENGLISH
CROATIAN
INTERLANGUAGE
btw – by the way
zkj – za kaj?; zašto? (why?)
njnjnjnjnjnj (joj, joj, joj)
(ouch, ouch, ouch)
lool, lol, lolčina – laughing out loud
vtppp – volim te puno (I cccccccccc (pusa) (kiss)
love you a lot)
thx; tnx; thnx – Thank you.
vjv – vjerojatno (probably)
jeahhhhhhahhhhh
(bravo)
sry – sorry
pet – petak (Friday)
mna – dajem ti pusu (I give
you a kiss)
OMG – Oh my God!
sha – šta/što (what?)
mdtv – mislim na tebe (I'm
thinking of you)
pls – please
nezz – ne znam (I don't weeeeeee – to! to! Bravo!
know)
(way to go! Bravo!)
ofc – of course
pozz – pozdrav (greeting,
hello)
4ever – forever
naz – nazovi (call)
OK/OKE/o.k./Ok - u redu – all right
fkt – fakat (really)
INB – inbox
lkn – laku noć (good night)
fyi – for your information
bzvz – bez veze (stupid, not
interesting)
ugl – uglavnom (mostly)
cu – see you
(bravo)
A significant saturation with anglicisms has been found at a lexical level by means of content
analysis. Most commonly used are nouns (shopping, like, frend (friend)) and verbs (tagati (to
8
tag), lajkati (to like), surfati (to surf)), followed by adjectives (sometimes, good, bad), particles
(yes, no), and other parts of speech. Some words are adjusted to the Croatian language at the
orthographic level (engl. to like = lajkati), while other keep their original form (good). At the
morphological level most words are adjusted to the Croatian language. Endings used in word
formation and cases are added to nouns (frend = frendica (female friend), s frendicom with
female friend)), while endings used in verb formation are added to verbs (tagati (to tag), lajkam
(1stp.sg. like), klikneš (2ndp.sg. click), daunlodala sam (feminine,1stp.sg., past tense download).
Often complete English phrases or sentences are used, e.g. just say ‘ha’; no way, by the way –
BTW, rest in peace -RP...). Apart from anglicisms, participants often use sociolects (words which
are marked for age or region) in their text messages. Among these one finds some active
loanwords from German (šlafrok (bathrobe)), Italian (borša (bag)) and Turkish (peškir (towel)).
The results have confirmed the first hypothesis, namely that Croatian adolescents use many
anglicisms, sociolectal elements and interlanguage abbreviations in their spoken language.
The aim of this study was to investigate how much Croatian adolescents deviate from the norms
of the standard Croatian language (graph 1) in their spoken and written internet communication.
The results have shown that the number of deviations at the level of orthography is statistically
more significant than the deviations found at the grammatical level. At the level of grammar
most common are morphological deviations, followed by the phonological ones. The fewest
deviations have been found in the field of syntax.
Graph 1
Deviations from the standard Croatian language in written communication
Number of deviations from the standard langua
in writing - grammar and orthograhy
25
20
15
10
5
0
morphology
phonology
syntax
o
9
Examples of most frequent deviations at the levels of phonology, morphology, syntax as well as
orthography are shown in table 2.
Table 2
Examples of deviations from the standard Croatian language
DEVIATIONS IN GRAMMAR
phonological level
•
•
•
•
•
morphological
•
•
•
•
•
•
level
syntactic level
•
•
•
lack of diacritics (nist, cetri)
leaving out letters (neč, oč, ko, teb, men, nis, nešt)
substituting ije for je (ljepo, svjet)
confusing č and ć (neč, oč, čevape)
insertion of letters – counterbalancing spoken and written
language (petnajst)
GPR (ošišo, otpeljal, sviral)
fromation of future tense (bu se javil)
formation of conditional (ja bi išo)
infinitive –i (ajmo pit, radit)
formation of present tense (nemreš se bahatit)
question formation without the question word or the verb
(Večeras ima proba? There is a rehearsal tonight?)
merging the auxiliary verb and the particle in questions (jel
mogu?)
using abbreviations in questions (Sts – Što si?)
substituting the question word li and the auxiliary verb with the
conjunction jer (Jer ideš na igralište?)
DEVIATIONS IN ORTHOGRAPHY
•
•
•
•
•
•
•
inappropriate use of capital and small letters at the beginnings of
sentences and in names of places; inappropriate use of
punctuation
use of various letter types – PREDDOBROOO;
ZastOOOoooOOO; Kak si ZaKOn toTaLnO
combining negation with the verb in spelling (nemože)
using letters which do not belong to Croatian alphabet (wowim
te, widi, pooon - pun)
replacing palatals with bigrams (kisha, chekam, volish)
leaving out diacritics (doci cemo)
mistakes in the spelling of ije/je (ljepo, svjet, obavjest)
Research results have confirmed the first part of the second hypothesis suggesting that
participants make most mistakes at the lexical level (anglicisms and regionalisms). However, the
second part of the hypothesis suggesting that there will be statistically more deviations at the
grammatical level (morphology – formation of the future, conditional, present; syntax – word
order, enclitics at the beginning of the question; phonology – writing diacritics, alternation
ije/je, capital and small letters, punctuation) than at the level of orthography has not been
confirmed. Participants use anglicisms mostly in Facebook communication, followed by text
messaging and finally speech. In all types of communication we encounter a comparable number
of nouns and verbs which have not been adapted to the norms of the standard Croatian language.
10
Adjectives are mostly used in Facebook communication and speech, while adverbs are common
in text messages. Exclamations are most rare in speech, while conjunctions are not used in text
messages at all. One observes a great number of onomatopoeic expressions belonging to the
English and Croatian systems. Such results have confirmed the third hypothesis suggesting that
most anglicisms are used in Facebook communication and text messaging.
VI CONCLUSION
Results of this study have confirmed the hypotheses predicting that Croatian adolescents
would use a great number of anglicisms, sociolects and interlanguage abbreviations in their
written internet communication and text messages. In the corpus analysed a great number of
English abbreviations as well as many newly created Croatian abbreviations have been found.
Interesting is the phenomenon of the existence of interlangugae abbreviations which can be
understood only by the appropriate age group. The lexis of adolescent communication is laden
with anglicisms in the written text, while in the spoken communication - alongside anglicisms sociolects and localisms are used as well as other foreign loanwords (from Turkish, German).
Among these nouns and verbs dominate. They are partially adjusted to the Croatian language at
the morphological level. The greatest number of lexemes has kept the original (English) graphic
form, while only a small number has been adjusted to the Croatian language at the levels of
orthography and phonology. As expected, significant deviations in the use of Croatian grammar
have been confirmed. However, a significantly greater number of mistakes has been found at the
level of orthography (letters inexistent in Croatian graphic system are used as well as new
bigrams, letter doubling, internet symbols). In such informative texts produced by young
generations, a completely new manner of communication has emerged. It has a significant
influence on the development of linguistic competences, and in it the expected language codes
are cancelled allowing for the creation of a new linguistic discourse with its own rules of
communication and a functional hybrid substyle. It is difficult to predict whether the undeniably
great transference from the English language will have a harmful effect on the Croatian language
system or whether what we are witnessing is the widening of the list of lexemes and the
enrichment of the vocabulary. As a “small language”, Croatian should take great care of its
maintenance. Therefore, while learning the mother tongue at the adolescent age, the knowledge
of the standard idiom of the Croatian language should be brought around repeatedly and the
development of language competences should be stimulated. Should the above described forms
of language discourse continue their rapid spread and usage, there is a justified concern that we
shall all soon be using the same “limited” code, despite the new “elaborated” media (Granić,
2006).
11
REFERENCES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Babić, Stjepan; Finka, Božidar i Moguš, Milan (1994). Hrvatski pravopis. Zagreb: Školska knjiga.
Barić, Eugenija i dr. (1995). Hrvatska gramatika. Zagreb: Školska knjiga.
Bernstein, Basil (1979). Jezik i društvene klase. Beograd: BIGZ.
Chomsky, Noam (1991). Jezik i problemi znanja. Predavanja na Sveučilištu u Managvi. Biblioteka
SOL. Zagreb: Filozofski fakultet.
Dittmar, Norbert (1997). Grundlagen der Soziolinguistik - Ein Arbeitsbuch mit Aufgaben. Tübingen:
Max Niemeyer Verlag.
Granić, Jagoda (2006). Novi “razrađeni” mediji i “ograničeni” kodovi. U: Jezik i mediji. Jedan
jezik: više svjetova (ur. J. Granić). Zagreb - Split: HDPL. 267-278.
Jakobson, Roman i Halle, Morris (1956.,1988). Fundamental of Language. U hrvatskome prijevodu:
Temelji jezika. Zagreb: Globus.
Jelaska, Zrinka i sur. (2005). Hrvatski kao drugi i strani jezik. Zagreb: HSN.
Kesseler, Angela i Bergs, Alexander (2003). Literacy and the New Media: vita brevis, lingua brevis.
U: New media language (ur. Aitchison i Lewis). London-New York: Routledge. 75-84.
Kovačević, Melita i Pavličević-Franić, Dunja (2002). Komunikacijska kompetencija u višejezičnoj
sredini I.- prikazi, problemi, putokazi. Zagreb-Jastrebarsko: Sveučilište u Zagrebu i Naklada «Slap».
Nikolić-Hoyt, Anja (2006). Uloga popularnih i novih medija u jeziku globalnih tinejdžera. U: Jezik i
mediji. Jedan jezik:više svjetova (ur. J. Granić). Zagreb-Split: HDPL. 495-502.
Milroy, James i Milroy, Lesley (2000). Varieties and Variations. U: F. Columas (ur.). The handbook
of Sociolinguistic. Blackwell Publishers. Str. 47-64.
Mićanović, Krešimir (2008). Hrvatski s naglaskom - Jezik kao prostor varijeteta. Zagreb: Disput.
Pavličević-Franić, Dunja (2005). Komunikacijom do gramatike. Biblioteka Scientiae et Artes. Zageb:
Alfa.
Pavličević-Franić, Dunja (2009). SMS poruke – nova linvistika komunikacije u u dikursu novih
medija. U: Lingvistika javne komunikacije: Sociokulturni, pragmatički i stilistički aspekti. Brdar, M.;
Omazić, M.; Belaj, B.; Kuna, B. (ur.). Osijek: Hrvatsko društvo za primijenjenu lingvistiku. Str. 231242.
Pavličević-Franić, Dunja; Gazdić-Alerić, Tamara i Aladrović Slovaček, Katarina (2010). Utjecaj
engleskoga jezika na funkcionalnu komunikaciju u hrvatskome jeziku. Društvo i jezik – višejezičnost i
višekulturalnost. Zagreb: ECNSI i Učiteljski fakultet Sveučilišta u Zagrebu, str. 234-249.
Fahlman, Scott (2007). http://en.wikipedia.org/wiki
Samardžija, Marko i Selak, Ante (2001). Leksikon hrvatskoga jezika i književnosti. Zagreb:
Pergamena.
Silić, Josip (1998). Hrvatski standardni jezik i dijalekti. Teze za diskusiju. U: L. Badurina &B.
Pritchard & D. Stolac (ur). Jezična norma i varijeteti. Zagreb-Rijeka: Hrvatsko društvo za primjenjenu
lingvistiku. Str. 481-484.
Škiljan, Dubravko (2000). Javni jezik. Bibilioteka Aelecta. Zagreb: Izdanja antibarbarus.
Tadić, Marko (1997). Računalna obrada hrvatskoga jezika: povijest, stanje i perspektive. Zagreb:
Suvremena lingvistika, br.43-44. Str. 387-394.
Vilke, Mirjana i Medved-Krajnović, Marta (2006). Govorite li hrengleski? U Jezik i mediji.
Granić, J. (ur.). Split-Zagreb: HDPL.
23. Vodopija, Irena (2006). Dijete i jezik, od riječi do SMS-a. Osijek: Matica hrvatska.
24. http://www.google.hr/SMSkomunikacija.emotikoni/novi jezik
12
Prof.dr.sc. DUNJA PAVLIČEVIĆ-FRANIĆ, redovita profesorica
Mr. KATARINA ALADROVIĆ SLOVAČEK, asistentica
Učiteljski fakultet Sveučilišta u Zagrebu
HR - 10000 ZAGREB, Savska cesta 77
Phone: + 385 1 6327-339; fax: + 385 1 6177-860
E-mail: dunja.pavlicevic-franic@ufzg.hr
kaladrovic@gmail.com
Jezične promjene u dobno određenim sociolektima
Sažetak
Inačice ostvarivanja jezika kao sustava nazivaju se varijetetima. To je sociolingvistički pojam
koji uključuje jezične i izvanjezične čimbenike (vrijeme, okruženje, dob, spol, situacija...). Četiri
su osnovne varijetetske razine: dijakronijska (vremensko raslojavanje), dijatopijska (prostorno
raslojavanje), dijastratička (sociološko raslojavanje) i dijafazijska (funkcionalno raslojavanje)
(Dittmar, 1997; Milroy & Milroy, 2000; Mićanović, 2008).
U ovome se radu promatraju promjene u hrvatskome jeziku kao dijastratički te dijafazijski
varijeteti. Korpus čini situacijski i dobno određen jezik adolescenata, analiziran na leksičkoj i
gramatičkoj razini. Taj se sociolekt mijenja pod utjecajem dviju činjenica: komunikacija
«globalnih tinejdžera» u elektroničkim medijima (mobilna telefonija, internet, chetovi), te utjecaj
engleskoga jezika koji kao linqua franca prodire u komunikaciju mlađih generacija. Uzorak
istraživanja činili su učenici hrvatskih osnovnih i srednjih škola (N= 300) u dobi od 12. do 17.
godine. Podatci su prikupljeni simptomatičnom anketom (s internetskih portala i mobitela),
terenskim akcijskim istraživanjem, te pedagoškim promatranjem. Obrađeni su u SPSS programu
za statistiku upotrebljavajući Pearsonov koeficijent korelacije i Hi-kvadrat test.
Istraživanjem se željelo ispitati hoće li, nesporno velik stupanj transferencije iz engleskoga
jezika, štetno djelovati na hrvatski leksički sustav, te je li u sveprisutnoj elektroničkoj
komunikaciji riječ samo o stilizaciji priopćajanoga procesa ili o promjenama koje utječu na
stvaranje novoga jezičnoga diskursa.
Ključne riječi: dijastratički varijeteti, dijafazijski varijeteti, dobno određeni sociolekti,
usvajanje hrvatskoga jezika
13