SIARAD - Roberts4<br/>Instances of <strong>peth</strong> for speaker LIL

SIARAD - Roberts4
Instances of peth for speaker LIL

417	LIL	yeahCE ond peth ydy # wnes i safio fyny eitha dipyn o bres mewn ddim &l [/] gymaint â hynny o amser # pan es i ffwrdd .
		yeahyeah.ADV butbut.CONJ thingthing.N.M.SG be.3S.PRESbe.V.3S.PRES do.1S.PASTdo.V.1S.PAST+SM PRON.1SI.PRON.1S save.NONFINsave.V.INFIN upup.ADV quitefairly.ADV a_littlelittle_bit.N.M.SG+SM ofof.PREP moneymoney.N.M.SG+SM inin.PREP NEGnothing.N.M.SG+SM so_muchso much.ADJ+SM PRTas.CONJ.[or].with.PREP.[or].go.V.3S.PRES thatthat.PRON.DEM.SP ofof.PREP timetime.N.M.SG whenwhen.CONJ go.1S.PASTgo.V.1S.PAST PRON.1SI.PRON.1S awayway.N.M.SG
		yeah but the thing is, I saved up quite a lot of money in not that much time when I went away
913	LIL	wellCE [?] dw i braidd yn # peth (y)na xx am +/ .
		wellwell.ADV be.1S.PRESbe.V.1S.PRES PRON.1SI.PRON.1S ratherrather.ADV PRTPRT.[or].in.PREP thingthing.N.M.SG therethere.ADV aboutfor.PREP
		well I'm rather thingy [...] about...
1055	LIL	peth ydy (dy)dy o ddim mor anodd â hynny .
		thingthing.N.M.SG be.3S.PRESbe.V.3S.PRES be.3S.PRES.NEGbe.V.3S.PRES.NEG PRON.3SMhe.PRON.M.3S NEGnot.ADV+SM soas.ADJ difficultdifficult.ADJ PRTas.CONJ thatthat.PRON.DEM.SP
		the thing is, it's not that difficult
1074	LIL	umCE ohCE <mae gennon ni (y)r peth> [//] # gennon ni coachingE # thingE efo tad un o (y)r genod .
		IMum.IM IMoh.IM be.3S.PRESbe.V.3S.PRES with.1PLgrow_scaly.V.1P.PAST+SM PRON.1PLwe.PRON.1P DETthe.DET.DEF thingthing.N.M.SG with.1PLgrow_scaly.V.1P.PAST+SM PRON.1PLwe.PRON.1P coachingcoach.N.SG+ASV thingthing.N.SG withwith.PREP fatherfather.N.M.SG oneone.NUM ofof.PREP DETthe.DET.DEF girlsunk
		um, oh, we've got the thing...we've got a coaching thing with one of the girls' father
1103	LIL	+< peth &m # wellCE +// .
		thingthing.N.M.SG wellwell.ADV
		thing, well...
1201	LIL	be (y)r peth researchE (y)na ?
		whatwhat.INT DETthe.DET.DEF thingthing.N.M.SG researchresearch.N.SG therethere.ADV
		what, that research thing?

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The support of the Arts and Humanities Research Council (AHRC), the Economic and Social Research Council (ESRC), the Higher Education Funding Council for Wales (HEFCW) and the Welsh Government is gratefully acknowledged.