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... Lebih lanjut, Allan dan Burridge (2006) mengungkapkan bahwa slang ialah penyingkatan-penyingkatan frasa berupa huruf awal dengan huruf awal, pengurangan bentuk (brother = bro). Sementara itu, Craig (2003) mengungkapkan bahwa ada empat bentuk bahasa slang: penggantian fonetik, akronim, singkatan, dan kegilaan (inanities). ...
... Pengelompokan ini berdasarkan konteks dalam percakapan karena satu kata dalam bahasa Indonesia dapat berkategori lebih dari satu. Kata-kata tersebut disusun dalam tabel dengan memberikan pengodean berdasarkan pembentukannya lalu dianalisis berdasarkan teori penyingkatan Craig (2003); Allan dan Burridge (2006), yakni pengurangan bentuk; Kurdi (2016), yakni pemotongan satu atau dua suka kata. ...
... (2014) bahwa dengan adanya jaringan internet, gaya bahasa komunikasi individu lebih santai dan tidak sesuai dengan aturan, serta temuan Fauziah dan Juwintan (2021) bahwa pemakaian kata gaul bertujuan untuk menunjukkan keakraban. Adanya ketidakberaturan dalam bahasa di WAG ini juga ditemukan dalam kosakata yang diperoleh oleh pemelajar BIPA di IPB, yakni perubahan fonem-fonetik seperti yang diungkapkan Craig (2003). Kata-kata yang diperoleh itu adalah kata dasar, seperti kata abang ditulis dengan huruf yang berbeda dan pelafalan yang sulit, yakni bwangg (lihat Tabel 4). ...
One of the current means of communication that students widely use is WhatsApp (WA), and in communicating, they often use non-standard language. This paper identifies 1) non-standard words, affixes, phrases, and rephrases with their abbreviations, 2) slang vocabulary and its abbreviations, and 3) regional and foreign vocabularies often obtained by BIPA students in WA and their abbreviations. This analytical descriptive research method analyzes slang, foreign, regional, and abbreviations obtained through WA. The informants are KNB students from the 2018/2019 class, totaling six people. The data collection technique was that they sent conversations in WA groups for two days, 18-19 June 2019, and wrote down the words they had just obtained. As a result, 1) standard-non-standard root words, affixes, and abbreviated phrases are in 7 forms, while repeated words are in two forms; 2) the slang vocabulary obtained is in the form of phonemes, abbreviations, and acronyms; 3) foreign, regional , and mixed vocabulary obtained in 5 forms and there are original forms. In conclusion, the language obtained by BIPA students is not only found in slang but also in regional and foreign expressions. The research implication is that the WA group can be a means of acquiring a non-formal variety of Indonesian for international students. Abstrak Salah satu sarana berkomunikasi saat ini yang banyak digunakan oleh mahasiswa adalah WhatsApp (WA) dan dalam berkomunikasi mereka sering menggunakan bahasa tidak baku. Tulisan ini mengidentifikasi 1) kata-kata baku-nonbaku, kata berimbuhan, frasa, dan kata ulang dengan penyingkatannya; 2) kosakata gaul dan penyingkatannya, dan 3) kosakata daerah serta asing yang sering diperoleh pemelajar BIPA dalam ber-WA serta penyingkatannya. Metode penelitian ini deskriptif analitis dengan menganalisis kata gaul, asing, daerah, dan singkatan yang diperolehnya melalui WA. Informan adalah mahasiswa KNB angkatan 2018/2019 yang berjumlah 6 orang. Teknik pengumpulan data adalah mereka mengirimkan percakapan dalam grup WA selama dua hari, 18-19 Juni 2019 serta menuliskan kata-kata yang baru mereka peroleh. Hasilnya, 1) kata dasar baku-nonbaku, kata berimbuhan, dan frasa yang disingkat ada dalam 7 bentuk, sedangkan kata ulang dalam dua bentuk; 2) kosakata gaul yang diperoleh ada berupa fonem-fonetik, singkatan, akronim; 3) kosakata asing, daerah, dan campuran yang diperoleh ada dalam 5 bentuk dan ada bentuk aslinya . Simpulan, bahasa yang diperoleh pemelajar BIPA tidak hanya ditemukan bahasa gaul, tetapi juga ungkapan daerah dan asing. Implikasi penelitian adalah grup WA dapat menjadi sarana pemerolehan bahasa Indonesia ragam nonformal bagi mahasiswa asing.
... In addition to that, Craig (2003) and David (2008) in the study entitled Reflections of Student's Language Usage in Social Networking Sites: Making or Marring Academic English. They said that the longer time that students are engage in texting through the Social Networking Sites the more they improve the student's literacy. ...
... The short term of words and some other text languages have been used and combined with the Standard English that is accepted and known by most of the people. They become unaware with the words they are using and According to Craig (2003), in an article entitled Instant messaging: The language of youth literacy, The Boothe Prize Essays 2003, it is also found that texting also threatens students' literacy because it creates undesirable reading and writing habits due to common use of abbreviations and unusual jargon, thereby damaging students' ability to employ formal literacy skills. ...
... According to Craig (2003), in an article entitled "Instant Messaging: The language of youth literacy, The Boothe Prize Essays 2003," it is also found that texting also threatens students' literacy because it creates undesirable reading and writing habits due to common use of abbreviations and unusual jargon, thereby damaging students' ability to employ formal literacy skills. In a result of the table above, 46 % of the respondents always used language like exclamatory spelling of emoticons, 28 % for sometimes, 16% belongs to once and the rest which is 10% of the respondents never used the statement mentioned. ...
... The impacts of social media are evidential almost throughout all literacy skills. Writing mistakes such as wrong grammar is often rampant in pupils' writing because pupils see social media platforms as digital communities where Standard English use is irrelevant as suggested by (Sani & Bature 2014;Sarkar, Agarwal, Gosh & Nath 2015).Young ones are often fond of using smileys, emoticons, phonetic replacement games learned from and used on social media platforms to proof points in formal writings (Craig, 2003;Sani&Bature, 2014;Sarkar, Agarwal, Gosh &Nath, 2015). Coiro (2003) opines that internet reading are mentally challenging because online texts contain certain features and hyperlinks which may require additional processing of comprehension skills on the part of the reader. ...
... This means contents and materials read on digital online platforms hinder users' evaluation skills. Adams (2011) and Craig (2003) maintain that instant messaging and certain social media features more or less threaten reading and fluency skills among young people. This means that social media and social networking sites in general can act negatively on pupils' reading fluency skills. ...
... These responses confirm that young ones are often fond of using smileys, emoticons, phonetic replacement games learned from and used on social media platformsto proof points in formal writings (Craig, 2003;Sani&Bature, 2014;Sarkar, Agarwal, Gosh &Nath, 2015 Reading barriers It was concluded that social media platforms and social networking sites do have negative effects on pupils' reading skills and reading habits. The researchers identified lack of evaluation skills, and fluency as the possible side of effects of social media and social networking sites as far as users' reading skills are concerned. ...
... One well-known feature of children's text messages is that they do not always adhere to conventional written language rules and use a register that is called textese. In this register, children make use of phonetic replacements, such as ur instead of your and acronyms, such as lol [1] and drop words (e.g. [2]). ...
... Textese is a form of abbreviated written-or actually typedlanguage, that is characterized by the omission of words and the use of textisms, such as abbreviations, letter/number homophones, emoticons, etc. (see [5] for an overview of categories). Identified textism categories range from 4 [1] to 11 [11]. In public opinion, use of textese by children and young adults has been linked to poor reading and writing skills and even language deterioration, as illustrated by a corpus study by Thurlow [4], who investigated opinions on texting and textese in newspapers. ...
... Hence, they are aware of the different registers they can employ. According to Craig [1], this strengthens children's metalinguistic awareness. ...
When sending text messages on their mobile phone to friends, children often use a special type of register, which is called textese. This register allows the omission of words and the use of textisms: instances of non-standard written language such as 4ever (forever). Previous studies have shown that textese has a positive effect on children's literacy abilities. In addition, it is possible that children's grammar system is affected by textese as well, as grammar rules are often transgressed in this register. Therefore, the main aim of this study was to investigate whether the use of textese influences children's grammar performance, and whether this effect is specific to grammar or language in general. Additionally, studies have not yet investigated the influence of textese on children's cognitive abilities. Consequently, the secondary aim of this study was to find out whether textese affects children's executive functions. To investigate this, 55 children between 10 and 13 years old were tested on a receptive vocabulary and grammar performance (sentence repetition) task and various tasks measuring executive functioning. In addition, text messages were elicited and the number of omissions and textisms in children's messages were calculated. Regression analyses showed that omissions were a significant predictor of children's grammar performance after various other variables were controlled for: the more words children omitted in their text messages, the better their performance on the grammar task. Although textisms correlated (marginally) significantly with vocabulary, grammar and selective attention scores and omissions marginally significantly with vocabulary scores, no other significant effects were obtained for measures of textese in the regression analyses: neither for the language outcomes, nor for the executive function tasks. Hence, our results show that textese is positively related to children's grammar performance. On the other hand, use of textese does not affect-positively nor negatively-children's executive functions.
... Part of communicating successfully across multiple modes and media has to do with the communicator's relative propensity to be communicatively adaptable (Duran & Kelly, 1985), sensitive (Daly et al., 1988), and flexible (Martin & Rubin, 1995). Discrimination, then, is seen as a key component to the efficacious implementation of an appropriate message in accordance with a particular communication situation (Craig, 2003). For example, the abbreviations, acronyms, and shortcuts of interactive written discourse should certainly be used online or in text messages but these orthographic techniques probably have little place in an essay submitted to a teacher or an important email to a superior in the workplace (Craig, 2003). ...
... Discrimination, then, is seen as a key component to the efficacious implementation of an appropriate message in accordance with a particular communication situation (Craig, 2003). For example, the abbreviations, acronyms, and shortcuts of interactive written discourse should certainly be used online or in text messages but these orthographic techniques probably have little place in an essay submitted to a teacher or an important email to a superior in the workplace (Craig, 2003). ...
... Some of the concerns regarding the impact digital technologies have on formal written discourse can perhaps be reduced to a communication skills issue rather than reading and writing literacy issues. In this sense, what is seen as a decline in literacy by some (Craig, 2003;Thurlow, 2006) might more accurately be viewed as an issue of communication competence (in terms of flexibility, sensitivity, discrimination). As socially interactive technologies afford unique forms of discourse that reside somewhere between speech and writing (Lanham, 2003), scholarly attention to cross-media and cross-modal language use would benefit from increased consideration in communication studies from a competency perspective. ...
... To achieve reliable saturation, relevant tweets were clustered together until a sufficient amount of data was gathered. Based on the views of Craig (2003) and Barseghyan (2013), the tweets have been categorized based on their slang categories, and a final number of them were generated. It is important to mention that several types of slang can be found in one tweet. ...
... The following linguistic features were found in this study, they are Romanized Jordanian Arabic, code-switching, linguistic economy (shortening, contractions, clipping, and acronyms), and slang (repetition, onomatopoeia, cacography, and capitalization). These features have been categorized in terms of the linguistic economy and the views of Craig (2003) and Barseghyan (2013), bearing in mind that some additional slang was noticed in this study. However, as a point of departure, data analysis started with Romanized Jordanian Arabic and code-switching as two linguistic prominent features that were prevalent in most tweets. ...
In the context of the rapidly expanding technological landscape, social media platforms have become arenas for innovative communication. This study focuses on the linguistic strategies employed by Jordanian Twitter users within the framework of Computer Mediated Communication (CMC), considering the concept of linguistic economy. The data for this study were derived from 300 tweets, employing digital ethnography for virtual fieldwork. There were a number of 15 users randomly selected for interviews to further understand their language use on Twitter. Employing the descriptive qualitative content analysis, the following linguistic strategies were found in this study, they are Romanized Jordanian Arabic, code-switching, linguistic economy (shortening, contractions, clipping, and acronyms), and slang (repetition, onomatopoeia, cacography, and capitalization). The prevalence of Jordanian Romanized Arabic and strategic code-switching demonstrated users’ adaptability in navigating Twitter’s language. The study highlighted the dominant role of linguistic economy within the 160-character limit, with users employing strategies such as shortening, contractions, clipping, and acronyms. Expressive techniques like repetition, onomatopoeia, cacography, and capitalization were identified as creative ways to convey emotions and attitudinal meanings. Overall, this research contributes valuable insights into the developing language dynamics on social media, offering insight into the intricate ways users shape communication in the digital age.
... As typing is much slower than speaking, in order to counter this problem, people started shortening words and creating new words. As for the impact of texting on English proficiency, Craig (2003) and David (2008) similarly concluded that texting through SNSs in some ways improves students' literacy as it provides more opportunities to engage with the language. Craig (2003) found that it also threatens students' literacy because it creates undesirable reading and writing habits due to common use of abbreviations and unusual jargon, thereby damaging students' ability to employ formal literacy skills. ...
... As for the impact of texting on English proficiency, Craig (2003) and David (2008) similarly concluded that texting through SNSs in some ways improves students' literacy as it provides more opportunities to engage with the language. Craig (2003) found that it also threatens students' literacy because it creates undesirable reading and writing habits due to common use of abbreviations and unusual jargon, thereby damaging students' ability to employ formal literacy skills. Text messaging is deemed to be detrimental to students' language proficiency since students mix this "text language" with the standard language they learn at school. ...
The unprecedented growth of technology in all areas of education and industry has greatly impacted the language learning environment, especially via social networking sites (SNSs). Furthermore, judging from the demographic details of account holders, younger and younger people are getting tech savvy and jumping onto the social media bandwagon. It is therefore interesting to study how learners use language to communicate. A review of literature shows that several factors are associated with language learning trends: motivation, learning environment and imitation. This paper presents a quantitative study conducted on 236 respondents from private universities in two states in Malaysia. The study aims to assess the influence of the language used in SNSs in students' everyday language usage, taking into consideration their various levels of English proficiency. The survey questions helped identify linguistic features such as the frequency of code switching, eccentric spelling and leet, which expanded the research base. Amazingly, although typed communication is becoming 'shorter' through the use of acronyms and abbreviations, these young users are totally familiar with the graphic symbols and other abbreviations used in such typed communication. That the majority of respondents were from the Chinese ethnic group added to the fact that mother tongue use also played a part in affecting their proficiency in the English Language. The questionnaires were analyzed via the descriptive statistical method. The data obtained showed the heavy usage of short messaging texts by almost all respondents who own a mobile device. The text discourses were then analyzed to authenticate research findings as well. In the final analysis, it was found that the constant and frequent use of short messaging did not profoundly affect the participants' English language proficiency. Due to the requirements of the universities' examination papers, it was found that participants consciously avoided language used on SNSs for their written examination papers. The explosion in SNSs has actually given rise to a generation of super fast finger tapping youngsters who, more often than not, are creating their own meta language, which for this research is an exciting opportunity to explore the implications and far reaching consequences on their English language execution. This medium scale survey was conducted at two major locations as a prelude to greater mining of data and an even bigger research opportunity. In Malaysia, where the student generation is lapping up SNSs and mobile phone apps such as Whatsapp, Viber, Hangouts, Line, WeChat and Tango, this research is beneficial as a starting point for research on the 'evolution' of the English language in these areas and the extent to which the influence might foster or stunt proficiency in the language. This can potentially also facilitate the comparative analysis of how the English lingo of students from metropolitan and cosmopolitan or rural and urban areas is controlled by their engagement in SNSs. The results of the present study will definitely enrich the corpus of work conducted on the influence of language of social media and encourage further detailed research in this area.
... As for the impact of texting on English proficiency, Craig (2003) and David (2008) similarly concluded that texting through SNSs in some ways improves students' literacy as it provides more opportunities to engage with the language. However, Craig (2003) also found that texting also threatens students' literacy because it creates undesirable reading and writing habits due to common use of abbreviations and unusual jargon, thereby damaging students' ability to employ formal literacy skills. ...
... As for the impact of texting on English proficiency, Craig (2003) and David (2008) similarly concluded that texting through SNSs in some ways improves students' literacy as it provides more opportunities to engage with the language. However, Craig (2003) also found that texting also threatens students' literacy because it creates undesirable reading and writing habits due to common use of abbreviations and unusual jargon, thereby damaging students' ability to employ formal literacy skills. Text messaging is deemed to be detrimental to students' language proficiency since students mix this "text language" with the standard language they learn at school. ...
Social networking sites (SNSs) have become a major form of communication in today’s day and age whereby language use has been impacted in various areas especially in that of learning and teaching. Young users use literally half their week engaging in SNSs communication, thereby giving rise to a brand of internet slang which is entirely their own. This youth-speak has gone on to influence other areas of language usage. The questions asked in the survey increased the identification of the linguistic features such as the frequency of code switching and erratic spelling and leet, thus expanding the research base. The survey participants, the majority of who are from the Chinese ethnic group had experienced mother tongue interference in their English Language proficiency. The descriptive statistical method was used to analyse the questionnaires, wherein the data collected indicated a rather excessive usage of short messaging texts by almost all respondents owning a mobile device. To authenticate the research findings, an analysis of the text discourses was found to be necessary. The findings proved that the frequent use of short messaging had not majorly affected the English language proficiency of the participants. In academic writing there was a conscious effort to stay clear of SNSs language. The mushrooming SNSs has helped create a whole young generation who have their own meta-language, which provides an opportunity to probe to what extent the English language is altered. This research should kick-start research on how the English language in these areas is used and whether the frequent use of it can develop or weaken proficiency in the language. The results of the present study will definitely enrich the corpus of work conducted on the influence of language of social media and encourage further detailed research in this area.
... As typing is much slower than speaking, in order to counter this problem, people started shortening words and creating new words. As for the impact of texting on English proficiency, Craig (2003) and David (2008) similarly concluded that texting through SNSs in some ways improves students' literacy as it provides more opportunities to engage with the language. Craig (2003) found that it also threatens students' literacy because it creates undesirable reading and writing habits due to common use of abbreviations and unusual jargon, thereby damaging students' ability to employ formal literacy skills. ...
... As for the impact of texting on English proficiency, Craig (2003) and David (2008) similarly concluded that texting through SNSs in some ways improves students' literacy as it provides more opportunities to engage with the language. Craig (2003) found that it also threatens students' literacy because it creates undesirable reading and writing habits due to common use of abbreviations and unusual jargon, thereby damaging students' ability to employ formal literacy skills. Text messaging is deemed to be detrimental to students' language proficiency since students mix this "text language" with the standard language they learn at school. ...
The unprecedented growth of technology in all areas of education and industry has greatly impacted the language learning environment, especially via social networking sites (SNSs). Furthermore, judging from the demographic details of account holders, younger and younger people are getting tech-savvy and jumping onto the social media bandwagon. It is therefore interesting to study how learners use language to communicate. A review of literature shows that several factors are associated with language learning trends: motivation, learning environment and imitation. This paper presents a quantitative study conducted on 236 respondents from private universities in two states in Malaysia. The study aims to assess the influence of the language used in SNSs in students' everyday language usage, taking into consideration their various levels of English proficiency. The survey questions helped identify linguistic features such as the frequency of code switching, eccentric spelling and leet, which expanded the research base. Amazingly, although typed communication is becoming 'shorter' through the use of acronyms and abbreviations, these young users are totally familiar with the graphic symbols and other abbreviations used in such typed communication. That the majority of respondents were from the Chinese ethnic group added to the fact that mother tongue use also played a part in affecting their proficiency in the English Language. The questionnaires were analyzed via the descriptive statistical method. The data obtained showed the heavy usage of short messaging texts by almost all respondents who own a mobile device. The text discourses were then analyzed to authenticate research findings as well. In the final analysis, it was found that the constant and frequent use of short messaging did not profoundly affect the participants' English language proficiency. Due to the requirements of the universities' examination papers, it was found that participants consciously avoided language used on SNSs for their written examination papers. The explosion in SNSs has actually given rise to a generation of super-fast fingertapping youngsters who, more often than not, are creating their own meta language, which for this research is an exciting opportunity to explore the implications and far-reaching consequences on their English language execution. This mediumscale survey was conducted at two major locations as a prelude to greater mining of data and an even bigger research opportunity. In Malaysia, where the student generation is lapping up SNSs and mobile phone apps such as Whatsapp, Viber, Hangouts, Line, WeChat and Tango, this research is beneficial as a starting point for research on the 'evolution' of the English language in these areas and the extent to which the influence might foster or stunt proficiency in the language. This can potentially also facilitate the comparative analysis of how the English lingo of students from metropolitan and cosmopolitan or rural and urban areas is controlled by their engagement in SNSs. The results of the present study will definitely enrich the corpus of work conducted on the influence of language of social media and encourage further detailed research in this area.
... As for the impact of texting on English proficiency, Craig (2003) and David (2008) similarly concluded that texting through SNSs in some ways improves students' literacy as it provides more opportunities to engage with the language. However, Craig (2003) also found that texting also threatens students' literacy because it creates undesirable reading and writing habits due to common use of abbreviations and unusual jargon, thereby damaging students' ability to employ formal literacy skills. ...
... As for the impact of texting on English proficiency, Craig (2003) and David (2008) similarly concluded that texting through SNSs in some ways improves students' literacy as it provides more opportunities to engage with the language. However, Craig (2003) also found that texting also threatens students' literacy because it creates undesirable reading and writing habits due to common use of abbreviations and unusual jargon, thereby damaging students' ability to employ formal literacy skills. Text messaging is deemed to be detrimental to students' language proficiency since students mix this "text language" with the standard language they learn at school. ...
Social networking sites (SNSs) have become a major form of communication in today’s day and age whereby language use has been impacted in various areas especially in that of learning and teaching. Young users use literally half their week engaging in SNSs communication, thereby giving rise to a brand of internet slang which is entirely their own. This youth-speak has gone on to influence other areas of language usage. The questions asked in the survey increased the identification of the linguistic features such as the frequency of code switching and erratic spelling and leet, thus expanding the research base. The survey participants, the majority of who are from the Chinese ethnic group had experienced mother tongue interference in their English Language proficiency. The descriptive statistical method was used to analyse the questionnaires, wherein the data collected indicated a rather excessive usage of short messaging texts by almost all respondents owning a mobile device. To authenticate the research findings, an analysis of the text discourses was found to be necessary. The findings proved that the frequent use of short messaging had not majorly affected the English language proficiency of the participants. In academic writing there was a conscious effort to stay clear of SNSs language. The mushrooming SNSs has helped create a whole young generation who have their own meta-language, which provides an opportunity to probe to what extent the English language is altered. This research should kick-start research on how the English language in these areas is used and whether the frequent use of it can develop or weaken proficiency in the language. The results of the present study will definitely enrich the corpus of work conducted on the influence of language of social media and encourage further detailed research in this area.
... o Linguistic implications: papers from Sweden [7], Spain [5], United States [8] and the United Kingdom [6]. ...
... Among many others, short sentences like "How are you doing"? becomesh "how u doin?" and words like "before" are replaced by "b4" to speed up the typed conversation [7,8,20]. ...
Children deal with computers very differently than adults do. Their relationship with their machines goes far beyond practical utility. Most children use computers for at least two recreational purposes: entertainment and establishing contact with peers, through instant messaging programs such as MSN Messenger. Kids as young as eight years old sit in front of their monitors to "chat," or to converse online, sometimes for hours. Often, they use the keyboard, the web cam and audio devices simultaneously. But, while most children report great enjoyment of instant messaging programs, several features pose a number of usability problems that relate to the very distinct ways they use it. This exploratory study examines how children deal with this form of communication, how they personalize their settings, what they like and dislike and which usability problems interfere with or frustrate them as they chat using MSN Messenger. Eighteen middle class children from ages eight to twelve participated in the study held in Rio de Janeiro, Brazil, which was based on observation, chat conversations between the authors and the children, and semi-structured interviews, transcribed and analyzed using discourse analysis techniques.
... Moreover, Mphahlele and Mashamaite [18] emphasized that excessive exposure to the SMS language has a negative impact on the English language proficiency of the learners. This hypothesis tallies with Craig [15] who asserted that IM endangers youth literacy since it produces a series of undesirable patterns in reading and writing and such informal language use harms mastery of formal and standard literary skills [15]. Despite the negative connotation of textism to language learning, it is a novel phenomenon to be investigated. ...
... Moreover, Mphahlele and Mashamaite [18] emphasized that excessive exposure to the SMS language has a negative impact on the English language proficiency of the learners. This hypothesis tallies with Craig [15] who asserted that IM endangers youth literacy since it produces a series of undesirable patterns in reading and writing and such informal language use harms mastery of formal and standard literary skills [15]. Despite the negative connotation of textism to language learning, it is a novel phenomenon to be investigated. ...
This study investigated the students’ perspective on the use of abbreviations or textism in Computer Mediated Communication (CMC) and the effect of such practice on the students’ English language competence. Forty undergraduate students from different academic programs participated in this study. These participant volunteers were interviewed in a semi-structured face-to-face interview. The analysis of data indicated effective factors in the use of textism as well as its impacts on university students’ English language proficiency.
... Social media is an umbrella term that includes internet-based sites and services which allow users to create or share content with other people in their network (Page et al. 2022). Today, these platforms have grown immensely in size and popularity and have created a new pseudo-language among their users through the application of acronyms, emojis, dialects, slangs and hashtags (Craig 2003;Barseghyan 2013;Jimma 2017). According to Fedushko and Kolos (2019), among these different methods and styles of online communication hashtags are found to have a higher means of attraction to content, with an average engagement rate of 12.6% higher than publications without hashtags. ...
Social media has changed the way societies all over the world communicate in this modern age. Studies on this research area have shown that of the various forms available, hashtags (#) have a higher means of attraction, as they often produce social media trends and innovative linguistic items that are developed through several approaches, including the use of non-native English varieties. This interesting trend is the motivation for the current study, which explores how features of Malaysian English (ME) lexemes, are used as social media hashtags. To date, linguistic research on social media in the Malaysian context has focused on identifying the use of Malay and English slang words in general. There is relatively little research on the use of localised ME lexemes as hashtags in social media. The current study addresses this gap by employing a cross-sectional survey of the use and practice of a list of 30 ME lexemes by Malaysian speakers and a content analysis of the morpho-syntactic features of these lexemes as social media hashtags based on valid hashtag taxonomies from previous research. The study found that popular ME hashtags used in social media posts are mostly composed of short strings in the form of the # + two words and # + code-switching variation. Interestingly, the analysis of the morpho-syntactic features of one particular ME lexeme with distinct characteristics led to the development of a new category, namely “# + discourse particle”.
... Zou (2019), for example, expressed that, while the Internet can give additional PUPIL: International Journal of Teaching, Education and Learning ISSN 2457-0648 40 resources, the inaccuracy and unprofessional quality of material will have an impact on children's knowledge development. Similarly, while Craig (2003) reported that using internet language improves the development of children's language, some studies have shown that using online language excessively might impair one's capacity to academic write (Dansieh, 2008;Irawaty et al, 2022). ...
This research examines how bilingual fathers help their children to acquire languages. The article applied in-depth semi-structured interviews with six multilingual dads from the University of Manchester, who explains the factors that hinder the father’s language teaching and the benefits of the father’s language teaching to the children. It is also worth noting that this article has four intriguing discoveries. Initially, not all fathers are absent from their children's schooling. In other homes, the father who is a university professor highly worried about the child's family studies and has also become an excellent language instructor for children. Second, the advancement of the Internet and contemporary technology has given dads new language instruction tools for home education, particularly during the COVID-19 pandemic. Furthermore, the two most significant challenges in language instruction are a lack of social support resources and multilingual language schools. Finally, Parents’ language types and children’s age are important factors influencing family language strategy choices and the design of acquisition-learning activities. This study suggests that the application of the Internet in home language teaching and language education in different family types are topics worthy of future research.
... Facebook has negative impacts on learning and teaching English. Craig (2003) mentioned, messaging also disturbs student's literacy because student's engage in undesirable reading and writing due to informal use of abbreviated words and jargon. Hence, such use damages student's actual English language skills. ...
... Thirdly, our study shows that taking account of the phonological aspect can explain the pseudo-elliptical constructions of neologisms in Malay tweets. Researchers like Craig (2003) and Izazi and Tengku-Sepora (2020) have the inanities category for non-classifiable neologisms while Nkhata and Jimaima (2020) has the pseudo-elliptical construction category to group neologisms that flout known word formation processes. The pseudo-elliptical constructions involving letters of the alphabet for negation (X) and the word "pergi" (go) are not novel findings ("g" and "p"). ...
The formation of neologisms in Malay has not been extensively studied and therefore has yet to be fully understood. The current study examined the lexical innovation processes in Twitter posts in Malay. A 25,679-word corpus was compiled from 2,000 tweets of 200 Malaysian Twitter users in their twenties. The textual analysis performed through AntConc software identified "ni" (this) and "nk" (want) as the top two neologisms, and these words constituted 45.8% of the corpus. Most of the neologisms are formed through clipping (65%) and pseudo-elliptical construction (26%), while blending (7%) and elongation (2%) are minor word formation processes. The clipping affects vowels (28%) more than consonants (9%), whether it is deletion, replacement, or addition. The pseudo-elliptical constructions involve letters of the alphabet and phonological adjustments to vowels and consonants. On vowel changes, the results show that there is a simplification of diphthongs to monophthongs, and a movement towards vowels in the middle position [e] or [o]. As for consonant changes, there is a shift in the place of articulation towards bilabial consonants [p], [m], and [w] and words containing [h] and [r] are likely to be dropped or replaced. The changes in the spelling are a result of changes in the spoken discourse. The findings suggest that exploring the phonological rules can explain pseudo-elliptical constructions, leading to a better framework on morphology and phonology to understand formation of neologisms in social media discourse.
... This might be due to the rapid writing which results in making repeated spelling errors. Craig (2003) affirms that while using social Medias students produce unwanted reading and writing habits because of the common use of abbreviations, so the students' formal literacy skills have been brought to the damage. Although the Crystal (2008) in his book "Texting: The Gr8 Db8" sheds light on students' writing skill, the more students write, the more they develop their writing skills. ...
Advances in technology have resulted in increasing the number of internet users among students. They use social Medias for several purposes. The Internet as a means of advanced technology has had an enormous influence on the English language in less than two decades changing it to a considerable extent. The crucial purpose for this is the effectiveness of the internet communication and easy accessibility of the world wide net. Nowadays, one of the key questions is with social Media commerce and its impact on students' language proficiency. Many researches have been implemented to find out how it impacts students' language and in most of the cases encouraging results are greater than negative ones. Thus, this study addressed the effects of social media on Kurdish students' English language competence, whether it touches their language knowledge in a negative or positive way. This study is implemented by conducting quantitative and qualitative research with bachelor degree students studying at Salahaddin University, Colleges of Education, Basic Education and Languages. Close-ended questionnaire and an interview are availed for adopting the study. This study focuses on grammar, vocabulary, and four key language skills: listening, speaking, reading and writing. It comes to the conclusion that a considerably positive consequence is the role of social media in improving student language skills. From the students' reports, it can be concluded that although writing (spelling particularly) has not improved to some extent, other language skills show significant enhancement in terms of listening, speaking skills and vocabulary enrichment with grammar point. Moreover, regarding reading skills, a mainly significant finding is the efficiency of practicing scanning skill while students read any text from the net.
... Another, cyber slang increase to students' exposure to text, which in turn is related to better reading skills. Regarding the effect on their grammar abilities the findings are less clear for the students would have more chances and time to reread their writings about its structure and correct if it is necessary (Craig, 2003) H 03 . The null hypothesis declaring that there is no significant relationship between cyber slang usage in social media and students' academic writing conventions was tested using the Pearson coefficient of correlation. ...
The study established the relation of social media exposure and cyber slang usage towards the academic writing conventions of the Grade ten students of Kumalarang National High School, Kumalarang Zamboanga del Sur, Philippines. The study has been conducted in the second semester of the school year 2020-2021 and has utilized the descriptive statistics such as percentage, weighted mean as a measure of average, and standard deviation as a measure of variability of numerical observations in order to determine the levels of the students’ exposure to social media, cyber slang, and academic writing conventions. Fifty (50) respondents coming from the aforementioned grade have been distributed with online survey questionnaires based on the concept of several references related to this study. The study found that the Grade 10 students of Kumalarang National High School held the high level of exposure in social media, and usage of cyber slang in social media; and their overall writing convention has a descriptive equivalent of average. The results of the study justified the following; there is no significant relationship between students’ social media exposure and cyber slang usage, there is no significant relationship between exposure to social media and students’ academic writing conventions, and there is no significant relationship between cyber slang usage and students’ academic writing conventions. The result of the study also signified that even if the students are exposed to social media, yet their use of cyber slang is still controlled. The more they used cyber slang in social media, their academic writing conventions will also increase. Further, the results of the study implied that social media exposure contributes a lot to students’ academic writing conventions. Besides it supplied notable entertainment, this can also be a communication channel at their most convenient time, pace and location that teachers cannot afford to overlook. The possibilities to acquire learning with variety of data in social media has reinforced and influenced students’ academic writing conventions. Even if cyber slang is already part of human’s lives in the modern century, yet this will academically challenge the students to decide as to what form of writing they are going to use in order to fit in the requirements both in school and in the community. With this, students must know how to set limit as to when and when not to use them. By knowing this fact, they may widen their competency in the field of writing without sacrificing the English language. This will also allow them to establish their voice in writing.
... Chat language threatens students' literacy skills. It hampers their critical thinking, creative abilities and creates undesirable writing and reading habits (Craig, 2003). ...
With the prevalence of the internet and social network platforms in this digital age, most people opt for text messages as a fast and convenient means of communication and prefer real-time online chats to face-to-face social interactions. The cyber language is replete with writing errors that are not conventionally acceptable in academic writing and which can impede comprehension in some cases. As teenage participation in this new media increases, this study investigated the impact of chat language on the written composition of senior secondary school students who are prospective candidates for O’level and or A’level examinations. Data were generated from the students’ written essay scripts and analysed using Halliday’s Systemic Functional Grammar as the theoretical framework. The study adopted the quantitative and qualitative research methods in which 842 senior secondary 2 and 3 (SS2 and SS3) students of selected schools in Port Harcourt, Rivers State, are the population. The result revealed that online chat language and text-based messages mostly affect students’ writings in mechanical accuracy and expression. The study therefore recommended that the negative effects of the social media on the students’ writings should be checked in schools.
... With the help of social networks texting, almost half of the people, while typing any text message, try to avoid long sentences replacing them with shorter ones. But the prominent linguist David Crystal (2008) in his book " Txtng: The Gr8 Db8" mentions that the more students write, the more Craig (2003) found that while using social networks students create undesirable reading and writing habits due to common use of abbreviations and unusual jargon, and this situation brings to the damage of the students' formal literacy skills [15]. ...
This paper is aimed at exploring the impact of social networks on English language proficiency, whether it affects the language knowledge and usage negatively or positively. The paper is focused on investigating various key components like grammar, vocabulary, and 4 crucial language skills: listening, speaking, reading and writing, keeping in mind the effects of numerous elements of Social Media on each of them. Based on the results of the present study, it can confidently be stated that social networks impact our writing more than any other skill. Constant software enhancements have made constructing a message or statement, of any length, a child’s play. Ironically, our smartphones have become smarter than us, even when it comes to our natural communication skills. The basic building blocks of any Language lies in its roots and sentence construction. In this generation, those building blocks are replaced or modified by the inclusion of several elements like abbreviations, emoticons and autofill. This paper explores both positive and negative aspects of the effects of social media on Language and presents a critical evaluation.
... In informal communication, language is a tool where they use it according to their own purposes. Code switching and code mixing is casually seen in informal communications and particularly in Internet chatting (Cárdenas-Claros & Isharyanti, 2009;Craig, 2003;Drouin, 2011). Transliteration and transcription in both intralanguage and interlanguage are seen all over the world. ...
The present study attempts to critically review the use and usage of language in context to communication, education and society. It is an interdisciplinary study that entirely focuses on the diverse influences of applied linguistics, sociolinguistics, anthropology, technology, communication studies, cognitive and behavioural psychology on language use. This study reviews the model of language as structural, functional or interactional communication and relates it with the progressive multidisciplinary influences of language use. It also implies the use of native and non-native varieties of English and its impact and contact with the vernacular languages of India. This leads to the emergence of multilingualism and multiculturalism and its stronghold can be witnessed through the interactional and functional use of communication. Further, it can be analyzed that due to the impact of communication technology, English language has been ushering with an ardent favor of massive linguistic change and variation through social networking and media.
... Furthermore, Craig (2003) discovered meta-linguistics as part of the gains of SMS language/texting. Meta-linguistics accounts for the skill of understanding language and culture. ...
The negative influence of SMS style of language on the Standard English language writing skills of students have been at the front burner of academic researches on digital literacy. Findings have revealed that students adopt non-standard usage and contracted forms of English words which characterize this language style in their formal writing. This premise being a fact, however, from every lemon, comes out lemonade. To this effect, this research set out to identify ways this textism can be harnessed to impact the students" study skills and thus improve their reading and learning outcomes. Effective note-taking enhances students listening skills and participation in the learning process. To maximize this benefit, the student would have to multitask and as such needs to use those abbreviations that are familiar to him. The paper then posits that students" habitual use of SMS language; which is characterized by personalized and special abbreviations, can intervene in their note-taking skills. Therefore, it advocates that teachers in teaching note-taking skills should encourage students to incorporate these features in their note-taking to enhance active participation in class and improve their learning outcomes. At the same time, the paper suggests that teachers should constantly remind the students not to use them in their formal writing.
... Buckingham, 2005); adolescents (e.g. Craig, 2003) and adults (e.g. Livingstone et al., 2005). ...
This article presents issues related to the evolution of media and media competences, a review and analysis of selected historical, technological and educational conditions in the context of the development of digital technologies. A comparison is also made between digital, information and media competences, current development trends and future trends. The differences and requirements between qualified media users and qualified users of information technology are becoming less and less distinct. The 3 generations of Media education-1.0, 2.0 and 3.0 were described. The main purpose of media education in the first phase of development, referred to as media education 1.0, was to develop not only critical thinking skills towards the media and media messages, but also-in a general sense-critical attitude and autonomy. Media 2.0 education can be discussed in connection with the dynamic development of the Internet and information and communication technologies, including social media, at the beginning of the 21st century. In the scientific discourse of recent years, the concept of "algorithmic culture" has appeared, originally defining a set of cultural artefacts that are software products, related to video games, and now describing the phenomenon in which the Big Data logic of large-scale machine learning algorithms change how culture is practiced, processed and understood (Gillespie, 2014). This stage of evolution of Media education could be identified as Media education 3.0. AI and VR and AR can accelerate teaching and learning processes through immersion, collaboration among users, realistic simulations and multi-channel communication. The topic is quite important and current in the context of changes in the education system at various levels and the challenges involved in preparing new programs.
... Buckingham, 2005); adolescents (e.g. Craig, 2003) and adults (e.g. Livingstone et al., 2005). ...
This article presents issues related to the evolution of media and media competences, a review and analysis of selected historical, technological and educational conditions in the context of the development of digital technologies. A comparison is also made between digital, information and media competences, current development trends and future trends. The differences and requirements between qualified media users and qualified users of information technology are becoming less and less distinct. The 3 generations of Media education - 1.0, 2.0 and 3.0 were described. The main purpose of media education in the first phase of development, referred to as media education 1.0, was to develop not only critical thinking skills towards the media and media messages, but also - in a general sense - critical attitude and autonomy. Media 2.0 education can be discussed in connection with the dynamic development of the Internet and information and communication technologies, including social media, at the beginning of the 21st century. In the scТОntТПТc dТscoursО oП rОcОnt вОars, tСО concОpt oП „alРorТtСmТc culturО” Сas appОarОd, orТРТnallв defining a set of cultural artefacts that are software products, related to video games, and now describing the phenomenon in which the Big Data logic of large-scale machine learning algorithms change how culture is practiced, processed and understood (Gillespie, 2014). This stage of evolution of Media education could be identified as Media education 3.0. AI and VR and AR can accelerate teaching and learning processes through immersion, collaboration among users, realistic simulations and multi-channel communication. The topic is quite important and current in the context of changes in the education system at various levels and the challenges involved in preparing new programs.
... This is particularly true of chat rooms where the average chat message is under 10 words. 11 10 widely used acronyms 10 There can be up to a dozen people in a chat room at one time engaging in the same conversation, so speed is essential. For users' reference, websites list hundreds of acronyms used in electronic communication. ...
Our spoken and written language is changing – and it is our
younger people, the “digital natives”, who are leading the way.
Our company McCrindle Research (www.mccrindle.com.au) is engaged
by some of Australia’s largest businesses to research emerging trends,
social shifts and generational changes. When we present the findings,
employers often ask about the changing use of language. From their
roles in advertising, human resources and public relations, as managers,
CEOs and parents, these business leaders often comment about youth
slang, expressing opinions and curiosity about the generational differences
of spoken and written English.
There’s a curiosity, particularly from the older generations. “What does
fully sick mean?” “Why can’t they spell?” “Whatever happened to the
good old handwritten letter sent through the mail?” are some of the
queries people have. Hopefully this book will help you understand what
is happening to language, and the ways different generations utilise it.
This book looks at language in 21st century Australia, how it is
changing, and the factors influencing change, not just the changing
communication styles of young people and the resulting communication
gap between generations. This is not an academic study, but a
guide to help readers understand the changes and find out what’s in
the minds of younger and older people, people who may be near and
dear to them but who often seem like aliens when it comes to communication.
... In general, these studies have moved beyond the identification of linguistic features, an approach adopted by much of early CMC research, to studying social issues associated with IM. For example, Craig (2003) and Baron (2005a) discussed IM in relation to the issue of language standards. Craig argued that IM language poses no threat to standard English; Baron also found that more experienced IM users tend to use fewer nonstandard features in their writing. ...
Written Communication 24 (3), 223-249, 2007
This study examines the factors influencing language and script choice in instant messaging (IM), a form of real-time computer-mediated communication, in a multilingual setting. Grounded in the New Literacy Studies, the study understands IM as a social practice involving texts, encompassing a range of literacy practices, within which a subset called “text-making practices” is highlighted in this article. Drawing on results from an analysis of chat texts, interviews, and logbooks collected from 19 young people, the author suggests that the text-making practices related to language and writing system choice are guided by the perceived affordances of the IM technology and the available linguistic resources. Seven ecological factors influencing these perceptions have been identified: perceived expressiveness of the language, perceived functions of IM , user familiarity with the language, user identification with the language, technical constraints of inputting methods, speed , and perceived practicality of the writing system. The author argues that these factors often co-occur in real use.
... Because of its unconventional nature, researchers have been interested in assessing the impact of IM on the academic performance of students who predominantly use it. As it stands, an examination of the relationship between IM language and formal academic language has revealed, to varying degrees, that IM language does not have a negative impact on formal language used in school (Fredriksson, 2015;Tagliamonte & Denis, 2008;Craig, 2003). Naomi Baron (2005, p. 31) argues that, "the shape of written language has always been much [sic] a product of social attitudes and educational values as of technology developments. ...
Advances in technology over the last few decades have led to significant changes in the way we communicate. Technological innovation has been one of the reasons for the development of computer-mediated communication (CMC), which has had far-reaching implications in the private and professional lives of many people. Instant messaging (IM), which is one form of computer-mediated communication, has significantly gained popularity over the years and many scholars have examined its influence in areas including business and academics. Initially developed to enhance communication between users who understood the same language, some IM clients including Wechat (www.wechat.com), QQ International (www.imqq.com), and Skype Translator (www.skype.com) have integrated a built-in translation application that facilitates communication among users that speak different languages. The current research project explores the relationship between machine translation, IM, and foreign language (FL) learning. In particular, it investigates whether machine-translated IM could improve the willingness to communicate (WTC) of beginner FL learners and whether the IM translation tool offers learners opportunities to communicate (OTC) in the FL. To answer these questions, China-based beginner FL learners were recruited and paired with native and near-native English speakers based in Canada. China-based participants completed two questionnaires and also exchanged (machine-translated) IM on selected topics with Canada-based participants for a period of ten weeks. Some China-based participants communicated with the help of the IM translation tool, while the others communicated without the tool. After analyzing the data gathered during the study, we found that WTC increased more for participants with the IM translation tool than for participants without the IM translation tool. Our analysis also indicated that the IM translation tool offered participants OTC in English. This was illustrated in various conversation aspects including number of words and turns exchanged, synchronous exchanges, ownership, conversation enhancement, topics discussed, tasks undertaken, and requests for paraphrase, repetition and explanation. In the discussion of the implications of our findings, we outline how the research project reinforced our understanding of the concept of WTC in a technology driven FL learning environment. We also discuss the implications of our findings for machine translation (MT), FL, and translation studies. Our discussion focuses on the debate on the tools to use and content to teach in the translator and FL training environments as well as various concepts in translation studies including MT quality, writing for MT, fit-for-purpose MT, collaboration and MT postediting. This project enables us to test the applicability of MT in a different context using a novel group of users. The project therefore contributes to ongoing research on the relationship between CMC (specifically IM), MT, and FL learning, as well as to our knowledge of applications and perceptions of MT.
... Utilizing some examples of English textese use found in the writing of university students in South Africa, the researchers suggest that this practice is leading to a greater prevalence of spelling errors as well as the use of informal language in inappropriate contexts, namely in formal writing. Highlighting the contradictory claims frequently encountered in this area of research, Craig (2003) comes to the opposite conclusion in his own theoretical analysis of the use of textese-like language in the IM practices of youth. Similarly to Crystal (2008), he suggests that language play, as an inherent part of using textese, is leading to improved literacy as well as the evolution of language. ...
An extensive amount of research has been performed in recent years into the widespread practice of text messaging in youth. As part of this broad area of research, the associations between youth texting and literacy have been investigated in a variety of contexts. A comprehensive, semi-systematic review of the literature into texting and literacy was conducted, with a particular focus on quantitative empirical studies. Media reports, teacher surveys, and qualitative studies were also taken into consideration as part of this wide-ranging examination of previous research into this phenomenon. There were no clear positive or negative links discovered between adolescent texting practices and literacy, with the research findings in this study area best summarized as mixed and inconclusive. More studies in this research area are required, especially of an experimental or longitudinal kind. In addressing the debate on the impact of texting on literacy, research analyses as well as media reports would benefit from a more balanced presentation of existing findings.
... Swartzlander (2010: vi) admits that "It is a language that has swept our world like a tsunami, in less than a decade." According to Craig (2003), Instant ...
This study seeks to examine the existence of Instant Messaging language phenomenon among female teenagers in some Jordanian private schools and its influence on their learning experience, mainly literacy. It also raises questions about the characteristics of textese as well as teachers' attitude towards their students’ use of SMS language in their academic writing. The methodology used in this study involves the descriptive and quantitative analysis of writings taken from 320 female teenagers in four different private schools in Amman, Jordan following National and International Programs as well as the responses to a questionnaire filled out by 100 EFL teachers. Upon the examination of these writings, it becomes clear that Instant Messaging language appears in students' writing, and teachers have reservations towards its use by their students in their writing. Data suggest that teachers should raise students' awareness of this issue to help them effectively control and enhance the influence of Instant Messaging on their academic writing.
... Although some research suggest that typespeak language of instant messenger, chat, or now Facebook wall messages are detrimental to language skill acquisition (Cingel & Sundar, 2012), other research argues that it does not pose any threat to development of language skills, especially those of literacy (Craig, 2003). We suggest that instructors prevent possible detrimental effects of type-speak language from influencing learners' language skills. ...
As Social Networking Sites have come to play a greater part in our lives, more and more people interact with each other in these environments. Because social networking tools have managed to attract billions of users worldwide, they have also drawn the attention of educators. As the largest social networking site, Facebook has captured the interest of educators and educational institutions, regardless of its desirable or undesirable effects on education settings. However, empirical research on the implications of how Facebook can be utilized in English as a foreign or second language (EFL/ESL) learning and teaching setting is limited. This issue needs further exploration to provide deeper insights and meaningful conclusions. This chapter focuses on the utility of a multicultural Facebook special interest group, FaceLearning, which was created by the authors to support the EFL/ESL learning and teaching. The research attempts to map the potentials and the concerns that arise from the perspectives of three instructors involved in the study to explore the value, role, and educational implications of Facebook for EFL/ESL settings.
... Chat-en sms-taal worden namelijk geregeld belangrijke factoren genoemd in de veronderstelde taalverloedering bij de jongste generatie. Die "moral panic" (Luke & Luke 2001: 100) heeft voornamelijk leerkrachten (Geertsema, Hyman & Van Deventer 2011) １ , ouders ２ , de politiek ３ en de populaire pers ４ in zijn greep (Craig 2003). Hun voornaamste bezorgdheid bestaat erin dat het "linguistic whateverism" (Baron 2002) uit chat-en sms-conversaties ook schooltaken zou binnendringen, onder de vorm van afkortingen, afwijkend hoofdletter-en interpunctiegebruik en emoticons. ...
Prototypical CMC features in Flemish teenagers’ chat language. The influenceof gender, age and medium
In the present study, the use of allegedly typical and mostly universal, genrebound chatspeak features is examined, such as leetspeak, acronyms, abbreviations and other shortening mechanisms. We investigate how common they actually are in a large written chat corpus (more than two million words),
produced by Flemish teenagers between 2007 and 2013. Moreover, we investigate whether their frequency correlates with the social variables gender and age and whether it depends on the medium in which the conversation takes place (synchrous Instant Messaging vs. asynchronous CMC). The quantitative analysis reveals no major impact of gender, despite it
receiving ample attention in recent CMC research. Age en especially medium, however, are pointed to as two significant determinants. Furthermore, the results call for a distinction between merely creative and playful chatspeak forms on the one hand and highly functional features on the other.
... To them the ability to stay connected with others is constant and communication between them takes many forms. Writing has taken on a new importance and plays a prominent role in the way they socialise, share information and structure their communication (Crystal 2008;Craig 2003). According to Winch et al (2006: xxxvi) (2002:179) central to all these changes are altering of the landscape of representation and communication. ...
The use of cellphones has increased all over the world. That invites many academics to
conduct research on the usage of these devices, especially by young people, since young
people join Social Network Sites (Facebook, Mxit, 2go, Whatsapp) and use a shorthand
language. Most studies are related to the use of English and other languages that are
recognised by computer software. There are few studies, if any, that have been done in
relation to the use of African Languages on these sites. This research therefore aims to seek
to explore the use of African Languages, especially isiXhosa, in assessing how technology
might help in language development through the usage of SNSs that learners already use to
equip them with educational material in their mother tongue.
This study was conducted in two high schools, Nogemane Senior Secondary School in a
disadvantaged and remote rural community with limited access to additional educational
material such as magazines, newspapers, and television. The school also lacks basic study
materials such as textbooks from the Education Department and they have no access to a
library and laboratory. They also only have very few subjects to choose from. Nombulelo
Senior Secondary School is in Grahamstown. This school has good infrastructure and
learners have access to different technological devices and they can access libraries. What is
common between learners in both schools is that they are all doing isiXhosa as a first
language and are using SNSs to interact with each other.
This study has found that learners enjoy using SNSs rather than reading the printed books.
Furthermore, they enjoy and prefer interacting in isiXhosa in their conversations. Learners
also use the web to post and show their creative writing, regardless of the shorthand form
writing they use on the SNSs. This study has found that learners are not well equipped with
basic isiXhosa skills when reaching the FET phase. They lack the understanding of standard
isiXhosa idioms and proverbs. That clearly means that they are equipped in the more modern
forms of literature rather than the traditional oral forms. IsiXhosa teachers also see SNSs as
the better platform to engage with learners and they suggest that there must be a section in the
subjects at school that teaches about cyber bullying and being safe online.
This thesis also presents examples of new and contemporary forms of SNS-speak that are
used by learners in both the rural and urban schools. This study is more concerned with SNSs
for literacy development and to assess whether the shorthand writing has negative or positive
effects in writing isiXhosa. This is done against the backdrop of a literature review which
vi
explores new literacies, computer mediated communication, social identity models as well as
language policy and planning.
... One of the most notable differences is its specific and informal shortened-form language, including abbreviations and the omission of auxiliary verbs and pronouns, which has developed over time due to the need to express oneself ''as quickly and efficiently as possible'' (Werry, 1996). However, there is still a fair amount of inconsistency in the more specific classifications of the various forms of CMC-specific language (Craig, 2003;Driscoll, 2002;Varnhagen et al., 2009). Due to the dispute over the appropriate categorization of IM language, we grouped into a single ''shorthand'' category all words and phrases encompassed by any of these three authors' different classifications. ...
... One of the most notable differences is its specific and informal shortened-form language, including abbreviations and the omission of auxiliary verbs and pronouns, which has developed over time due to the need to express oneself ''as quickly and efficiently as possible'' (Werry, 1996). However, there is still a fair amount of inconsistency in the more specific classifications of the various forms of CMC-specific language (Craig, 2003;Driscoll, 2002;Varnhagen et al., 2009). Due to the dispute over the appropriate categorization of IM language, we grouped into a single ''shorthand'' category all words and phrases encompassed by any of these three authors' different classifications. ...
This study analyzed how communication changes when people communicate with an intelligent agent as opposed to with another human. We compared 100 instant messaging conversations to 100 exchanges with the popular chatbot Cleverbot along seven dimensions: words per message, words per conversation, messages per conversation, word uniqueness, and use of profanity, shorthand, and emoticons. A MANOVA indicated that people communicated with the chatbot for longer durations (but with shorter messages) than they did with another human. Additionally, human-chatbot communication lacked much of the richness of vocabulary found in conversations among people, and exhibited greater profanity. These results suggest that while human language skills transfer easily to human-chatbot communication, there are notable differences in the content and quality of such conversations.
... Some consider Tweetspeak, the language of Twitter, to be "the voluntary cannibalism of standard English," among other charges (see, for example [3]). However, Twitter also receives praise for encouraging efficiency, creativity, and linguistic evolution [4,5]. Regardless of this debate, Twitter and DMC as a whole undoubtedly have a strong effect on language that also extends offline. ...
The popular social networking and microblogging service Twitter contains language that is very different from what is considered proper. This paper quantifies those linguistic differences between printed English and Tweetspeak using information-theoretic concepts. Letter-based n-gram entropies are calculated and compared to analagous data from two corpora of printed English to demonstrate that 1) Twitter's entropy is overall higher than that of printed English, and 2) individual users' entropies are on average higher the less conventional their language use is. The implications for digitally-mediated communication in general are also discussed.
... This figure increased to 93% among 16-24 year olds in the UK (National Statistics 2009). Young people are comfortable communicating and engaging in the virtual world and online applications become embedded into youth culture (Gross et al. 2002, Craig 2003, Boneva et al. 2006. Internet facilities are available in many places in the UK, such as private homes, work places, schools and most public libraries, and common online activities included emailing (91%), finding information (77%), downloading software (55%), and reading or downloading news or magazines (54%) (Office for National Statistics 2009). ...
There is an increasing interest in the use of stories in healthcare practice and education. However, there are few stories from young people concerning health and little is known about their views on sharing such stories on the Internet. The aim of this study was to explore young people's perspectives in this area. A qualitative method was used and a project website was purposely built to facilitate data collection. An online focus group with 13 young people was carried out in an asynchronous format. Participants valued highly the therapeutic effect of storytelling and the use of digital stories to share feelings and experiences with a wide range of audiences, suggesting that well-produced stories could be a useful learning resource. A number of concerns were also raised, including embarrassment, reaction of other people and online safety. Having stories available on the Internet can be beneficial; however, concerns especially about safety associated with Internet use and support for storytellers should be taken into consideration. A better understanding of young people's perceptions can provide valuable insights for future work with this age group on storytelling.
This study assesses the negative effect of social media text messaging on the Standard Written English of Nigerian undergraduates. Data is elicited from the written English of undergraduates from the three most popularly used social media websites in Nigeria; namely, Facebook, Whatsapp and Instagram. The data is analyzed using a simple percentage. The results are presented in tabular form. The study reveals that the use of social media text messaging prevalent on social media platforms has impacted negatively, the Standard of written English of Nigerian university undergraduates. The study further observes that the major areas of deviation found in the written English language of the undergraduates include: wrong punctuation, wrong spelling, breaking of concord/agreement rules, code-mixing and code-switching, etc. The study shows that to a large extent, the use of text messages has affected adherence to Standard written English of undergraduates in Nigeria. The study, therefore, recommends that urgent pragmatic measures are needed to curb the problem. Specifically, the study recommends the following measures as checks: to awaken the consciousness of the undergraduates to the importance of the use of the Standard English language in their communication; to urge the media to use its functions as a watchdog of society to sensitize the public and condemn the profuse use of social media text at the expense of the use of Standard English and to enlighten undergraduates to use Standard English in all forms of their formal communication to uphold the continued development of Standard English usage in the universities and society at large.
This descriptive research paper was conducted to find out the level of cellphone usage and the English academic performance of the AB English students of the Northern Iloilo Polytechnic State College, Estancia, Iloilo. The respondents were the 46 AB English students, 16 of which were the first year and 30 were the fourth year AB English students enrolled in the first semester AY 2018-2019, classified according to sex and year level. The statistical tools used were mean, frequency counts and percentage, t-test, Pearson r. The researcher made questionnaire underwent the validity and reliability testing. Researcher made questionnaire were classified into two parts: Part I, the personal data sheet which include the questions name, sex and year level. Part II has 30 item-cellphone usage questionnaire. It was generally found out that AB English students have always level of cellphone usage. In view of these findings, it can be concluded that the level of cellphone usage of the AB English students when taken as an entire group was always but when classified as to sex, female always used their cellphone while males used their cellphones sometimes. The study also showed that first year AB English students have sometimes level of cellphone usage while the fourth year AB English students always used their cellphones.
Social media have become effective tools for imparting English Language skills to the Engineering students. Smart phones and i phones have become necessary gadgets in the hands of the pupils. They have become indispensable in the academic arena. Words like download and upload, upgrade and update, install and uninstall, save and delete, tweet and re-tweet, like and dislike, log in and log out, etc. have become obligatory usage with the surging netizens today. The teacher as well as the student community is no exemption to it. The research further probes into the impact of social media in teaching and learning all the four skills of English language. The objective of this research paper is to forefront the fact that how effectively social media plays vital role aiding teaching and learning process especially imparting English Language skills to engineering students. Social media are changing the way of using the language especially compressing it through the usage of acronyms, abbreviations and emoticons and facilitating the communication to be fast and precise. However efforts should be made to see that the adverse impacts of social media do not weaken the pedagogy of English language teaching. This paper delineates how social media have become effective tools for imparting English Language skills to the Engineering students.
Com o advento dos telefones móveis inteligentes – ou smartphones – chega à sala de aula um novo recurso tecnológico. Com ou sem consentimento dos docentes, esses aparelhos são presença constante e inegável. Este trabalho apresenta os resultados de uma pesquisa online, realizada a partir de questionários, que se propôs a identificar como os estudantes universitários utilizam e percebem o uso dos smartphones em sala de aula, o que veem de positivo e negativo nisso e que sugestões podem dar à comunidade acadêmica que se depara com o fato irrefutável de que se trata de algo que veio para ficar.
In the era of transformative marketing, technology is deriving the businesses. As a result of recent decades technology advancement, we have witnessed exceptional developments within the technology of human activity. The focus of this study is on using instantaneous messaging to ease project management so as to obtain timely industry successful project results. A few understudies' extreme aversion that (IM), by acclimatized friendship of the commemoration with which deal can acknowledge and partake in on-line discussions, adds to an acknowledgment in arrangement interference.
Online messages often diverge from the standard language orthography: so-called textisms have become an indispensable part of youths’ written computer-mediated communication (CMC). This paper presents an in-depth corpus study of texts from four new media produced by Dutch youths: MSN chats, text messages, tweets, and WhatsApp messages. It is demonstrated that Dutch informal written CMC, as in other languages, is implicitly governed by orthographic principles. Relative frequencies of textism types in the corpus show how textisms are effectively used by Dutch youths. Textism types are classified here in terms of forms, operations, and, crucially, functions – the ‘SUPER-functions’: textisms can make orthography more Speechlike, Understandable, Playful, Expressive, or Reduced. Moreover, this study proves that preferences for textism types greatly depend on age group and medium. New media have their own combination of characteristics and constraints, while adolescents and young adults appear to have different perceptions on language use and spelling.
Generational issues are a perennial favourite. Analysing one’s
own generation and comparing it to the next is of great
interest to the media and the public alike. With more generations
coexisting than ever before – in the home, school,
workplace and marketplace – this interest has never been
more so than today.
Indeed, media coverage on the generations, particularly
the younger, emerging generations, abounds in an attempt
to appease our desire to better understand and engage with
each other: our employees, colleagues, students and children.
I am contacted almost daily – by the media, business
men and women, and parents – to talk about the generations.
With this saturation of media on the generations,
identifying what is fact and what is hype and conjecture can
be a challenge.
While some generational commentary reads much like
an astrological chart, genuine research-based generational
studies now form an important part of sociology.
Yet it is more than an academic discipline. The insights
and applications that flow from robust generational analysis
is of great value to business leaders, educators and parents.
Generational segmentation, like any professional discipline,
is only useable when conducted by experts.
Abstract
This article deals with the peculiarities of lyrical aspects in Shakespeare’s drama. The work aims to identify the lyrical beginning in Shakespeare's dramas and to discover the lyrical aspects in "King Lear" tragedy. The analysis of lyrical expression in Shakespeare’s drama lets to identify a set of certain stylistic principles, text structures, a special type of an emotional character and a specific type of the plot, through which the lyricism in Shakespeare’s tragedy “King Lear” is expressed.
Workplace discourse analysis and computer-mediated discourse analysis have gathered momentum in the broad field of applied linguistics, but analysts have rarely empirically studied workplace discourse and computer-mediated communication simultaneously from a socio-constructionist perspective. Studies of the former have tended to explore face-to-face workplace interaction in non-Asian settings, while studies of the latter have centered on interpersonal and public communication contexts. However, the reality is that the use of digital devices, especially instant messengers, has become a trend in backstage communication in the workplace, including the small-sized enterprises in Sino-settings. This research hence aims to explore how the professionals in three Hong Kong white-collar organizations interact in Windows Live Messenger, Tencent QQ, and Facebook Chat for various transactional and relational purposes. Drawing upon Etienne Wenger's Communities of Practice framework (1998) and James Gee's model of discourse analysis (2011), the study analyzes the participants’ instant messaging chat logs supplemented with interview data, especially concentrating on how their humor and small talk took place functionally and creatively in such a computer-mediated work environment. Results indicate that these discursive strategies contain many fundamental features of Netspeak (e.g., the use of emoticons, non-standardized punctuation) that differentiate themselves from the counterparts in face-to-face settings, and that these speech events co-occur with the utilization of the general and specific instant messenger interfaces. The computer-mediated humor and small talk instances also activate various new dimensions to the reform of identity and the negotiation of power in the workplace. Further discussions reveal that these phenomena have facilitated sheer discourse processes in workplace communication, including the tendency to relational talk vis-à-vis business talk, the circulation of intertextual and multimodal meanings, the regression of social etiquette, the emergence of heteroglossic identity, and the amplification of individual intellectuality, linguistic competency, abilities of information access, and skills of information technology. It is concluded that humor and small talk in workplace instant messaging are socio-computational products of national cultural preferences, community norms, colleagues’ personal experience and preference of usage, and that they are informal, interpersonal, multidimensional tools for achieving organizational goals in the long run. It is also argued that the gendered and colloquial, individual and professional characteristics of humor and small talk in workplace instant messaging normally coalesce a fluctuating state of turbulence of workplace identity, and that the discursive strategies often visualize and symbolize the intellectual capital and personal aptitudes for controlling technology of a colleague. This dissertation not only provides insight into workplace discourse analysis and computer-mediated discourse analysis, but also projects novel knowledge, viewpoints, and implications to white-collar practitioners in Hong Kong, if not other career fields and societies.
Customer service using web-chat is fast becoming a popular global channel for sales, service and product support, particularly with younger generations, and businesses predict that this form of customer service will soon supersede telephonic support for sales and customer support. However, there are challenges in the quality of customer service web-chat communication exchanges, particularly in outsourced destinations in Asia where English is used as a second language, but to date, little applied linguistic and business management research has been done on the nature of these exchanges. This article provides an exploration into the issues faced by management and the agents in a Manila-based contact centre using web-chat, and includes an analysis of a data set of 44 authentic web-chat scripts, with an in-depth analysis of 3 taken from this large American telecommunications account. Given that the contact centres put very high value on relationship building, they have regulated for web-chat agents to engage the customer in exactly the same way as they would in spoken interaction on the phone, resulting in multiple back and forth exchanges. The impact of this requirement is investigated by analysing the way 44 web-chat texts unfold in defined generic stages compared to voice calls; these are then evaluated from a linguistic as well as a business point of view. A further in-depth analysis of 3 web-chats from the data set reveals other interesting linguistic characteristics of this kind of exchange.
Recent decades have seen an explosive growth in computer-mediated communication (CMC). Since the language used in CMC can deviate from standard language conventions, concerns have been expressed that CMC may degrade youths' reading, writing, or spelling skills. However, before studying the possible impact of CMC on traditional literacy, the ways in which 'CMC language' differs from the standard language need to be established. This article discusses the first findings of an ongoing large-scale corpus study examining the register of written CMC of Dutch youngsters between the ages of twelve and twenty-three, revealing how their CMC language differs from Standard Dutch in various dimensions of writing. The focus here is on a salient orthographic feature, namely the use of textisms (unconventional spellings). A range of CMC modes was investigated, including instant messages, text messages, and microblogs. It is shown that the extent to which CMC users deviate orthographically from the standard language and the degree to which they use particular textism types depends both on CMC mode and on individual user characteristics such as age.
This article reviews empirical studies published in the last decade on the effects of text messaging and instant messaging on literacy to determine whether they positively or negatively affect literacy. Although the majority of studies found a positive correlation between texting and/or instant messaging and literacy, others found a negative correlation, while still others report conflicting findings or no significant correlation at all. The studies reveal that literacy scores may correlate differently with frequency of texting, use of textese/textisms and knowledge of textisms; that there may be different correlations for reading, writing and spelling; and that the correlations may differ for formal and informal writing. The mixed results could also be caused by differences in the designs and populations of the studies. In addition, the correlational analyses conducted in most of the studies do not warrant conclusions about causality. All this suggests that there is a need for further research, preferably longitudinal studies with experimental intervention, on the relationship between text messaging or instant messaging and literacy.
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