Is textese a threat to traditional literacy? Dutch youths’ language use in written computer-mediated communication and relations with their school writing (original) (raw)
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Linguistic characteristics of Dutch computer-mediated communication: CMC and school writing compared
Proceedings of the 4th Conference on CMC and Social Media Corpora for the Humanities, 2016
Computer-mediated communication has become essential in many youths' lives. Because language in CMC frequently deviates from standard language norms, it is feared to harm youngsters' traditional literacy skills. To determine if and, if so, how social media affect their writing skills, we first need to establish how CMC actually differs from the standard language. This paper presents findings of a study comparing CMC texts and school essays by youths from the Netherlands. Linguistic analyses were done with T-Scan, software specifically designed for Dutch texts. A range of lexical measures (lexical diversity, 'special' words, lexical density, ellipses) and syntactic measures (dependency lengths, subordinate clauses, sentence length, D-level) were studied. Results reveal that in comparison to their school writings, Dutch youths' computer-mediated communication is syntactically less complex, contains more omissions, and is lexically more diverse, different, and dense. These youths thus employ different registers in the writing contexts of CMC and school.
York Papers in Linguistics, PARLAY Proceedings, 2015
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.
Relationships between Dutch Youths' Social Media Use and School Writing
Computers & Composition, 2020
Many youths are hooked on social media nowadays. Because computer-mediated communication (CMC) often deviates from standard language norms, it is feared to hurt literacy. A large-scale empirical study was conducted to examine whether social media affect school writings. 400 Dutch youths of different educational levels and ages participated; the data of 338 youths were used. We analysed whether relationships could be found between their self-reported social media use, as measured via extensive questionnaires, and the writing quality of their essays. We found more positive than negative associations between participants' CMC use and their school writing. Results revealed that passive engagement with CMC, by heavy reliance on mobile phone and consumption of social media messages, might hinder writing skills, but active and creative language production in CMC-via various genres, from an early age, with many people, and including textisms-might help develop writing skills. Educational level turned out to be a relevant demographic factor in relationships between CMC and literacy: (pre-)vocationally or 'lower' educated youths' school writing was most at risk of being affected, but could also benefit most from social media. The present study thus suggests that social media are not merely negatively associated with school writing.
Textese And Writing Skills: Aid Or Interference For High School Learners Of English?
2018
Rapid development in technology has changed the life of many people around the world. Yet no aspect of human experience has been impacted in unprecedented ways like communication. Increasingly integrated social space has meant that billions of people must reach out to one another easily, efficiently and fast. Regarding exchange of messages, texting has emerged as the quickest means. It is also the most frequently used service because it is easy and rapid, which explains why texting is widespread in nearly every part of the world today (Horstmanshof and Powel 2005). Abstract: There seems to be no end to the debate about whether textese positively or negatively affects writing skills of high school learners of English. For instance, Carrington (2005:171) observes that “text messaging „infects‟ Standard English...leading to lower scores on written examinations”. Plester, Wood and Joshi (2009) similarly found evidence that text literacy is positively associated with Standard English lit...
Cognizance Journal of Multidisciplinary Studies (CJMS), 2024
Textese is a type of informal writing that uses abbreviations, acronyms, and simplified spellings commonly found in text messages and online chats. This study aimed to determine the effects of textese on language skills among Senior High School students at Siargao Island Institute of Technology. Specifically, the research examined the influence of textese on students' spelling, grammar, reading, and writing skills, and explored whether these effects varied based on students' age, sex, academic strand, and frequency of textese use. A quantitative approach was adopted, with 100 students selected via purposive sampling. Data were collected through a validated questionnaire and analyzed using descriptive and non-parametric statistical methods. Results indicated that age and academic strand significantly influenced spelling skills, while no significant differences were found in grammar, reading, or writing skills when grouped by sex. The frequency of textese use significantly affected all four language skills, with higher textese usage linked to greater perceived impacts. Descriptive analysis showed that textese had the most substantial influence on writing skills, followed by spelling, grammar, and reading. Correlation analysis revealed moderate positive relationships among all language skills, suggesting their interrelated nature. The study concluded that textese primarily impacted students' writing skills, highlighting the need for interventions to help students distinguish between informal textese and formal academic writing. Recommendations included targeted educational programs that reinforced language standards and policies aimed at balancing textese use with the development of traditional writing skills. Further research was encouraged to explore the cognitive and sociocultural factors underlying the effects of textese on language skills, particularly spelling and writing abilities.