A case study of contextual and individual factors that shape linguistic variation in synchronous text-based computer-mediated communication (original) (raw)
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Synchronous online chat English: Computer‐mediated communication
World Englishes, 2005
This study aims to investigate the linguistic features of e-English, relying on a large corpus of authentic IRC and Yahoo Messenger chat sessions (both public and private). The study concludes that economy is a salient attribute of e-English. Among the other major linguistic features that were detected in this study are: sentences are characteristically short and simple, many words are distorted and truncated in familiar and unfamiliar ways, abbreviations and acronyms are widespread, and taboo words very likely to occur in most chat sessions (especially in public ones). One more major finding is that e-English can be viewed as unclassifiable as either written or spoken language despite the written medium wherein it occurs.
Defining the Nature of Online Chat in Relation to Speech and Writing
English Language & Literature Teaching, 2006
Style is considered a pivotal construct in sociolinguistic variation studies. While previous studies have examined style in traditional forms of language such as speech, very little research has examined new and emerging styles such as computer-mediated discourse. Thus, the present study attempts to investigate style in the online communication mode of chat. In so doing, the study compares text-based online chat with speech and writing. Online chat has been previously described as a hybrid form of language that is close to speech. Here, the exact nature of online chat is elucidated by focusing on contraction use. Differential acquisition of stylistic variation is also examined according to English learning background. The empirical component consists of data from Korean speakers of English. Data is taken from a written summary, an oral interview, and a text-based online chat session. A multivariate analysis was conducted. Results indicate that online chat is indeed a hybrid form that is difficult to delineate from speech and writing. Text-based online chat shows a somewhat similar rate of contraction to speech, which confirms its hybridity.. Lastly, some implications of the study are given in terms of the learning and acquisition of style in general and in online contextual modes.
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Language Learning & Technology, 2005
Despite the expanded use of the Internet for language learning and practice, little attention if any has been given to the quality of interaction among English L2 speakers in conversational text or voice chat rooms. This study explored the patterns of repair moves in synchronous non-native speaker (NNS) text chat rooms in comparison to voice chat rooms on the Internet. The following questions were posed: (a) Which types of repair moves occur in text and voice chats; and (b) what are the differences, if any, between the repair moves in text chats and voice chats when time is held constant? Repair moves made by anonymous NNSs in 10, 5-minute, synchronous chat room sessions (5 text-chat sessions, 5 voice-chat sessions) were counted and analyzed using chi-square with alpha set at .05. Significant differences were found between the higher number of total repair moves made in voice chats and the smaller number in text chats. Qualitative data analysis showed that repair work in voice chats was often pronunciation-related. The study includes discussion that may affect teachers' and learners' considerations of the value of NNS chat room interaction for second language development. LANGUAGE LEARNING VIA INTERACTION AND REPAIR MOVES Social interaction is essential to language learning, according to the arguments presented by studies based in the communicative approach to language teaching (see, e.g.
2011
This article is a preliminary study that analyses how 14 Students of English from the UEM Lab interact in a controlled virtual environment doing synchronous computer-mediated communication (SCMC) exercises. In the past decades controlled virtual environments have increasingly gained more importance in education, especially since -as Presky defines themthe appearance of “digital natives”: individuals who have implemented technology in their communication processes from a very early age, mainly born in the late 80s and 90s. In order to carry out this research, the Students were paired up and given tasks that they had to complete using Messenger. Once the online-task was completed, they were given a satisfaction survey to measure their degree of comfort and interest when approaching online interactions in SLA classes. These surveys confirmed that Students feel less intimidated and exposed when doing collaborative online tasks than when face to face interactions take place. These data o...
This study explores social interactive features of synchronous computermediated communication (CMC)-commonly known as "chat"-as such features unfolded in real time and developed over a nine-week period in two fourth-semester college Spanish classes. The study invoked the Vygotskian sociocultural theoretical framework and employed discourse analysis as a research tool to describe and explain outstanding features of chat room communication. Specific interactional features examined are intersubjectivity, off-task discussion, greetings and leave-takings, identity exploration and role play, humor and sarcasm, and use of the L1 (English). Through these communicative behaviors, learners appropriated the chat room environment, transforming it into a learner-centered discourse community governed by communicative autonomy and the use of language and discourse functions that go beyond those encountered in the typical L2 classroom.
Computer-mediated Communication (CMC) in Foreign Languages: a study
This report examines students' engagement with Computer Mediated Communication (CMC) in foreign languages (FL), more specifically asynchronous written communication between non-native speakers mediated by VLE based tools, a distinct coursework element of the Final Year Spanish module (BAIB / BAIEM. Firstly, it considers the strengths and opportunities of CMC (Blake 2008) as well as keys for its integration in the FL class . Secondly, it explores strategies implemented for increased participation and analyses their impact from data collected from four separate students groups. Finally, it offers recommendations for practitioners willing to integrate interactive written communication in their modules.
THE IMPACT OF TEXT-BASED ONLINE CHAT ON ORAL FLUENCY AND GRAMMATICAL ACCURACY
New Trends in Learning and Teaching Speaking Skills. Cambridge Scholars. , 2024
The aim of this paper is to present a study that has been carried out in order to determine the impact of using online written chat in oral fluency and grammatical accuracy in advanced learners of Spanish as a foreign language. Based on complexity theory and taking into account cognitive, neurological and psychological approaches to language learning and acquisition, the study explores two main questions: On the one hand, whether the use of written online chat improves oral fluency and accuracy and, on the other hand, whether online written chat favored noticing, collaboration and scaffolding according to a constructivist conception of learning. In order to do address the first question, students participated in a written online chat prior to assessed face-to-face (FTF) debates. Participation in written chats was organized in alternate weeks so that marks obtained by individual students for oral fluency and accuracy in FTF after prior rehearsal in written chat and without prior rehearsal could be compared. The second research question has been explored through analysis of the transcripts of the online written chats. The study found that marks obtained for oral fluency and grammatical accuracy were slightly higher in those weeks in which students had taken part in online written chats before the FTF debate. As far as the analysis of chat conversations is concerned, the study shows different instances of collaboration and noticing of complex structures in the transcripts of the chats.
Interactional Modifications in Internet Chatting
IGI Global eBooks, 2011
Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively participate in communication using the target language, to notice inter-language gaps in their language production, and to negotiate meaning by the use of interactional modifications (IMs). The use of certain types of communication tasks also seems to play an important role in how to increase the quantity and quality of interactions among learners. Such a role is believed to affect the effectiveness of language acquisition. This chapter reports the findings of a study that investigates Internet chatting interactions between 28 college-level Indonesian non-native speakers (NNSs) of English using two different communicative language tasks, a jigsaw task and a decision-making task, which are believed to facilitate language acquisition. The main aim of this chapter is to discuss how the differences in tasks may generate different frequencies and types of IMs, as well as the possibilities of employing the results of the study in a classroom environment. introduction In recent years, the growth of the Internet and the availability of various computer programs that facilitate online communication have been utilized to facilitate language production of second/foreign language learners. Studies on computer-mediated communication (CMC)
2014
This study explores social interactive features of synchronous computer-mediated communication (CMC)—commonly known as “chat”—as such features unfolded in real time and developed over a nine-week period in two fourth-semester college Spanish classes. The study invoked the Vygotskian sociocultural theoretical framework and employed discourse analysis as a research tool to describe and explain outstanding features of chat room communication. Specific interactional features examined are intersubjectivity, off-task discussion, greetings and leave-takings, identity exploration and role play, humor and sarcasm, and use of the L1 (En-glish). Through these communicative behaviors, learners appropriated the chat room environment, transforming it into a learner-centered discourse community governed by communicative autonomy and the use of language and discourse functions that go beyond those encountered in the typical L2 classroom.