The Internet is the fourth revolution in human history coming after language, writing, and print. It paved the way to online communication. This form of communication provides EFL learners with more opportunities to practice the English... more
The Internet is the fourth revolution in human history coming after language, writing, and print. It paved the way to online communication. This form of communication provides EFL learners with more opportunities to practice the English language with each other or even with native speakers outside the boundaries of traditional classroom. Online communication modalities have developed rapidly to be easily used as long as there is an access to the Internet. Texting is the common feature of this use. However, the popularity of texting among young learners can affect their literacy; especially with the use of textisms (e.g., abbreviations, nonstandard spelling). Thus, there is a persistent need for empirical evidence to be with or against the use of online communication.
The use of Instant Messaging (IM) applications on the mobile phones of the youth has become inextricably attached to their everyday lives. Students on university campuses cannot leave their mobile phones behind for a minute because of the... more
The use of Instant Messaging (IM) applications on the mobile phones of the youth has become inextricably attached to their everyday lives. Students on university campuses cannot leave their mobile phones behind for a minute because of the importance they attach to the use of IM applications. This paper investigated how the use of abbreviations in IM affects the writing of Standard English language of learners of English as a second language. A sample of 150 students in their 3rd and 4th years at Kenyatta University was used. The study also interviewed a lecturer on the problem. While students indicated that the IM usage does not do any harm to their formal English writing, a faculty member disagreed. It was recommended that awareness should be created through seminars and lectures to bring the issue to the fore for students. This would help students to be cautious of the use of IM.
Conclusió de Bach i Costa Carreras (2020): “Creemos que este trabajo y la propuesta que en él hacemos […] servirá de estímulo a líneas de investigación futuras que permitan dilucidar si los resultados a los que hemos llegado son... more
Conclusió de Bach i Costa Carreras (2020): “Creemos que este trabajo y la propuesta que en él hacemos […] servirá de estímulo a líneas de investigación futuras que permitan dilucidar si los resultados a los que hemos llegado son aplicables” (Bach i Costa Carreras: 2020, 588). En el meu cas, a un altre model de variació lingüística. Confio que la meva presentació serà l’inici d’un dels estudis que “en este campo permitirán delimitar mejor la cabida de este género en el continuo entre la oralidad y la escritura” (Bach i Costa Carreras: 2020, 588). Bach i Costa Carreras (2020): Al·lusió mediada a través de la citació de Giraldo Giraldo (2018) a Koch i Oesterreicher (2007 [1990]), creadors de la “lingüística de les varietats alemanya” (LVA). Malgrat ser analitzada per Castellà (2001), tesi dirigida per Payrató: desconeguda en els estudis de variació sobre el català. Fins on jo sé, només Costa Carreras (2020) i Pradilla (2021) l’han presentat com un model molt interessant d’anàlisi per al català. En la tradició alemanya (fins i tot en la romanística; Brumme) i en els estudis de variació en espanyol (traducció d’aquest llibre) és un model molt utilizat.
