Non-standard capitalisation and vocal spelling in intercultural computer-mediated communication

Corpora ◽  
2016 ◽  
Vol 11 (1) ◽  
pp. 63-82 ◽  
Author(s):  
Yen-Liang (Eric) Lin
Keyword(s):  
Intercultural Communication ◽  
Computer Mediated Communication ◽  
Discussion Board ◽  
Corpus Analysis ◽  
Mediated Communication ◽  
Part Of Speech ◽  
Computer Mediated ◽  
Lower Case ◽  
Python Programming ◽  
Electronic Discussion Board

This study reports on a corpus analysis of samples of Computer-Mediated Communication (CMC) on an electronic discussion board among a group of British and Taiwanese adolescents, paying specific attention to the most distinctive cues of CMC: non-standard capitalisation and vocal spelling. I evaluate a newly developed corpus of online discussion, the British and Taiwanese Teenage Intercultural Communication Corpus (BATTICC). I used Python programming to calculate all the instances of non-standard capitalisation (specifically, all upper-case words and the use of lower case instead of upper case) and vocal spelling from the corpus, and I also applied Wmatrix to identify the semantic and part-of-speech fields of all these instances. Moreover, initial quantitative analysis was employed to inform further qualitative analysis to identify the pragmatic functions of cues in this intercultural context. It was evident that the CMC cues perform important interpersonal functions, and the analysis demonstrates different preferences by the participants for different purposes.

scholarly journals Catch 22: The Paradox of Social Media Affordances and Stigmatized Online Support Groups

2020 ◽  
Vol 6 (4) ◽  
pp. 205630512098447
Author(s):  
Daphna Yeshua-Katz ◽  
Ylva Hård af Segerstad
Keyword(s):  
Social Media ◽  
Support Groups ◽  
Computer Mediated Communication ◽  
Research Literature ◽  
Discussion Board ◽  
Online Support Groups ◽  
Post Traumatic Stress ◽  
Mediated Communication ◽  
The Public ◽  
Computer Mediated

This study highlights the challenges of computer-mediated communication for vulnerable individuals and groups, by studying boundary work in stigmatized communities online. Five stigmatized online communities with different affordances were studied: (1) “pro-ana” blogs; (2) an infertility discussion board; (3) a Facebook group for bereaved parents; and (4) two WhatsApp groups for Israeli veterans of war with post-traumatic stress disorder. In-depth interviews with members and administrators ( n = 66) revealed that social media affordances such as low anonymity and high visibility may marginalize those living with stigma. While research literature applauds social media for allowing the formation and maintenance of social capital, our study highlights the paradox caused by these very same affordances. To offer safe and functioning environments of support, the communities must guard against impostors whose presence threatens their safe havens. Simultaneously, this may make these groups inaccessible to those who truly need support and remove such groups from the public eye.

Interactions Online

2011 ◽  
pp. 1259-1267
Author(s):  
Susan Wegmann
Keyword(s):  
Online Courses ◽  
Computer Mediated Communication ◽  
Discussion Board ◽  
Mediated Learning ◽  
Online Classes ◽  
Mediated Communication ◽  
Course Content ◽  
Writing Theory ◽  
Computer Mediated ◽  
Teachers And Students

Success in online courses depends on quality interactions (Li & Akins, 2005; Shovein, Huston, Fox, & Damazo, 2005; Vrasidas, 2002). Interaction is “a continually emerging process, as communication in its most inclusive sense” (Simpson & Galbo, 1986). Pena-Shaff, Altman, and Stephenson (2005) found that students who interact more in online classes tend to feel a greater amount of satisfaction and even engage more deeply in course content. In fact, recent studies have shown that the most efficient computer-mediated learning occurs when teachers and students assume a connected stance (Wegmann, 2006; Wegmann & Mc- Cauley, 2007), or one in which students and teachers participate in the following types of behaviors online: initiate personally meaningful questions about the text, wonder, or initiate unique topics for discussion. The following reports on one study that analyzed students’ discussion board interactions, surveys of students’ perceptions, and e-mail interviews of selected participants. Following is a discussion of three areas of literature pertinent to the study: nature of interactions, computer-mediated communication, reading and writing theory.

The Multitasking Audit Environment: The Effect of Alternative Modes of Communication on Team Performance

2021 ◽  
Author(s):  
Juergen Sidgman ◽  
Veena Brown ◽  
Joseph F. Brazel
Keyword(s):  
Team Performance ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Discussion Board ◽  
Discussion Boards ◽  
Mediated Communication ◽  
Considerable Evidence ◽  
Face To Face ◽  
Computer Mediated

Despite the considerable evidence suggesting multitasking reduces performance, multitasking is unavoidable and pervasive in the audit setting. Members of engagement teams are often required to work on multiple engagements simultaneously and their work on one engagement is frequently interrupted due to the demands of another engagement. In hopes of facilitating multitasking, engagement team communications have extended beyond face-to-face interactions to computer-mediated communication technologies. However, little is known about the performance of multitasking teams under these alternative modes of communication (face-to-face, discussion board, and chatroom). Our study demonstrates that, when multitasking, the performance of audit teams communicating face-to-face is greater than the performance of teams using computer-mediated communication. While we expected enhanced team performance with discussion boards, additional analyses reveal that participants’ familiarity with, and preference for, chatroom features (which are similar to texting) may have offset the benefits prior studies have attributed to discussion boards (which are similar to emailing).

scholarly journals Tarpkultūrinė komunikacija ir internetas: tarpkultūrinės komunikacijos vaidmuo interneto bendruomenėse

2008 ◽  
Vol 45 ◽  
pp. 22-34 ◽  
Author(s):  
Maciej Kałuża ◽  
Ewa Golik
Keyword(s):  
Intercultural Communication ◽  
Computer Mediated Communication ◽  
Role Playing ◽  
The Internet ◽  
Internet Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Role Playing Games ◽  
Group Cooperation ◽  
Computer Mediated

Straipsnyje pateikiama tarpkultūrinės komunikacijos, egzistuojančios interneto bendruomenėse, analizė, atlikta bendradarbiaujant su grupės MMORPG (angl. Massive Multiplayer Online Role Playing Games) nariais. Šio tyrimo tikslas buvo parodyti, kad interneto bendruomenės linkusios turėti gana išvystytas organizacines struktūras, įgalinančias jų narius dirbti kartu atliekant intelektines užduotis. Nors MMORPG tradicinė akis į akį komunikacija yra pakeičiama kompiuterių perduodama komunikacija (angl. computer mediated communication), vis tiek galima pamatyti, kaip formuojasi specifinės grupės kultūra. Tyrimo metu nustatytas dar vienas svarbus veiksnys – interneto bendruomenėse, kurias sudaro MMORPG nariai iš skirtingų kultūrų, pasaulio religijų, matyti, kad kultūriniai jų sąveikos aspektai ne tik atsiskleidžia iš jų veiksmų, bet taip pat turi didelę įtaką žaidėjo elgsenai ar grupės organizavimui. Ilgo bendradarbiavimo veiksnys rodo, kad tarp žaidėjų, priklausančių MMORPG, yra susiformavusių specifinių komunikacijos formų ir integruojanti grupės kultūra.Intercultural communication and the Internet. The role of intercultural communication in Internet societiesMaciej Kałuża, Ewa Golik SummaryThe subject of our paper is an analysis of intercultural communication, in Internet societies, concentrated on group cooperation in MMORPGs (Massive Multiplayer Online Role Playing Games). The main purpose of our study was to show that Internet societies tend to have a highly developed structure of organization, enabling them to work together on very sophisticated tasks. Even though in MMORPGs a traditional face-to-face communication is replaced by the computer-mediated communication, we can still observe emergence of specific group cultures as defined by traditional sociology. Also, a rather important factor is that due to the fact that the Internet societies found in MMORPGs are made up of players from different cultures, world regions, the cultural aspect of their interaction is not only visible in their actions, but also tends to have a strong influence on players’ behaviors and group organization. The fact of a long cooperation among players playing the MMORPGs also results in a very specific form of communication and a highly complex in-group culture.Key words: Internet, communication, group, organization, structure

Emerging Feedback in Two Asynchronous ESL Writing Forums

2011 ◽  
pp. 342-360 ◽  
Author(s):  
Stella K. Hadjistassou
Keyword(s):  
Computer Mediated Communication ◽  
Discussion Board ◽  
Esl Writing ◽  
Mediated Communication ◽  
Writing Assignments ◽  
Computer Mediated ◽  
Writing Course ◽  
Personal Experiences ◽  
Writing Genres ◽  
Esl Learners

This study reports on a culturally-transforming group activity using asynchronously-mediated forums on the “discussion board” of Blackboard Academic Suite. Seventeen English as a second language (ESL) learners enrolled in a university-level writing course used the discussion board to engage in asynchronous collaborative forums where they presented and shared their paper topics and personal experiences, offered suggestions to their peers, and raised critical questions that were meant to help their peers think more critically about the assigned writing genres and their selected paper topic. The data suggest that participation in asynchronous computer-mediated communication (ACMC) forums can help students develop a deeper understanding of the writing assignments and encourage them to implement describing and narrating strategies to provide feedback to their peers. Students can also gradually produce feedback that is more complex, constructive, and challenging to their peers and begin improving their writing skills by developing more formal, sophisticated and complex language.

scholarly journals Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences

2009 ◽  
Vol 10 (1) ◽  
Author(s):  
Jason Rhode
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Discussion Board ◽  
Online Course ◽  
Mediated Communication ◽  
Specific Circumstance ◽  
Computer Mediated ◽  
Rich Media

This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.

scholarly journals Corpus Analysis of Russian and English Resources in Vilnius Adolescents’ Speech

2015 ◽  
pp. 1-32
Author(s):  
Inga Vyšniauskienė
Keyword(s):  
Popular Culture ◽  
Computer Mediated Communication ◽  
Corpus Analysis ◽  
Functional Categories ◽  
Mediated Communication ◽  
Functional Variation ◽  
Computer Mediated ◽  
Corpus Data ◽  
Language Corpus ◽  
Dynamic Interplay

This paper presents the quantitative analysis of Russian and English resources in Vilnius adolescents’ language. The analysis draws on Vilnius Adolescents’ Language Corpus data, documenting the linguistic practices of 10–16 year old adolescents from differently socially and ethnically marked Vilnius neighbourhoods. The research has revealed strong correlation between ethnic marking of Vilnius neighbourhoods and both frequency as well as lexico-functional variation of Russian resources. Creativity, playfulness, situational strategic use of Russian resources characterize the language of adolescents from ethnically marked neighbourhoods. In contrast, Russian resources among adolescents in ethnically unmarked neighbourhoods have been limited to slang and swearing. In addition, Russian resources may correlate with such values as toughness and masculinity as they were twice more frequent among boys (from ethnically unmarked neighbourhoods) than girls. English resources are available to adolescents through computer-mediated communication, popular culture. Accordingly, the frequency of English resources and lexico-functional categories are similar among adolescents irrespective of the ethnic marking of the district. Generally, Vilnius adolescents’ practices of using Russian and English resources can hardly be described as one system. It is rather an open, dynamic interplay of different sub-systems having their internal organization, norms, which correlate with gender or ethnic marking of Vilnius neighbourhoods.

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