Sound Symbolism of Contemporary Communication: Croatian Imitative Expressions in Computer-Mediated Discourse

2018 ◽  
pp. 91-110
Author(s):  
Jana Jurčević
Keyword(s):  
Sound Symbolism ◽  
Computer Mediated ◽  
Mediated Discourse

scholarly journals PENGEMBANGAN MODEL ANALISIS RELASI BAHASA DAN INTERNET BERBASIS PARADIGMA CMDA (COMPUTER MEDIATED DISCOURSE ANALYSIS)

2018 ◽  
Vol 17 (2) ◽  
pp. 169
Author(s):  
Aceng Ruhendi Saifullah
Keyword(s):  
Discourse Analysis ◽  
State Of The Art ◽  
The State ◽  
The Internet ◽  
Internet Relationships ◽  
Communication Situation ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
The Media ◽  
Development Of Language

Dalam dekade terakhir, kajian tentang  relasi bahasa, media, dan teknologi komunikasi telah menjadi kajian lintas disiplin yang menarik  perhatian para ahli dari berbagai disiplin ilmu. Lebih khusus, dalam kaitannya dengan kajian wacana  di Internet, penggunaan bahasa di Internet  dipandang sebagai pertanda lahirnya “new genre” sekaligus sebagai the state of the art dalam kajian wacana, yang dikenal sebagai kajian computer mediated discourse analysis (CMDA).  Dalam konteks perkembangan itu, kajian ini dimaksudkan untuk merumuskan model  analisis relasi bahasa dan Internet berbasis CMDA. Pertanyaannya, “sejauh mana paradigma CMDA  dapat dirumuskan sebagai model pengembangan analisis relasi bahasa dan Internet. Kajian ini menemukan, bahwa ragam bahasa di Internet tidak sepenuhnya menunjukkan ciri-ciri ragam tulis, akan tetapi cenderung menunjukkan ciri-ciri “ragam lisan yang dituliskan”. Di samping itu, ditemukan pula, bahwa konteks media dan konteks situasi komunikasi tampak berpengaruh secara signifikan dalam menentukan makna suatu tuturan di Internet.  Dengan demikian, paradigma CMDA dalam kajian wacana di Internet tampak relevan digunakan, terutama untuk mengindentifikasi ragam bahasa dan makna tuturan di Internet.Kata kunci: konteks media; konteks situasi komunikasi; Internet; computer mediated discourse analysis (CMDA)In the last decade, the study of language relations, media, and communications technology has become an interdisciplinary study that attracts the attention of experts from various disciplines. More specifically, in relation to the study of discourse on the Internet, the use of language on the Internet is seen as a sign of the birth of "new genre" as well as the state of the art in discourse studies, known as computer mediated discourse analysis (CMDA). In the context of this development, this study is intended to formulate models of analysis of language and Internet relationships based on CMDA. The question centers on the extent to which the CMDA paradigm can be formulated as a model for the development of language and Internet relation analysis. This study reveals that the variety of languages on the Internet does not fully show the characteristics of writing, but tends to show the characteristics of "written verbal". In addition, the analysis showed that the context of the media and the context of the communication situation seemed to have a significant effect on determining the meaning of a speech on the Internet. Thus, the CMDA paradigm in the study of discourse on the Internet seems relevant to use, especially to identify the variety of languages and meanings of speech on the Internet.Keywords: media context; context of communication situation; Internet; computer mediated discourse analysis (CMDA)

Toward a broader understanding of social talk in Web-based courses

2012 ◽  
Vol 32 (3) ◽  
Author(s):  
Linda Reneland-Forsman
Keyword(s):  
Computer Mediated Communication ◽  
School Teachers ◽  
Mediated Communication ◽  
Group Culture ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Narrative Format ◽  
Normative Status

AbstractThe interactive potential of computer-mediated communication has proved more difficult to realize than expected. This study tries to break away from the normative status of speech underlining computer-mediated communication by asking how social talk is manifested in Web-based learning environments. The asynchronous communication of 55 students during a study period of 18 weeks was examined using mediated discourse analysis. The students were training as pre-school teachers in a four-year program. Their ability to create a group culture seemed significant for how they developed group autonomy and were able to handle unexpected incidents or a loose framing. The communication between the students was in narrative format and was lengthy in character; trust and confidence were dropped off as part of a constant construction of group culture. These students did not adopt or develop known means of compensating for the loss of nonverbal clues. There were indications of sharing private concerns and information from other practices in life as a conditional aspect of participation. When having troubles to cope, it was the youngest students who failed.

Computer-Mediated Discourse 2.0

2015 ◽  
pp. 127-151 ◽  
Author(s):  
Susan C. Herring ◽  
Jannis Androutsopoulos
Keyword(s):  
Computer Mediated ◽  
Mediated Discourse

Analyzing Blending Social and Mass Media Audiences through the Lens of Computer-Mediated Discourse

2013 ◽  
pp. 304-326 ◽  
Author(s):  
Asta Zelenkauskaite
Keyword(s):  
Discourse Analysis ◽  
Mass Media ◽  
Mixed Method ◽  
Automated Analysis ◽  
Media Audiences ◽  
Mixed Method Approach ◽  
Audience Analysis ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Method Approach

This study illustrates advantages and applications of a mixed-method approach that includes quantitative computer-mediated discourse analysis (CMDA) and automated analysis of content frequency. To evaluate these methodologies, audience comments consisting of Facebook comments and SMS mobile texting to Italian radio-TV station RTL 102.5 were analyzed. Blended media contents through computer-mediated discourse analysis expand horizons for theoretical and methodological audience analysis research in parallel to established audience analysis metrics.

Twitter Chat as an Informal Learning Tool

2016 ◽  
pp. 1122-1139 ◽  
Author(s):  
Kevin R. Guidry ◽  
Laura A. Pasquini
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Informal Learning ◽  
Learning Tool ◽  
Student Orientation ◽  
Education Professionals ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Higher Education Professionals

This case study focuses on Twitter as an informal learning tool. Specifically, the authors examine user-created Twitter chats using one specific chat, #sachat, as a case study. #sachat is a weekly one-hour chat held on Twitter and populated by higher education professionals in the field of student affairs (e.g. college admissions, advising, housing, new student orientation). The authors contrast this chat with other ways in which student affairs and higher education professionals are using Twitter. Using methods of computer-mediated discourse analysis, they then discover and elicit defining characteristics of #sachat. Finally, the authors offer thoughts on why this chat seems to be successful as an informal learning resource, how it compares to other uses of Twitter by professionals, and implications for other communities interested in using Twitter or similar tools to create informal learning.

Analyzing Blending Social and Mass Media Audiences through the Lens of Computer-Mediated Discourse

2015 ◽  
pp. 1281-1304
Author(s):  
Asta Zelenkauskaite
Keyword(s):  
Social Media ◽  
Discourse Analysis ◽  
Mass Media ◽  
Large Scale ◽  
Automated Analysis ◽  
Media Content ◽  
Media Audiences ◽  
Audience Analysis ◽  
Computer Mediated ◽  
Mediated Discourse

In recent years, mass media content has undergone a blending process with social media. Large amounts of text-based social media content have not only shaped mass media products, but also provided new opportunities to access audience behaviors through these large-scale datasets. Yet, evaluating a plethora of audience contents strikes one as methodologically challenging endeavor. This study illustrates advantages and applications of a mixed-method approach that includes quantitative computer-mediated discourse analysis (CMDA) and automated analysis of content frequency. To evaluate these methodologies, audience comments consisting of Facebook comments and SMS mobile texting to Italian radio-TV station RTL 102.5 were analyzed. Blended media contents through computer-mediated discourse analysis expand horizons for theoretical and methodological audience analysis research in parallel to established audience analysis metrics.

Analyzing Blending Social and Mass Media Audiences Through the Lens of Computer-Mediated Discourse

2018 ◽  
pp. 1022-1046
Author(s):  
Asta Zelenkauskaite
Keyword(s):  
Social Media ◽  
Discourse Analysis ◽  
Mass Media ◽  
Large Scale ◽  
Automated Analysis ◽  
Media Content ◽  
Media Audiences ◽  
Audience Analysis ◽  
Computer Mediated ◽  
Mediated Discourse

In recent years, mass media content has undergone a blending process with social media. Large amounts of text-based social media content have not only shaped mass media products, but also provided new opportunities to access audience behaviors through these large-scale datasets. Yet, evaluating a plethora of audience contents strikes one as methodologically challenging endeavor. This study illustrates advantages and applications of a mixed-method approach that includes quantitative computer-mediated discourse analysis (CMDA) and automated analysis of content frequency. To evaluate these methodologies, audience comments consisting of Facebook comments and SMS mobile texting to Italian radio-TV station RTL 102.5 were analyzed. Blended media contents through computer-mediated discourse analysis expand horizons for theoretical and methodological audience analysis research in parallel to established audience analysis metrics.

Twitter Chat as an Informal Learning Tool

2013 ◽  
pp. 356-377 ◽  
Author(s):  
Kevin R. Guidry ◽  
Laura Pasquini
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Informal Learning ◽  
Learning Tool ◽  
Student Orientation ◽  
Education Professionals ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Higher Education Professionals

This case study focuses on Twitter as an informal learning tool. Specifically, the authors examine user-created Twitter chats using one specific chat, #sachat, as a case study. #sachat is a weekly one-hour chat held on Twitter and populated by higher education professionals in the field of student affairs (e.g. college admissions, advising, housing, new student orientation). The authors contrast this chat with other ways in which student affairs and higher education professionals are using Twitter. Using methods of computer-mediated discourse analysis, they then discover and elicit defining characteristics of #sachat. Finally, the authors offer thoughts on why this chat seems to be successful as an informal learning resource, how it compares to other uses of Twitter by professionals, and implications for other communities interested in using Twitter or similar tools to create informal learning.

If Pandora had a Blog

2015 ◽  
Vol 4 (2) ◽  
pp. 15-32
Author(s):  
Otilia Pacea
Keyword(s):  
Social Media ◽  
Computer Mediated Communication ◽  
High Impact ◽  
Genre Analysis ◽  
Mediated Communication ◽  
Political Blogs ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Digital Landscape

In the context of internet genre migration and proliferation, conventional taxonomies are no longer valid. To classify blogs between thematic and personal blogs is to blissfully ignore the legions of successful content prosumers, from political blogs to travel blogs, from food blogs to MAD (mom and dad) blogs, from fashion blogs to milblogs. With the recent explosion of social media, the digital landscape shifted and today there are more voices online than ever before. For blogs, however, the original purpose for communication has always been twofold: to inform and to emote. Computer-mediated communication may be overpopulated with a myriad of mixed forms and blogs might be dead or simply, difficult to reach with so much overlapping. Yet high-impact blogs still remain and are widely read. This paper explores the language of high-impact blogs, testing a new methodology for genre analysis to solve genre hybridity in the case of computer-mediated discourse.

Online Talk About Mental Health

2018 ◽  
Author(s):  
Joyce Lamerichs ◽  
Wyke Stommel
Keyword(s):  
Mental Health ◽  
Discourse Analysis ◽  
Support Groups ◽  
Mental Health Problems ◽  
Human Interaction ◽  
Online Support ◽  
Online Support Groups ◽  
Online Counseling ◽  
Computer Mediated ◽  
Mediated Discourse

There is a need to focus on research conducted on online talk about mental health in the domains of ethnomethodology, Conversation Analysis (CA), Discursive Psychology (DP), and Membership Categorization Analysis (MCA). We use the notion of “talk” in this article, as opposed to what could be considered a more common term such as “discourse,” to highlight that we approach computer-mediated discourse as inherently interactional. It is recipient designed and unfolds sequentially, responding to messages that have come before and building a context for messages that are constructed next. We will refer to the above domains that all share this view as CA(-related) approaches. A characterizing feature of interactional approaches to online mental health talk is their focus on in-depth analyses of relatively small amounts of data. With this focus at the center of their attention, they sit in the wider field of Discourse Analysis (DA), or Computer-Mediated Discourse Analysis (CMDA) who use language as their lens to understand human interaction. DA and CMDA research include a much wider set of both micro- and macro-analytic language-focused approaches to capture online discourse. Of all the CA(-related) work on online materials, a disproportionally large number of studies appear to deal with (mental) health talk. We aim to answer the question what the field of research on online mental health talk has yielded in terms of findings and methodologies. Centrally, CA (-related) studies of online mental health talk have aimed to grasp the actions people accomplish and the identities they invoke when they address their health concerns. Examples of actions in online mental health talk in particular are presenting oneself, describing a problem, or offering advice. Relevant questions for the above approaches that consider language-as-social-action are how these different actions are brought off and how they are received, by closely examining contributions such as e-mail and chat postings and their subsequent responses. With a focus on talk about mental health, this article will cover studies of online support groups (OSGs, also called online communities), and interaction in online counseling programs, mainly via online chat sessions. This article is organized as follows. In the historiography, we present an overview of CA(-related) work on online mental health talk. We discuss findings from studies of online support groups (OSGs) first and then move to results from studies on online counseling. The start of our historiography section, however, sets out to briefly highlight how the Internet may offer several particularly attractive features for those with mental health problems or a mental illness. After the historiography, we discuss what an interactional approach of online mental health talk looks like and focuses on. We offer examples of empirical studies to illustrate how written contributions to a forum, and e-mails or chat posts that are part of online counseling sessions are examined as interaction and which types of findings this results in. We conclude with a review of methodological issues that pertain to the field, address the most important ethical considerations that come into play when examining online mental health talk, and will lastly highlight some areas for future research.

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