Engsh, a Kenyan middle class youth language parallel to Sheng

2017 ◽  
Vol 32 (1) ◽  
pp. 48-74
Author(s):  
Sandra Nekesa Barasa ◽  
Maarten Mous
Keyword(s):  
Urban Youth ◽  
Language Contact ◽  
Computer Mediated Communication ◽  
Social Dimension ◽  
Mediated Communication ◽  
Linguistic Change ◽  
Computer Mediated ◽  
The Social ◽  
The Status ◽  
Youth Language

Youth ‘languages’ are an important topic of research in the domain of linguistic change through language contact because the change is rapid and observable and also because the social dimension of change is inevitably present. Engsh, as a youth language in Kenya expresses not only modernity and Kenyan identity but also, the status of being educated, and it differs in this respect from Sheng, the dominant Kenyan youth language. The element of Engsh that expresses this aspect most directly is the use of a grammatical system from English whereas Sheng uses Swahili. In lexicon, Engsh draws upon Sheng and urban English slang. This is a first extensive description of Engsh. The social function of Engsh is interesting in that class is expressed in it, which is not often reported in African urban youth codes. Also the fact that Engsh is a non-exclusive register, which expands through its use in (social) media and most of all in computer mediated communication.

Computer-Mediated Communication Learning Environments

2010 ◽  
pp. 38-44
Author(s):  
Stefania Manca
Keyword(s):  
Collaborative Learning ◽  
Learning Strategy ◽  
Computer Mediated Communication ◽  
Social Dimension ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Model Learning ◽  
Web Based ◽  
Computer Mediated ◽  
The Social

The social, relational, and affective dynamics are receiving more and more attention in the study of learning processes, as cognitive, affective, and emotional dimensions of learning seem to be closely related. This kind of co-origination, borne out in the context of neurosciences, artificial intelligence, cognitive psychology, and education, has also been recognized in the field of Web-based learning. The research framework of computer supported collaborative learning (CSCL) has emphasized the role that a well-established social dimension plays in collaborative learning and group-based working within communities of learners. According to the socioconstructivist model, learning always implies a social dialogical process where individuals are mutually engaged in the construction and sharing of new knowledge (Scardamalia & Bereiter, 1994; Wenger, 1998). Pedagogical approaches based on these assumptions combine the advantages of a learning strategy that promotes deeper level learning, critical thinking, and shared understanding with those related to the development of social and communication skills (Garrison & Anderson, 2003).

Computer-Mediated Communication Learning Environments

2009 ◽  
pp. 121-126
Author(s):  
Stefania Manca
Keyword(s):  
Collaborative Learning ◽  
Learning Strategy ◽  
Computer Mediated Communication ◽  
Social Dimension ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Model Learning ◽  
Web Based ◽  
Computer Mediated ◽  
The Social

The social, relational, and affective dynamics are receiving more and more attention in the study of learning processes, as cognitive, affective, and emotional dimensions of learning seem to be closely related. This kind of co-origination, borne out in the context of neurosciences, artificial intelligence, cognitive psychology, and education, has also been recognized in the field of Web-based learning. The research framework of computer supported collaborative learning (CSCL) has emphasized the role that a well-established social dimension plays in collaborative learning and groupbased working within communities of learners. According to the socioconstructivist model, learning always implies a social dialogical process where individuals are mutually engaged in the construction and sharing of new knowledge (Scardamalia & Bereiter, 1994; Wenger, 1998). Pedagogical approaches based on these assumptions combine the advantages of a learning strategy that promotes deeper level learning, critical thinking, and shared understanding with those related to the development of social and communication skills (Garrison & Anderson, 2003).

Social Distance Increases Perceived Physical Distance

2017 ◽  
Vol 9 (3) ◽  
pp. 372-380 ◽  
Author(s):  
Andrea Stevenson Won ◽  
Ketaki Shriram ◽  
Diana I. Tamir
Keyword(s):  
Social Distance ◽  
Computer Mediated Communication ◽  
Physical Distance ◽  
Spatial Distance ◽  
Mediated Communication ◽  
Social Closeness ◽  
Computer Mediated ◽  
The Social

Proximity, or spatial closeness, can generate social closeness—the closer people are together, the more they interact, affiliate, and befriend one another. Mediated communication allows people to bridge spatial distance and can increase social closeness between conversational partners, even when they are separated by distance. However, mediated communication may not always make people feel closer together. Here, we test a hypothesis derived from construal theory, about one way in which mediated communication might increase spatial distance, by imposing social distance between two texting partners. In three studies, the social distance generated by a text conversation correlated with estimates of spatial distance. Conversations designed to generate social distance increased estimates of spatial distance. We discuss this relationship in light of the rise in computer-mediated communication.

The concept of power in computer-mediated communication

2020 ◽  
Author(s):  
Šárka Hastrdlová
Keyword(s):  
Visual Cues ◽  
Computer Mediated Communication ◽  
Oral Communication ◽  
Mediated Communication ◽  
Main Hypothesis ◽  
Internet Chat ◽  
Computer Mediated ◽  
The Status ◽  
Closed Groups ◽  
Distribution Of Power

There has been a recent increase of interest in the phenomenon of power amongst linguists and also philosophers. The presented article attempts to consider power and ways in which it is exercised through language of computer-mediated communication (further CMC). This unique environment is determined by the specific conditions of an Internet chat room, such as anonymity and no audio-visual cues. In the theoretical part, Watts’s and Diamond’s investigations of power in various open and closed groups in oral communication are discussed and the notion of status is presented. The author divides the chat group corpus into individual sub-groups and tries to draw a graphical presentation, a sociogram, to show their complexity and distribution of power. However, the question remains how tight the sub-groups in CMC are or how interrelated they are with one another. In this respect, it is noteworthy to observe how a selected chat participant develops her status in various sub-groups and to analyze the means by which this possible status is achieved. The corpus was collected by the author herself. The main hypothesis is that the status of power changes quickly throughout chatting and it depends to a great extent on other cues such as address, non-verbal action displays, punctuation marks and so on. In other words, there are very few means by which to exercise power and hold it in this continuously changing and anonymous environment.

Exploring Online Dating in Line With the “Social Compensation” and “Rich-Get-Richer” Hypotheses

2019 ◽  
pp. 98-113
Author(s):  
Samantha Stinson ◽  
Debora Jeske
Keyword(s):  
Social Presence ◽  
Online Dating ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Self Presentation ◽  
Personal Variables ◽  
Computer Mediated ◽  
The Social ◽  
Survey Results ◽  
The Rich

Computer-mediated communication offers a range of potentially appealing features, including selective self-presentation, social presence control, and simultaneous as well as asynchronous interaction tools. The study examines the influence of personality (introversion and extraversion) and personal variables (social anxiety and public self-consciousness) on online dating preferences from two competing perspectives: the “social compensation” (SC) hypothesis and the “rich-get-richer” (RGR) hypothesis. Survey results (N = 162) revealed that the SC and RGR hypotheses do not hold true within the context of online dating. The findings suggest a stronger role of social influence (e.g., peers) in the decision to online date. The SC and RGR hypotheses may be limited in terms of the extent to which these frameworks adequately explain this online behavior. This may also be due to the increasing popularity of online dating sites, which may make personality and personal traits less informative of whether individuals will opt to use such services.

Solidarity and Rapport in Social Interaction

2011 ◽  
pp. 934-946
Author(s):  
Jung-ran Park
Keyword(s):  
Social Interaction ◽  
Interpersonal Relationships ◽  
Social Distance ◽  
Common Ground ◽  
Computer Mediated Communication ◽  
Mutual Understanding ◽  
Mediated Communication ◽  
Online Chat ◽  
Computer Mediated ◽  
The Social

This chapter examines the way online language users enhance social interaction and group collaboration through the computer mediated communication (CMC) channel. For this, discourse analysis based on the linguistic politeness theoretical framework is applied to the transcripts of a real time online chat. Analysis of the data shows that online participants employ a variety of creative devices to signal nonverbal communication cues that serve to build interpersonal solidarity and rapport, as well as by seeking common ground and by expressing agreement online participants increase mutual understanding and harmonious social interaction. This sets the tone of positive interpersonal relationships and decreases the social distance among participants. In turn, this engenders solidarity and proximity, which enhances social interaction through the CMC channel.

scholarly journals Communication Practices and Social Tie Formation: A Case Study of Recreational Lifestyle Sports Cultures

2017 ◽  
Vol 10 (3) ◽  
pp. 393-413 ◽  
Author(s):  
Veera Ehrlén
Keyword(s):  
Online Survey ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
The Social ◽  
Social Meanings ◽  
Survey Results ◽  
Communication Practices

This case study examines contemporary recreational sports practitioners’ communication practices and social tie formation from the perspective of two lifestyle sports disciplines: climbing and trail running. Online survey results from 301 climbers and trail runners from Finland indicate that computer-mediated communication (CMC) has established its place in recreational lifestyle sports cultures; however, it has not done it at the expense of face-to-face (FtF) communication. Online interaction produces weak social ties with instrumental and informative value, but physical location is essential in establishing ties with emotional and appraisal value. This paper argues that it is the sports subculture and individual practitioners’ needs that define how interaction is realized, and what importance different online and off-line communication practices have. Besides studying communication practices, this case study explores the social meanings practitioners attribute to their social contacts.

scholarly journals THE OCCURRENCE OF CODE-SWITCHING AMONG MALAYSIAN UNDERGRADUATES ON WHATSAPP: REVIEW OF THE LITERATURE

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Othman Ismail ◽  
Adlin Nadhirah binti Mohd Roslan ◽  
Malissa Maria Mahmud
Keyword(s):  
Second Language Acquisition ◽  
Computer Mediated Communication ◽  
Structural Features ◽  
Code Switching ◽  
Future Research ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Governing Factor ◽  
The Social ◽  
Critical Overview

This research proffers a critical overview of the theoretical and analytical occurrence of code-switching by reviewing a range of empirical and relevant studies. In particular, the dominating and governing factor of computer-mediated communication and code-switching. This research also probes the pertinent concepts, focusing on the types of code-switching and its correlation with computer mediated communication. Subsequently, it reviews the structural features of WhatsApp, deliberating the occurrence of code-switching among UiTM undergraduates in Malaysia, noting the social motivation of style-shifting. The research concludes with recommendations for future research, emphasising on the issue of its applicability to the analysis of second language acquisition and learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0950/a.php" alt="Hit counter" /></p>

scholarly journals Code-switching in the computer-mediated communication

2020 ◽  
Vol 20 (2) ◽  
pp. 405-415
Author(s):  
I. Darginavičienė ◽  
I. Ignotaitė
Keyword(s):  
Social Networks ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Code Switching ◽  
The Internet ◽  
Mediated Communication ◽  
Social Construction Of Reality ◽  
Computer Mediated ◽  
The Social ◽  
Social Communicative

Most authors admit that code-switching is the process of switching different languages, their varieties, speaking styles, etc. Today the majority of people in the world are multilingual and often mix languages in different ways, which makes code-switching a quite common global phenomenon. Code-switching incorporates government, cultural, religious and network contexts, and the frequency of code-switching in such multilingual conversations is an indicator of the global dominance of multilingualism. Online communication fosters social communicative practices consisting of code-switching and marks the development of verbal behaviour of multilingual communities. Code-switching also affects language visuality, its images are tools for the social construction of reality. The developed verbal practices support effective communication and affect the expression of new meanings. The article aims at presenting the features of code-switching in digital communication with 8 examples of different length, topic and author, in which the native Lithuanians code-switched to English and used elements of the Internet language. These examples were taken from the social networks Instagram, YouTube, Facebook and Twitter, and the authors analyzed the grammar, spelling and punctuation of both Lithuanian and the English words, the type and use of the code-switched English elements, special characters, abbreviations, emoji and other features of the Internet language. The results show that online communication is not entirely textual, with various means of text composition communicators make their code-switched English elements more visible and alter the appearance of messages. Such practices correspond to the features of social networks and seem to follow the popular Internet culture trends.

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