Development of SMS language from 2000 to 2010

2012 ◽  
Vol 35 (2) ◽  
pp. 218-236 ◽  
Author(s):  
Úrsula Kirsten-Torrado
Keyword(s):  
Secondary School ◽  
Communication System ◽  
Native Speakers ◽  
Text Messages ◽  
General Belief ◽  
New Device ◽  
Diachronic Analysis ◽  
English Spelling ◽  
Area Of Study

SMS language is regarded as a ‘new’ communication system (cf. T. Shortis 2007; D. Crystal 2009; M. Markus 2010) characterized by new relationships that native speakers establish between English spelling and pronunciation by using different respelling devices (cf. C. Thurlow 2003; P. López Rúa 2007; D. Crystal 2009). This paper is an attempt to contribute to this recent area of study by analysing the development of SMS language over the last 10 years. Recent findings suggest that even though SMS language might have emerged out of the need for speed and brevity (C. Thurlow 2003: 4) — every SMS has a limited amount of characters —, it seems to have evolved into a fashionable and stylish way of writing where shortened versions of the words are not always the aim of the respelling. For the purpose of a diachronic analysis a free online British SMS corpus available at netting-it.com containing 201 text messages compiled in 2000 has been used in comparison with my own data obtained in May 2010 by means of questionnaires carried out in a London secondary school. Thus, it was possible to analyse the differences in the use of SMS language during the last decade. The research proves that one of the most significant changes is the use of ‘stylish talk’, a new device which consists in lengthening words to emphasize accent, slang, and attitude. This contrasts with the general belief that words are merely shortened in SMS language. Moreover, the use of slang and ungrammatical expressions also seem to be frequent devices.

scholarly journals La terminologia per il CLIL in lingua straniera e in italiano L2

2021 ◽  
pp. 83-98
Author(s):  
Silvia Gilardoni
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching Practice ◽  
Native Speakers ◽  
Language Teaching ◽  
Integrated Learning ◽  
Second Language Teaching ◽  
Italian Context

In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

Linguistic mudes: how to become a new speaker in Catalonia

2015 ◽  
Vol 2015 (231) ◽  
pp. 167-187 ◽  
Author(s):  
Joan Pujolar ◽  
Maite Puigdevall
Keyword(s):  
Secondary School ◽  
Language Use ◽  
Native Speakers ◽  
Social Performance ◽  
Substantial Part ◽  
New Family ◽  
New Speakers ◽  
The University ◽  
Processual Time

Abstract New speakers of Catalan have come to represent, from a demolinguistic perspective, a substantial part of the community of speakers. Of those who presently speak Catalan as an “habitual language”, 41.6 percent are native speakers of Spanish. In this article, we shall follow up the various ways in which native Castilian speakers incorporate Catalan into their lives. This happens, as we will show, in specific biographical junctures that we call mudes, a Catalan term referring to (often reversible) variations in social performance. Our analysis is based on a qualitative study that included 24 interviews and 15 focus groups covering a total of 105 people of different sexes and linguistic, educational, social and residential backgrounds. We shall give a general overview of these mudes as we typified them: when subjects entered primary school, secondary school, the university, the job market, when creating a new family and when they had children (if they did). The study of linguistic mudes provides, in our view, a new and productive perspective on how people develop their linguistic repertoire, their attachment to specific languages and the significance of these aspects for social identity. It facilitates a processual, time-sensitive analysis that allows to contextualise and critique ethnonationalist discourses that have often saturated our understanding of language use.

scholarly journals SAMMANSÄTTNINGAR I SPRÅKRÅDETS NYORDSLISTOR: PRODUKTIVITET OCH FÖRSTÅELIGHET

2015 ◽  
Vol 17 (1) ◽  
pp. 4-18
Author(s):  
Natalia Kołaczek
Keyword(s):  
Secondary School ◽  
Formation Process ◽  
Native Speakers ◽  
Word Formation ◽  
Corpus Analysis ◽  
Compound Words ◽  
New Words ◽  
Master's Thesis ◽  
The Subject

Abstract Compounding seems to be the most productive word formation process in Swedish on the basis of “new words’ lists” (Swedish: nyordslistor) registered by the Language Council of Sweden (Svenska Språkrådet). The subject of the research was the productiveness of compounds and their comprehensibility for the native speakers. The material for the corpus analysis showing the productivity of compounds consisted of 353 compound words from the lists from years 2000 – 2012. With help of a survey where pupils from a secondary school in Tingsryd in Småland were asked to define 17 compounds from “new words’ list” 2008 a conclusion could be drawn that compound words are short-lived, ephemeral constructions. The analysis has shown the big pace of changes that the lexicon undergoes and the linguistic creativity of language users as well as their strong need to create new terms. The results can evoke questions about the effectiveness of communication in relation to the features of new words. The article is based on my unpublished master’s thesis.

The diffusion of impositional innovations in the Estonian object-marking system

Diachronica ◽  
2011 ◽  
Vol 28 (3) ◽  
pp. 324-344
Author(s):  
Martin Ehala
Keyword(s):  
Secondary School ◽  
Diffusion Of Innovations ◽  
Secondary School Students ◽  
Native Speakers ◽  
Judgment Task ◽  
School Students ◽  
Causal Factors ◽  
Grammaticality Judgment ◽  
Object Marking ◽  
Weak Contact

This study aims to specify to what extent the variation introduced in the Estonian object-marking system by Russian-dominant Estonian L2 speakers is spreading to the native usage of Estonian. 669 secondary school students completed a written production task and a grammaticality judgment task on object marking. The results indicate that the object-marking variation is contact-induced and that the group of fluent bilinguals acts as a bridge for impositional innovations to enter and to be accepted by native speakers. The findings also suggest that multiple causal forces influence the diffusion of innovations. While any single causal factor may drive diffusion if it is strong enough, the process is greatly facilitated when different causal factors contribute to the same direction. In this case, fairly weak contact is sufficient to induce diffusion.

scholarly journals Measuring the vocabulary size of native speakers of English in New Zealand secondary schools

2020 ◽  
Author(s):  
Averil Coxhead ◽  
Paul Nation ◽  
D Sim
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
Native Speakers ◽  
General Purpose ◽  
Vocabulary Size ◽  
Subject Specific ◽  
Native Speakers Of English ◽  
Research In Education ◽  
Size Estimates

© 2015 New Zealand Association for Research in Education. The primary aim of this study was to examine the vocabulary size of native speakers of English in New Zealand secondary schools. Two equivalent forms of the 20,000 version of the vocabulary size test were used in this study. Two hundred and twenty-seven 13-18-year-old native speakers of English at secondary school took an individually administered version of the test. The data from this study fits with the vocabulary size estimates for younger native speakers of Biemiller and Slonim (J Educ Psychol 93:498-520, 2001). The results suggest that most native speakers at secondary school have enough general purpose vocabulary to cope with their reading at school, and any deliberate attention to vocabulary should focus on subject-specific vocabulary.

scholarly journals Measuring the vocabulary size of native speakers of English in New Zealand secondary schools

2020 ◽  
Author(s):  
Averil Coxhead ◽  
Paul Nation ◽  
D Sim
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
Native Speakers ◽  
General Purpose ◽  
Vocabulary Size ◽  
Subject Specific ◽  
Native Speakers Of English ◽  
Research In Education ◽  
Size Estimates

© 2015 New Zealand Association for Research in Education. The primary aim of this study was to examine the vocabulary size of native speakers of English in New Zealand secondary schools. Two equivalent forms of the 20,000 version of the vocabulary size test were used in this study. Two hundred and twenty-seven 13-18-year-old native speakers of English at secondary school took an individually administered version of the test. The data from this study fits with the vocabulary size estimates for younger native speakers of Biemiller and Slonim (J Educ Psychol 93:498-520, 2001). The results suggest that most native speakers at secondary school have enough general purpose vocabulary to cope with their reading at school, and any deliberate attention to vocabulary should focus on subject-specific vocabulary.

scholarly journals An Overview of the Persian EFL learners’ Spelling Difficulties

2019 ◽  
Vol 6 (6) ◽  
pp. 127
Author(s):  
Maryam Alipour ◽  
Khazriyati Salehuddin ◽  
Siti Hamin Stapa
Keyword(s):  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Native Speakers ◽  
First Language ◽  
Efl Learners ◽  
Comprehensive Literature Review ◽  
Conceptual Paper ◽  
English Spelling

Spelling is considered a difficult skill for foreign and second language learners of English as the ability to spell in English language comes with a lot of effort, particularly when the English spelling system is known to be a complex system, even among native speakers. The difficulties could be linguistic and extra-linguistic. This conceptual paper reviews the differences and similarities between English and Persian spelling system, the sages of spelling difficulties among children, particularly the approach suggested by Tabrizi, Tabrizi, and Tabrizi (2013)in which the stages of learning spelling among Iranian learners are analyzed. The types of morphological, phonological, and orthographical spelling difficulties, factors contributing to the spelling difficulty, as well as a comprehensive literature review of EFL studies conducted on English spelling are provided in this paper. Finally, the mental processing and the role of memory are discussed briefly. It was concluded that examining the differences between the learners’ first language and English language may provide useful insights into the English spelling problems faced by EFL learners.

scholarly journals CPDLC, effects on increasing efficiency and safety in air traffic (system substitute for GA)

2021 ◽  
Author(s):  
Matúš Pätoprstý ◽  
◽  
Andrej Novák
Keyword(s):  
Communication Networks ◽  
Communication System ◽  
Air Traffic ◽  
Text Messages ◽  
General Aviation ◽  
Traffic System ◽  
Traffic Efficiency ◽  
Radio Frequencies

The paper focuses on the CPDLC. We aim to examine its effects on air traffic efficiency and safety, we also look through options of creating a substitute of the system for general aviation. CPDLC is datalink communication between controller and pilot, via text messages. Introduction is dedicated to principles of operating CPDLC system. In the next chapter we talk about the effects of the system on efficiency and safety of air traffic. We describe systems responsible for increasing efficiency and decreasing density of radio frequencies. We also examine effects on safety of air traffic and security of the system itself. Fifth chapter is an analysis of communication networks, suitable for creating a CPDLC substitute for general aviation. It encompasses dissection of different networks, which are essential when creating a new communication system. In the last chapter, we compare proposed options and evaluate their suitability for creation of a new communication system.

scholarly journals Secondary school students’ attitudes to phrasal verbs

2020 ◽  
pp. 73-94
Author(s):  
Dorota Góreczna
Keyword(s):  
Secondary School ◽  
English Learners ◽  
Secondary School Students ◽  
English Language ◽  
Native Speakers ◽  
School Students ◽  
Phrasal Verbs ◽  
Upper Secondary ◽  
Students Attitudes ◽  
Upper Secondary Schools

Phrasal verbs are an essential, though difficult to teach and learn, part of the English language. Although phrasal verbs are commonly used by native speakers, for English learners they pose a considerable challenge as far as their acquisition and use are concerned. The aim of this study is to examine students’ attitude towards phrasal verbs taught at the B2 level in upper-secondary schools, and to analyse the significance of these multi-word verbs. The paper presents an excerpt of a survey conducted among secondary school students, which examined their understanding of phrasal verbs and analysed students’ opinions about the importance of acquiring these demanding multi-word verbs.

Het Effect van Het Gebruik van Engels OP Websites Voor Nederlandse Jongeren

2005 ◽  
Vol 74 ◽  
pp. 81-92 ◽  
Author(s):  
Linda Dasselaar ◽  
Frank van Meurs ◽  
Rob le Pair ◽  
Hubert Korzilius
Keyword(s):  
Secondary School ◽  
Native Speakers ◽  
Negative Impact ◽  
The Other ◽  
Intention To Use ◽  
English Version ◽  
Dutch Version ◽  
Native Speakers Of English ◽  
Better Than ◽  
Secondary School Pupils

The use of English in advertising aimed at non-native speakers of English is claimed to enhance image and text evaluation and to have no negative impact on comprehension. We tested these claims using promotional websites aimed at Dutch youngsters. Dutch secondary school pupils evaluated a completely English and a partly English homepage and completely Dutch versions of these homepages. Each participant evaluated a version with English of one homepage and a completely Dutch version of the other homepage. No significant differences were found between the Dutch and English versions of the homepages regarding image of the product advertised, evaluation of the website, and intention to use the product. The Dutch version either scored better than the English version on text evaluation, or the differences between the versions were not significant. Respondents were better at describing the meaning of Dutch terms than of their English equivalents.

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