Using L2 interactional-pragmatic resources in CMC: A case of Japanese orthography and emoji

2022 ◽  
pp. 136216882110649
Author(s):  
Joy Maa ◽  
Naoko Taguchi
Keyword(s):  
Interpersonal Relationships ◽  
Instant Messaging ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Chat ◽  
Self Presentation ◽  
Native Japanese Speakers ◽  
Learning And Teaching ◽  
Complex Processes ◽  
L2 Learners

Increasingly prevalent use of technologies such as instant messaging and online chat has transformed our traditional ways of learning and teaching pragmatics. This study presents an example of such transformation by demonstrating how computer-mediated communication (CMC) may be employed as a tool to provide second language (L2) learners opportunities to use interactional resources specific to the context of CMC, namely unique orthography and emoji. For the study, we introduced four university-level learners of Japanese to a language exchange messaging application and recorded their online text-based chat interactions with native Japanese speakers over a period of 12 weeks. We followed up the chat data with weekly stimulated verbal recalls (SVR) to investigate L2 learners’ intentions and perceptions surrounding their own and others’ use of unique orthography and emoji (48 SVR sessions total; average 30 minutes per session). Coding and thematic analysis of the chat data revealed learners’ agentive use of orthography and emoji as resources for communication. In addition, the SVR data revealed a variety of personal and interpersonal reasons behind their use, including learners’ concerns over self-presentation, interpersonal relationships, identity, and discourse management. The findings not only demonstrate how CMC can afford learners a unique environment for experimenting with a range of context-appropriate interactional resources to convey pragmatic meaning, but also shed light on the various, sometimes competing, considerations and complex processes underlying learners’ pragmatic choices in CMC.

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 E-Simulations for Educating the Professions in Blended Learning Environments

2012 ◽  
pp. 1-23
Author(s):  
Dale Holt ◽  
Stephen Segrave ◽  
Jacob L. Cybulski
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Learning Environments ◽  
Workforce Development ◽  
Online Community ◽  
Computer Mediated Communication ◽  
Simulation Design ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Role Based

This chapter introduces digital, role-based simulations as an emerging and powerful educational approach for the professions and for broader workforce development purposes. It is acknowledged that simulations used for education, professional development, and training, have a long history of development and use. The focus is on digital simulations (e-simulations) situated in blended learning environments and the improved affordances of the newer digital media used via the web to enhance the value of their contribution to learning and teaching in professional and vocationally-oriented fields. This is an area which has received less attention in the whole “e-learning” literature compared with the voluminous body of knowledge and practice on computer-mediated communication, online community building, social networking, and various forms of online (usually automated) assessment. A framework of blended e-simulation design is outlined. The chapter concludes by examining what the future might hold for simulations in further and higher education, and ongoing work-based learning.

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.

scholarly journals The effects of text, audio, video, and in-person communication on bonding between friends

2013 ◽  
Vol 7 (2) ◽  
Author(s):  
Lauren E. Sherman ◽  
Minas Michikyan ◽  
Patricia M. Greenfield
Keyword(s):  
Emerging Adults ◽  
Digital Communication ◽  
Instant Messaging ◽  
Emotional Experience ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Self Report ◽  
Mediated Communication ◽  
Video Chat ◽  
Digital Environments

Considerable research on computer-mediated communication has examined online communication between strangers, but little is known about the emotional experience of connectedness between friends in digital environments. However, adolescents and emerging adults use digital communication primarily to communicate with existing friends rather than to make new connections. We compared feelings of emotional connectedness as they occurred in person and through digital communication among pairs of close friends in emerging adulthood. Fifty-eight young women, recruited in pairs of close friends, engaged in four conversations each: in-person, video chat, audio chat, and instant messaging (IM). Bonding in each condition was measured through both self-report and affiliation cues (i.e., nonverbal behaviors associated with the emotional experience of bonding). Participants reported feeling connected in all conditions. However, bonding, as measured by both self-report and affiliation cues, differed significantly across conditions, with the greatest bonding during in-person interaction, followed by video chat, audio chat, and IM in that order. Compared with other participants, those who used video chat more frequently reported greater bonding with friends through video chat in our study. Compared with other participants, those who spoke on the phone more frequently with their participating friend reported greater bonding during audio chat. Use of textual affiliation cues like emoticons, typed laughter, and excessive letter capitalization during IM related to increased bonding experience during IM. Nonetheless, a significantly lower level of bonding was experienced in IM compared with in-person communication. Because adolescent and emerging adults’ digital communication is primarily text-based, this finding has significant real-world implications.

The systematization and typology of the instant messaging writing system used by young Israeli Arabs

2008 ◽  
Vol 11 (1) ◽  
pp. 35-48 ◽  
Author(s):  
Sandy Habib ◽  
Dennis Kurzon
Keyword(s):  
Instant Messaging ◽  
Computer Mediated Communication ◽  
Writing System ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Israeli Arabs ◽  
Roman Script

This study investigates a new writing system based on the Roman script that has been used by Israeli Arabs in Israel for about ten years. This system is associated with instant messaging (IM); people usually use it when sending SMSs or when utilizing any of the computer-mediated communication forms, such as Messenger. The paper focuses on the systematization and the typology of this writing system based on data collected from about 40 participants studying in the same school. The results show that most of the participants have used this system systematically, and that this system can be classified as a developing alphabet.

A Cross-Cultural Analysis of Communication Tools and Communication Outcomes

2012 ◽  
Vol 20 (3) ◽  
pp. 55-83 ◽  
Author(s):  
Shin-Yuan Hung ◽  
Tsan-Ching Kang ◽  
David Yen ◽  
Albert Huang ◽  
Kuanchin Chen
Keyword(s):  
Instant Messaging ◽  
Contextual Information ◽  
Computer Mediated Communication ◽  
Cultural Analysis ◽  
Ease Of Use ◽  
Categorical Variables ◽  
Mediated Communication ◽  
Communication Tools ◽  
Managerial Implications ◽  
Culture And Communication

Computer mediated communication (CMC) technologies have benefited business organizations in many ways. Although there have been numerous studies on email use, studies have only begun to emerge regarding use patterns of instant messaging (IM). This study investigated the use of email and IM within two different cultural settings: United States and Taiwan. Students enrolled in MIS courses from each country were split randomly into the IM and email groups for a problem-solving assignment. The variations of communication outcomes (as measured in volume, quality, and use satisfaction), are checked against two categorical variables (i.e., culture and communication tools), and at the same time controlled for perception on tool ease of use. Results show that culture and communication tools jointly affect all three outcome variables individually. The main effects were also statistically significant for volume and quality, but not for satisfaction. Respondents from different cultures prefer different communication methods, which are also collectively constrained by other factors like preference over contextual information and social norms. Such a difference in media preference, combined with media traits jointly affects the outcomes of communication. Managerial implications are provided.

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