The Language Use of University Students in KakaoTalk

HAN-GEUL ◽  
2016 ◽  
Vol 314 ◽  
pp. 103 ◽  
Author(s):  
Hur Sang-hee
Keyword(s):  
University Students ◽  
Language Use

“It’s always different when you look something from the inside”

2016 ◽  
Vol 2 (2) ◽  
pp. 323-350 ◽  
Author(s):  
Marie-Louise Brunner ◽  
Stefan Diemer ◽  
Selina Schmidt
Keyword(s):  
University Students ◽  
Language Use ◽  
Ad Hoc ◽  
Communication Strategies ◽  
Positive Influence ◽  
European Countries ◽  
Cultural Backgrounds ◽  
Lingua Franca ◽  
Spoken English ◽  
L1 Influence

The article discusses linguistic creativity in informal Skype conversations between university students from eight different European countries. The basis for the study is the Corpus of Academic Spoken English (CASE), a corpus of Skype conversations in an English as a Lingua Franca (ELF) context. With the help of qualitative examples, the article examines innovative language use and proposes a taxonomy for functionally accepted innovations, distinguishing instances of L1 influence, approximations and ad hoc innovation. Our findings point towards an assertive and creative perspective on language use, which seems to have a positive influence on the communicative setting, e.g. illustrated by code-switching in combination with laughter. CASE participants use non-standard forms and innovations freely, accommodating to each others’ language use. They also establish their own ephemeral communication strategies and showcase and emphasize their respective language and cultural backgrounds.

Primary and secondary factors in language maintenance in a medium-sized community language: Catalan in Spain

2018 ◽  
Vol 23 (2) ◽  
pp. 525-552
Author(s):  
Raquel Casesnoves ◽  
Josep-Àngel Mas ◽  
Anna Tudela
Keyword(s):  
Social Networks ◽  
University Students ◽  
Language Use ◽  
Language Maintenance ◽  
Social Groups ◽  
Relative Weight ◽  
Relative Importance ◽  
Inclusive Language ◽  
The Relationship ◽  
Very High

Aims and objectives: The main aim of this study is to find out which social and ideological factors determine the maintenance of Catalan language in public contexts, and particularly the relative weight each factor contributes to the choice. The question is which of the socio-demographic and ideological factors determines to a greater extent the use of Catalan. Methodology: Participants completed a survey, which consisted of a sociolinguistic questionnaire and an attitudinal test based on the matched-guise technique. Sociolinguistic inferences concerning the relationship between different factors and language use were made using statistical methods. Data: Six hundred university students from the cities of Valencia, Palma and Barcelona answered the same survey. University students are a very interesting research group, since they are going to become part of the most influential social groups. Findings: Results from the analysis support the importance of social networks in understanding language maintenance, apart from making some differences between the territories clearer: this relative importance of social networks is very high in Valencia and Palma, but not in Barcelona. Originality: This study shows the first comparison between the influence of different kinds of factors in the use of the Catalan language, as well as the comparison between the behaviour of the three major Catalan-speaking cities. Furthermore, the focus on the factors related to university students’ language use is not a much-visited field. Significance and implications: The use of Catalan seems to be naturalized in Barcelona, whereas in Palma and Valencia the use of this language is more ideologized – and minor. The coincidence in the same territory, Catalonia, of the major language use in all situations and the more incisive and inclusive language policy should point out the direction that campaigns to promote Catalan in the other two regions should take.

scholarly journals Does the MS Spell Checker Effectively Correct Non-Native English Writers’ Errors? A Case Study of Saudi University Students

2019 ◽  
pp. 33-52
Author(s):  
Nasser Alasmari ◽  
Nourah Alamri
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Real Time ◽  
English Learners ◽  
Language Use ◽  
Native Speakers ◽  
Spelling Errors ◽  
Spell Checker ◽  
Research Questions

Those learning English as a second or foreign language use spell checkers to correct the mistakes and errors they may have made while typing texts on a computer. However, scholars have debated the effectiveness of such checkers, which were originally designed to fix the spelling mistakes of native speakers. An example of these checkers is the Microsoft (MS) Word program, which constitutes the focus of the current study. This study examined how MS Word treats misspellings made by Saudi learners of English as a foreign language. It specifically addressed three research questions: (1) which L2 spelling errors were successfully fixed by MS Word; (2) which L2 spelling errors were unsuccessfully fixed by MS Word; and (3) how did intermediate L2 learners respond to alternative corrections provided by MS Word. A screen-tracking software, Screencast-O-Matic, was used to monitor the MS Word spell checker’s treatment of misspelled words. It was also used to track learners’ reactions to alternative corrections provided by MS Word in real time. The study analysed 401 errors made by25 female intermediate-level English learners at a Saudi university.

Identity and Language Use Online

2016 ◽  
Vol 6 (1) ◽  
pp. 73-87 ◽  
Author(s):  
Naseem Hallajow
Keyword(s):  
University Students ◽  
Language Use ◽  
Online Communication ◽  
Identity Transformation ◽  
The Internet ◽  
Case Study Approach ◽  
Study Approach ◽  
Research Questions ◽  
The Way

Given the deeply rooted relationship between identity and language use, this article reports on a study that explores the issue of identity as a main player in Syrian university students' language use online. In specific, it investigates how Syrian university students perform their identities through their use of language online and the types of identity transformation they experience in their online communication. To address the research questions, the study employs the case study approach in order to explore the research phenomenon very closely. The findings show that identity plays a major role in the way Syrian university students access the internet and also in the choice of language they make online.

The effect of individual epistemological factors on attitudes to nonstandard language use in native speakers of Polish

2018 ◽  
Vol 55 (1) ◽  
pp. 135-156
Author(s):  
Krystyna Kułak ◽  
Rafał Jaworski
Keyword(s):  
Experimental Design ◽  
University Students ◽  
Language Use ◽  
Native Speakers ◽  
Personal Epistemology ◽  
Considerable Extent ◽  
Language Perception ◽  
Perception Survey ◽  
The Way

Abstract This paper discusses the issue of the influence of personal epistemological tendencies in native speakers of Polish on their perception of non-standard Polish. We argue in favor of taking into consideration the interpersonal differences concerning the way one conceptualizes the reality through the lenses of language as valid factors in of language perception. The essentialist factor in personal epistemology is believed to affect, to a considerable extent subconsciously, one's tolerance to non-standardness and ambiguity, which in turn influences covert and overt attitudes towards not only individual forms, but also entire spoken and written styles. The study described in this paper was devised in order to test and calibrate an experimental design for testing individual language-related epistemological and cognitive tendencies. The subjects are 36 Polish university students with no linguistic training. The study consists of a test designed to assess one’s personal epistemological tendencies representative of essentialist beliefs, and a language perception survey with a focus on non-standard forms in conversational Polish. The tendencies observed in the analysis of the results of the language perception survey and one’s essentialism indicator are discussed in order to propose possible further research.

Language learning, polylanguaging and speaker perspectives

2016 ◽  
Vol 7 (3) ◽  
pp. 305-326 ◽  
Author(s):  
Ursula Ritzau ◽  
Lian Malai Madsen
Keyword(s):  
University Students ◽  
Language Learning ◽  
Language Learners ◽  
Language Use ◽  
Point Of View ◽  
Swiss German ◽  
Hybrid Language

AbstractSociolinguists have recently suggested a range of new terms to re-conceptualise language and language use. Most of these are based on the empirical documentation of speakers using linguistically hybrid constructions which are understood as reflecting speakers’ orientation to norms of linguistic hybridity. In this article we bring data typical of SLA research and sociolinguistic theorisation together by discussing data collected among Swiss German university students learning Danish in the light of such sociolinguistic concepts. We show how in some cases, the students signal investment in and alignment with hybrid language use, but in others the students “polylanguage” from a form-analytic point of view, while the co- and context suggest they orient strongly to an idea of “pure” Danish. In these cases their hybrid linguistic productions are more likely to be explained by their status as language learners. We argue that these observations point to the need for a closer consideration of speaker stances towards language forms as well as a need for considering repertoire restrictions and learner ambitions in current sociolinguistic conceptualisations of linguistic hybridity.

scholarly journals AN UNBALANCED TRILINGUALISM: LINGUISTIC IDEOLOGIES AT THE UNIVERSITY OF BARCELONA

2006 ◽  
Vol 20 (1) ◽  
pp. 153-171
Author(s):  
Carles De Rosselló ◽  
Emili Boix-Fuster
Keyword(s):  
Qualitative Study ◽  
University Students ◽  
Language Contact ◽  
Language Use ◽  
Linguistic Ideologies ◽  
Language Of Instruction ◽  
Linguistic Ideology ◽  
Local Students ◽  
The University

Due to the heterogeneous origin of university students and the diverse language use guidelines in their departments, as well as the peculiar language contact that takes place in the territory of Catalonia, the University of Barcelona is one of the most linguistically complex universities of the occidental world. Catalan, Spanish and English are seen as enriching elements although dissenting voices do arise concerning the use of each of these languages. For this reason, we carried out a qualitative study, asking thirty-two students of the University of Barcelona (UB), the first Catalan University, how they perceive and face the challenges of their sociolinguistic environment. Briefly, in this article we study—in the first place—how students view the fact that English is becoming a language of instruction; and secondly, we analyse the main arguments that local students use to justify their linguistic ideology regarding Erasmus students.

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