scholarly journals New media, new challenges: exploring the frontiers of corpus linguistics in the linguistics curriculum

2013 ◽  
Vol 1 ◽  
pp. 17-31
Author(s):  
Nuria Hernández

This paper introduces a new corpus of computer-mediated communication which is currently being compiled at the University of Duisburg-Essen. Based on the experience from this project, the paper also discusses the possibility of implementing major issues in corpus construction into the academic curriculum of young linguists in the form of project-based learning. A variety of new challenges and possible solutions regarding the compilation and processing of new media language are presented.

2014 ◽  
Vol 2 (1) ◽  
pp. 2-12 ◽  
Author(s):  
Sabina Misoch

This paper deals with the phenomenon of so-called (note) card stories on YouTube. Card stories can be described as self-disclosing videos or confessions, using a new frame for telling one’s own story audio-visually to the public by combining ‘old’ (hand-written messages) and ‘new’ media (video, computer mediated communication). In 2012/13, a qualitative and exploratory study with a sample of 25 card story videos on YouTube was conducted. The content and visual analysis revealed (1) that these videos are bound to a very specific frame of presentation, (2) that they deal with specific topics, and (3) that the presenter does not remain (visually) anonymous. These findings question previous research results that stressed a strong correlation between online self-disclosure and (visual) anonymity; further, the findings show that this special frame of textual confessions via video supports deep self-disclosures.


Humaniora ◽  
2017 ◽  
Vol 8 (1) ◽  
pp. 21
Author(s):  
Nur Kholisoh ◽  
Ria Sulastri

The article was intended to investigate various benefits of Whatsapp Messenger application for an effective intenal communication in PT Euro Management Indonesia. In addition, this research also aimed to map the organizational internal communication pattern through the use of Whatsapp Messenger application. The research used theories of organizaional communication, new media communication pattern, and computer mediated communication (CMC). Moreover, paradigm used in the research was constructivist with qualitative approach and the research method was case study. The research result finds that the use of new media Whatsapp Messenger as a tool of communication can build effective internal communication in PT Euro Management Indonesia. Moreover, it also shows that the internal organizational communication pattern in PT Euro Management Indonesia used in Whatsapp Messenger application is conversation pattern.


10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.


Author(s):  
Suelene Vaz da SILVA ◽  
Francisco José Quaresma de FIGUEIREDO

ABSTRACT This paper presents data from a computer-mediated communication study conducted between a group of Brazilian university students - from Instituto Federal de Educação, Ciência e Tecnologia do Estado de Goiás, Campus Goiânia, Goiás, Brazil - who wanted to learn English, and a group of German university students - from the University of Worms, in Germany - who wanted to learn Portuguese. The cross-cultural bilingual communication was conducted in the second semester of 2010 and involved discussions on environmental issues. Adopting a qualitative perspective in the analysis, the data were derived from conversation sessions through a webconferencing software known as Openmeetings and through e-mails and some written activities developed by the students. All these were analyzed by means of sociocultural theory. Among the conclusions we reached, we observed that the participants used the software features to help them in their language learning process, discussed issues related to environmental science, as well as topics related to their personal and academic life. Regarding the languages used, the participants used English during the teletandem sessions as an anchoring language to assist their partners in learning English itself and Portuguese, as well as introduced the German language in the interaction sessions.


10.29007/gln9 ◽  
2018 ◽  
Author(s):  
Rosana Villares-Maldonado

Linguistic deviations from the standard use of English in computer-mediated communication have been described by the literature as distinctive Netspeak features. Using corpus linguistics and register theory, I examine those linguistic deviations in a corpus extracted from the microblogging platform Tumblr to describe how language use is shaped by the Internet medium. The sample of grammatical, discourse and style features analysed included the use of personal pronouns, idiomatic expressions, abbreviations, examples, quotations, repetitions, intensifiers, emotional and offensive language, as well as other features such as break and run-on-sentences, typography, punctuation, and multimodal elements. The corpus analysis reveals that these texts are characterised as being mainly short written messages combining typical features of the written mode of communication and features of extemporaneous, spoken discourse. Findings also show a non-standard use of punctuation and typography, the inclusion of multimedia elements that helps to overcome the lack of immediate feedback and the use of non-segmental phonology in the conversation. The results of the analysis suggest that Netspeak (non-standard) linguistic features are determined by context and are thus more likely to appear in digital spheres such as social networks, blogs and chats, among users who engage in one-to-one conversations or users who belong to the same in-group, and in communicative situations in which hobbies and personal experiences are the most frequently discussed topics.


Author(s):  
Dubravka Cecez-Kecmanovic ◽  
Andy Busuttil

This case is about a university, named Uni-X, which adopted and appropriated CMC to support a university-wide consultative process to inform its future strategic directions. Strategic change was required in response to a number of external political and economic factors. The President and the Executive Committee decided to use the consultative process both to increase staff awareness of the circumstances being faced by the university and to engage them in an exploratory process leading to the decisions that were to be made. The CMC system used was intended to provide equal access to information by all staff, to enable a university-wide electronic forum for discussion, and to support the coordination of a multitude of the other in-vivo tasks arising from the process. The case enables examination of (at least) three controversial issues of CMC deployment: equality of access, equality of participation, and democratizing potential. Equality of access means that all the participants have an equal opportunity to access the communication network and information resources in the system. Equality of access has to be distinguished from the equality of participation, which denotes equal opportunity to contribute to the discussion, both to affect and be affected by the opinion of others. CMC’s democratizing potential is an even more complex issue that refers to CMC’s contribution to the openness and transparency of organizational processes and to consensus-based participatory decision making. Understanding the use and appropriation of CMC by individuals as members of different groups and as members of the Uni-X University, together with understanding the uniqueness of their specific local contexts, is a prerequisite for exploring the richness of social impacts, and why and how they emerged.


Author(s):  
John D’Ambra ◽  
Zixiu Guo

This chapter considers the pivotal role of computer-mediated communication in supporting the work of virtual teams. The limited information carrying capacity of computer-mediated communication channels has been well documented and the subject of much research. Media richness theory is the context for a proposed technique aiming to increase the information carrying capacity of CMC in virtual teams. The technique, based upon developing a shared social construction, is presented and suggestions on how it may be evaluated are proposed.


Author(s):  
Linda D. Grooms

<p>The axiom of humanity’s basic need to communicate provides the impetus to explore the nature and quality of computer-mediated communication as a vehicle for learning in higher education. This exploratory study examined the experiential communication perceptions of online doctoral students during the infancy of their program. Eighty-five students were electronically queried through a 32 item open-ended questionnaire within a 13 day time frame. Preliminary findings supported the experience of Seagren and Watwood (1996) at the Lincoln Campus of the University of Nebraska, that “more information widens learning opportunities, but without interaction, learning is not enhanced” (p. 514). The overarching implications stress that faculty development and instructional planning are essential for the effective delivery of online courses, and even more so when collaborative learning is used. Facilitating group communication and interaction are areas beckoning attention as we continue to effectively organize the online classroom of this new millennium.</p> <p><B>Key Words:</B> Computer-mediated communication, online instructional pedagogy, virtual classroom, online learning, higher education, interaction, immediacy</P>


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