scholarly journals Internet Discourse as a Form of Speech

2021 ◽  
Vol 2 (36) ◽  
pp. 57-63
Author(s):  
Antonina P. Lipatova ◽  
Keyword(s):  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Hybrid Form ◽  
Written Discourse ◽  
Generation Z ◽  
Computer Mediated ◽  
Oral Speech ◽  
New Type ◽  
The Individual ◽  
Written Speech

Traditionally, there are distinguished two forms of speech (oral and written). In the era of widespread digitalization, a new (computer-mediated) communication is emerging. The question arises, what form of speech generates a new type of communication, a special - hybrid - form of speech (“oral-written”) or a variety of existing forms. An attempt to answer this question is the task of the article. During the research it was found that the nature of this form is hybrid: it organically combines the beginning of both oral discourse and written speech. At the same time oral and written speech has its own pragmatics, which is different from the pragmatics of known forms of speech. If oral speech is designed to promote communication, written speech is designed to preserve information, then oralwritten discourse is a platform for the realization and manifestation of the individuality of the author of speech. The author of oral and written speech creates his identity, recreates the image of his “I” anew. Hence the leading “modus” of oral and written speech. Oral speech is “over-phonetic”: it has a rich arsenal of verbal and non-verbal means for conveying information, as well as for expressing emotions. Written speech has almost no extra-linguistic, additional means of expression, it is super-grammatical. In the context of oral-written discourse, the individual expresses himself (builds or transforms an already created image) often by playing with the form. Oral-written discourse on the Internet is “super graphic”. The peculiarity of representatives of generation Z lies in the almost simultaneous (parallel) mastery of written and oral-written speech. This cannot but affect the process of mastering writing skills by modern adolescents

scholarly journals Hacia una caracterización lingüística de las interacciones en WhatsApp

Triangle ◽  
2020 ◽  
pp. 69
Author(s):  
Marina Silva Alcántara
Keyword(s):  
Nonverbal Communication ◽  
New Technology ◽  
Computer Mediated Communication ◽  
Written Language ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Technological Context ◽  
New Type ◽  
Linguistic Level

The emergence of new communicative contexts and new forms of interaction has led to changes in the ways of communicating. Some authors speak of a new communicative paradigm caused by a new level of interaction arisen in the technological context. In this article, we focus on a new technology that can be included in the so-called computer mediated communication: WhatsApp. The aim of this work is to study WhatsApp interactions understood as a particular type of computer-mediated talks. Specifically we will: 1) Characterize the language used in WhatsApp interactions at every linguistic level, from phonetics to pragmatics, through morphology, vocabulary and syntax. 2) Analyze how the absence of nonverbal communication (paralanguage and kinesics) in such interactions is managed. 3) Determine whether WhatsApp interactions are manifestations of spoken or written language, or, on the contrary, they are a new type of language that cannot be classified as oral or written. And 4) determine whether WhatsApp interactions can be qualified as conversational.

scholarly journals A folksonomia como hipertexto potencializador de memória coletiva: um estudo dos links e das tags no de.licio.us e no Flickr | Folksonomy as hipertext for potentializing collective memory: a study of links and tags in de.licio.us and Flickr

2008 ◽  
Vol 1 (1) ◽  
Author(s):  
Maria Clara Aquino
Keyword(s):  
Information Retrieval ◽  
Collective Memory ◽  
Computer Mediated Communication ◽  
Communication Model ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Cooperative Process ◽  
New Type ◽  
The Web ◽  
Communications Standards

Resumo A comunicação mediada por computador no final dos anos 1990 reconfigura os padrões comunicacionais possibilitando a emergência de um modelo de comunicação todos-todos. Atualmente, a web vive uma nova fase, edificada sob a cooperação. O hipertexto tem seus padrões reconfigurados e os internautas passam a não somente emitir informações como também representá-las e recuperá-las através de ferramentas específicas. Oriundo de uma dissertação de mestrado defendida em 2008, este trabalho apresenta a folksonomia como um tipo de hipertexto e analisa como os processos hipertextuais de representação e recuperação de informação no del.icio.us e no Flickr potencializam a memória coletiva na web. Palavras-chave hipertexto; folksonomia; memória coletiva; web; tags.Abstract Computer mediated communication at the end of the 1990s reconfigures the communications standards making possible the emergence of a many-to-many communication model. Today, the web is different, it is based on a cooperative process. Hypertext is reconfigured and web-users may not only publicize information, but also represent and retrieve it through specific tools. Drawing from a master’s dissertation concluded in 2008, this paper argues that folksonomy is a new type of hypertext and analyses how hypertextual processes of representation and information retrieval in del.icio.us and Flickr can potencialize collective memory in the web.Keywords hypertext; folksonomy; collective memory; web; tags.

Networking Identities

2010 ◽  
Vol 2 (2) ◽  
pp. 32-42
Author(s):  
Lhoussain Simour
Keyword(s):  
Virtual Worlds ◽  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Virtual Community ◽  
Mediated Communication ◽  
Computer Mediated ◽  
New Space ◽  
The Subject ◽  
The Individual ◽  
Virtual Interactions

Electronic connections allow the individual to be at various global sites while sitting in front of his or her computer. By being electronically connected, one’s participation in virtual worlds raises important questions about the nature of our communities and problematizes our identities. This paper examines how experiences in virtual interactions affect people’s real lives and what impact computer mediated communication has on the formation of a virtual community and its relation to individuals’ identities. Virtual communities stimulate experiences that redefine the basic concepts and contexts that have characterized the essence of human societies. They offer new contexts for rethinking the concept of identity and provide a new space for exploring the extent to which participation in computer mediated interaction modifies the subject in terms of identity, leading to a reconstruction and a reconstitution of self.

Multitasking CMC to Study Connected Organizations

2011 ◽  
pp. 309-324 ◽  
Author(s):  
J. Patrick Biddix
Keyword(s):  
College Student ◽  
Structural Analysis ◽  
Web Sites ◽  
Computer Mediated Communication ◽  
Digital Data ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Rapid Diffusion ◽  
Mixed Approach ◽  
The Individual

The rapid diffusion of computer mediated communication (CMC) is redefining how individuals relate in contemporary ‘networked’ organizations. This chapter discusses the utility of pairing two forms of digital data collection, network analysis and electronic interviewing, to explore the structure and meaning of communication at the individual and organization level. Research methods are reviewed independently, and then presented together for consideration as a mixed approach. To demonstrate utility and challenge, a structural analysis of hyperlinks among college student group Web sites is paired with electronically conducted interviews. Howard’s (2002) network ethnography is discussed as a conceptual framework. Unique challenges and suggested ways of overcoming them are also presented.

Factors in Fluidity of Leadership in Emerging Contexts

2013 ◽  
pp. 62-84
Author(s):  
Anna C. McFadden ◽  
Juanita F. McMath ◽  
Michelle Hale ◽  
Barrie Jo Price
Keyword(s):  
Computer Mediated Communication ◽  
Mobile Technologies ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Current Events ◽  
Definition Of ◽  
The Individual ◽  
Political Economic ◽  
Leadership Actions

Using the definition of Hesselbein, Goldsmith, and Beckhard (1996), leaders are defined as those with followers and who garner influence with and among those followers. Mobile technologies, social media, and other computer-mediated communication tools have changed how those followers are connected to leaders and organizations as well as how influence can be exerted by the followers themselves. Leadership in political, economic, and educational contexts is examined through examples taken from research and current events. Three common themes emerged within each of the leadership sectors examined: time and place, the role of the individual vs. the group, and interactivity. These themes are explored through a framework of questions and leadership actions.

Networking Identities

2013 ◽  
pp. 235-246
Author(s):  
Lhoussain Simour
Keyword(s):  
Virtual Worlds ◽  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Virtual Community ◽  
Mediated Communication ◽  
Computer Mediated ◽  
New Space ◽  
The Subject ◽  
The Individual ◽  
Virtual Interactions

Electronic connections allow the individual to be at various global sites while sitting in front of his or her computer. By being electronically connected, one’s participation in virtual worlds raises important questions about the nature of our communities and problematizes our identities. This paper examines how experiences in virtual interactions affect people’s real lives and what impact computer mediated communication has on the formation of a virtual community and its relation to individuals’ identities. Virtual communities stimulate experiences that redefine the basic concepts and contexts that have characterized the essence of human societies. They offer new contexts for rethinking the concept of identity and provide a new space for exploring the extent to which participation in computer mediated interaction modifies the subject in terms of identity, leading to a reconstruction and a reconstitution of self.

Management Education by Distance Mode: Combining Print and Computer Mediated Communication (CMC) Technologies to Provide Flexible Individual Study and Collaborative Learning Opportunities

2002 ◽  
Vol 8 (2) ◽  
pp. 52-64
Author(s):  
Ann Smith
Keyword(s):  
Collaborative Learning ◽  
New Media ◽  
Management Education ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Perceptual Skills ◽  
Computer Mediated ◽  
The Individual ◽  
Management Students ◽  
Collaborative Learning Opportunities

ABSTRACTGiven the need to provide increased opportunities for busy managers to learn, but their reduced availability to attend formal on-campus classes, management students and corporate employers have turned to Distance Education (DE) provision as an alternative to face-to-face (FtF) programmes.Providing flexible delivery, however, does not guarantee that the learning requirements of management students will be met, and needs to be considered in terms of the limits and enhancements to learning that different flexible methodologies support. DE comes in many forms and pedagogics, uses a variety of media, and tends to be designed with the individual learner in mind, whereas the demand for work-relevant management skills requires Management Education (ME) programmes to include collaborative as well as individual modes of learning.Managers require integrative knowledge, emotional intelligence, and complex social and perceptual skills and attitudes that increasingly reflect ethical and values-oriented behaviour. At issue in the shift from FtF to DE is the need to provide opportunities for the ongoing social and interpersonal skills development that would normally occur within the classroom. For DE to add value to management learners it needs to offer flexibility that supports quality work-relevant education.In this paper the author explores whether print-based DE combined with Computer Mediated Communication (CMC) technologies provides a solution. CMC is a networked electronic medium; used in conjunction with print-based DE it can provide opportunities for group interactivity and collaborative learning. Since the skills required for effective CMC participation are also synergistic with the socio-cultural and technical skills required of today's ‘networked manager’, the author suggests that there are further advantages to including CMC as part of the ME curriculum. From a review of the literature, the author concludes that there is much benefit in combining the two methodologies provided that:• appropriate pedagogy is designed into the combined media• the flexibility and educational needs of management learners are met• educators and learners learn how to learn by the new media.

Management Education by Distance Mode: Combining Print and Computer Mediated Communication (CMC) Technologies to Provide Flexible Individual Study and Collaborative Learning Opportunities

2002 ◽  
Vol 8 (2) ◽  
pp. 52-64
Author(s):  
Ann Smith
Keyword(s):  
Collaborative Learning ◽  
New Media ◽  
Management Education ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Perceptual Skills ◽  
Computer Mediated ◽  
The Individual ◽  
Management Students ◽  
Collaborative Learning Opportunities

ABSTRACTGiven the need to provide increased opportunities for busy managers to learn, but their reduced availability to attend formal on-campus classes, management students and corporate employers have turned to Distance Education (DE) provision as an alternative to face-to-face (FtF) programmes.Providing flexible delivery, however, does not guarantee that the learning requirements of management students will be met, and needs to be considered in terms of the limits and enhancements to learning that different flexible methodologies support. DE comes in many forms and pedagogics, uses a variety of media, and tends to be designed with the individual learner in mind, whereas the demand for work-relevant management skills requires Management Education (ME) programmes to include collaborative as well as individual modes of learning.Managers require integrative knowledge, emotional intelligence, and complex social and perceptual skills and attitudes that increasingly reflect ethical and values-oriented behaviour. At issue in the shift from FtF to DE is the need to provide opportunities for the ongoing social and interpersonal skills development that would normally occur within the classroom. For DE to add value to management learners it needs to offer flexibility that supports quality work-relevant education.In this paper the author explores whether print-based DE combined with Computer Mediated Communication (CMC) technologies provides a solution. CMC is a networked electronic medium; used in conjunction with print-based DE it can provide opportunities for group interactivity and collaborative learning. Since the skills required for effective CMC participation are also synergistic with the socio-cultural and technical skills required of today's ‘networked manager’, the author suggests that there are further advantages to including CMC as part of the ME curriculum. From a review of the literature, the author concludes that there is much benefit in combining the two methodologies provided that:• appropriate pedagogy is designed into the combined media• the flexibility and educational needs of management learners are met• educators and learners learn how to learn by the new media.

scholarly journals Impolite viewer responses in Arabic political TV talk shows on YouTube

Pragmatics ◽  
2019 ◽  
Vol 29 (4) ◽  
pp. 521-544
Author(s):  
Bahaa-eddin A. Hassan
Keyword(s):  
Computer Mediated Communication ◽  
Talk Shows ◽  
Mediated Communication ◽  
Written Discourse ◽  
Bottom Up ◽  
Online Interactions ◽  
Computer Mediated ◽  
Political Talk

Abstract The article deals with the features of impolite responses of YouTube Arab viewers of political TV talk shows. YouTube comments are written discourse of live commentary, a new genre of computer-mediated communication. Based on data from comments of Arabic viewers of political TV talk shows on YouTube, the article argues that impolite responses appear to be a common feature in Arabic comments in political talk shows on YouTube. Identity and power are reconsidered in this paper as variables that trigger impoliteness in Arabic online responses in political talk shows on YouTube. It argues that obscuring identity online incites the use of conventionalized impoliteness to exercise power on the TV presenter or the TV episode’s guest. The article also shows how communication variables such as context, commentator’s identity and models of communication influence the realization of impolite responses in those online interactions. The study draws on Spencer-Oatey (2007) to correlate identity, power, and impoliteness. It also utilized Culpeper’s (2011) bottom-up model of impoliteness triggers.

Learning in an Active, Collaborative Space

2010 ◽  
pp. 275-294 ◽  
Author(s):  
Michele P. Notari ◽  
Beat Döbeli Honegger
Keyword(s):  
Learning Theory ◽  
21St Century ◽  
Computer Mediated Communication ◽  
Problem Based Learning ◽  
Communication Channels ◽  
Mediated Communication ◽  
Computer Mediated ◽  
The Future ◽  
Collaborative Space ◽  
The Individual

Based on the implications of technological progress and socioconstructivist learning theory, trends are being developed for tools to promote learning in the information society of the 21st century. The future promises a massive increase in information and its ubiquitous availability, along with an increase in computer-mediated communication. It is particularly important to understand that the communication requests placed on the individual and the range of available communication channels will increase in coming years. Tools must therefore be conceptualized to manage the communication and information glut of the future in an “intelligent” way permitting a collaborative way of learning. Looking ahead, lifelong, rather informal and problem-based learning could become significantly more important than formal learning. The characteristics of wikis will be presented as a possible representative example and explored based on the above criteria. The chapter concludes with prognoses on the nature of ICT-supported learning in coming years.

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