Cyber language and internet linguistics have been subjects of linguistics debates among researchers in recent years with the proliferation of the use of technology for communication. Along with its various other aspects, its analysis in determining the gender boundaries is a useful area of research. The present study was conducted to analyze cyber language to identify the gender boundaries among one hundred Facebook users of various age groups (13-30 years). In the Pakistani context the study examined the hypothesis that gender based linguistic differences exist in cyber space. For this purpose, the corpus was collected in natural form from the Facebook walls of its users. Gender boundaries were examined on the basis of new word formation and reduction at lexical level. These parameters were further divided into blending, conversion, compounding, derivation and coinage for new word formation, acronyms, phonetic spellings, non-standard spellings, letter/number homophones, clippings and contractions for reduction.Having suggested new parameters for gender identification
Cyber language and internet linguistics have been subjects of linguistics debates among researchers in recent years with the proliferation of the use of technology for communication. Along with its various other aspects, its analysis in determining the gender boundaries is a useful area of research. The present study was conducted to analyze cyber language to identify the gender boundaries among one hundred Facebook users of various age groups (13-30 years). In the Pakistani context the study examined the hypothesis that gender based linguistic differences exist in cyber space. For this purpose, the corpus was collected in natural form from the Facebook walls of its users. Gender boundaries were examined on the basis of new word formation and reduction at lexical level. These parameters were further divided into blending, conversion, compounding, derivation and coinage for new word formation, acronyms, phonetic spellings, non-standard spellings, letter/number homophones, clippings and contractions for reduction.Having suggested new parameters for gender identification
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Presentation developed for the class of Tópicos de Semântica em Inglês, under the responsability of Professor Elizabeth at the University of São Paulo, in the first semester of 2014.
A research paper about Gender Discourse Analysis in "Hamlet". Gender discrimination has been highlighted in perspective of discussion between the characters of the drama.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Presentation developed for the class of Tópicos de Semântica em Inglês, under the responsability of Professor Elizabeth at the University of São Paulo, in the first semester of 2014.
A research paper about Gender Discourse Analysis in "Hamlet". Gender discrimination has been highlighted in perspective of discussion between the characters of the drama.
The complaint about the deleterious effect of Facebook on language is long standing; of course in the time past the main gripes have been how the social networking site has sapped the meaning of 'Friend' and 'Like'. But now, the reverse of these words are showing up in everyday conversation on Facebook : 'Unfriend' and 'Unlike'.
Comparing Online Social Networks (Abbr)Becka Barker
This is an abbreviated version of my action-research project, as presented to the PAC-KOTESOL International Conference in 2010, and the TESL Canada National Conference in 2012.
2. Group Name Social Media Type Description Classes in Each Test Group T 1 Blogger • online journal; dialogue limited • multimodality for authors, but not for comments Native English 1C Native English 1F T 2 Ning • self-contained social network; dialogic forums • multimodality among all network members possible • emphasis on group Native English 1D Native English 1G T 3 Facebook • disparate social network; features a ‘group’ function • emphasis on individual profiles • multimodality between individuals and within groups Native English 1A Native English 1H
4. Variables will be coded as follows : • total number of linguistic utterances • total number of non-linguistic expressions • total number of paralinguistic expressions • total instances of correct target language use • number of each kind of expression in the first two weeks of test period • number of each kind of expression in the final two weeks of test period • instances of correct target language use in the first two weeks of test period • instances of correct target language use in the final two weeks of test period
5.
6.
7.
8.
9. Stommel (2005): “CA investigates social action with a focus on participants’ understanding of one another’s conduct” (p. 3). Belz and Vyatkina (2005): CA of learner-derived corpora may also be used in data-driven learning. Heckman and Annabi (2005): relates CA framework developed for their study to social constructivist learning; learning processes are reflected in communicative utterances Raffaella (1999): “CA originated as an approach to the study of social organization of everyday conduct” (p. 76).
10. Herring (2004): the multimodal nature of computer-mediated discourse is socially-driven as well as being technologically-driven and culturally-distinct. Most non-standard features used are deliberate choices by interlocutors, usually to mimic spoken language, economize on typing, or creatively express themselves. Montero, Watts, and García-Carbonell (2007): text-based interaction on computers help with oral proficiency, as well as linguistic and meta-linguistic competence. Raffaella (1999): interpreted paralinguistic features as part of informal online conversation
11. Montero, Watts, and García-Carbonell (2007): modals are a common issue for ELLs; modals are also used differently in oral and written contexts Belz and Vyatkina (2005): modals in German language learners’ online conversations were considered representative of pragmatic competence