Literature Review on "Textese Social Media Immigrants"

Literature Review 15 pages (5657 words) Sources: 40

[EXCERPT] . . . .

, 2014).

The child is already inclined towards more use of the cell phone. His liking for it can be used for enhancing his learning capabilities, is a question that is now, naturally being probed. Accordingly, Wood, Jackson, Hart, Plester, and Wilde (2011) undertook a field trial under controlled parameters and supervision. Kids who did not own cell phones were provided with, with texting facilities enabled for holidays such as weekends and end-of-term durations. The literacy skills weren't found to have improved in the test group, however, the spelling acumen of the children had improved significantly over the ten-week period that the test was conducted. In this field-trial, controlling factors were accounted for; those of IQ and spelling acumen (Wood et al., 2014).

Links between textism use and literacy skills

One can contend that writing proficiency abilities give off an impression of being to a great extent unaffected by cell-phone or the quantity of messages received or sent by a child. It does seem, however, that use of messaging helps the child in developing the capacity to learn spelling ability, specifically. On the other hand, youngsters' representation of phonology and orthography is prone to be distinctive to that of more seasoned skilled perusers, and test investigations of presentation to incorrectly spelled words has proposed that adolescent grown-ups' spelling execution is more inclined to be upset by introduction to incorrectly spelled structures than that of smaller children (Dixon and Kaminska, 2007). Less research into messaging has been led with more aged populaces, and more of such research has been done with college going students as participants. Then again, the inferences that have been accounted for, show much more mixed connections between messaging conduct and reading proficiency scores than have been seen in younger populace respondents' tests. A few specialists have seen no noteworthy relationship between students' traditional writing proficiency capacities and their utilization of textisms (Kemp, 2010) or their self-reported recurrence of sending instant messages (Massengill Shaw, Carlson, and Waxman, 2007). So also, students did not show much difference, irrespective of whether they had declared their active participation in texting or no rare use of IM's, voluntarily, did not contrast fundamentally on tests of word perusing, perusing familiarity, or spelling (Drouin and Davis, 2009). Be that as it may, some positive connections between different aspects of grown-up messaging conduct have been accounted for. U.S. understudies' self-reported instant messaging recurrence was for sure connected with spelling ability and perusing familiarity (Drouin, 2011), and Australian students' speed of reading and composing text proficiency were emphatically related with their routine spelling and perusing scores (Kemp, 2010). Some negative connections have likewise been noted. Rosen, Chang, Erwin, Carrier, and Cheever (2010) found that among U.S. grown-ups with some or no school training (however not among those with an higher education), the incessant utilization of textisms was interfaced to poorer scores on a formal composition assignment. De Jonge and Kemp (2012) reported that in Australian students, continuous texting and messaging, and more noteworthy utilization of textisms, were connected with poorer execution on spelling, perusing, and non-word perusing evaluations. Naturalistic textism use has been found to correspond contrarily with perusing and spelling, however not in reading familiarity or vocabulary in U.S. students (Drouin and Driver, 2012), and adversely with spelling (yet not perusing) in Canadian students and contrarily with timed non-word perusing (not spelling) in Australian students (Grace, Kemp, Martin, and Parrila, 2013).

As per Aziz et al. (2013), SMS administration has overcome the imperativeness of proficiency and command over language and it is evolving as a more preferred form of communication in all forms; of social correspondence, business exchanges and even in ads. Innovation assumes an essential part and has almost become the norm in correspondence today and SMS is the most favored more so among the adolescent clan on the grounds that it is economical in both respects- monetary and time. Learners tend to utilize it as a formally acknowledged and standard dialect and along these lines make distinctive slips of erroneous spelling and formation of syntactically incorrect compositions. The teachers of English language are confronting testing times because of this omnipresent malady. The dialect of messaging does little to follow spellings and syntactic tenets. So it is not formal or standard. Words are spelled as they are talked. Therefore, students get punished by the teachers for misspellings and the students are put to a loss as a use of the textual orientations in the formal scholarly work that they need to undertake from time to time. An important part of the second language tutor is to imbue and improve proficiency in the language by inculcating habits of understanding the conventional grammar and spellings.(Aziz et al., 2013).

Language skills are developed using the knowledge about the language as regards to its - syntax, grammar, and comprehension. It implies skills and learning in all its aspects of listening reading writing and speaking the language fluently. A proficient language skill takes care of the semantics, too. The language orientation while using SMS is directed towards two themes- that if expressing thoughts and feelings and information solely in written form. That requires most economical yet precise use of words. The reference to context has to appreciated and the message needs to fulfill that dimension appropriately, too. The words and spellings used to pass messages is often, hence, more phonetic than the correct literary assigned spelling. Frequently the use of punctuations is avoided to only adequately express the spoken word. It has been observed, with consternation that the use of and oftentimes too frequent use of the punctuations tend to make the academic literature more unwieldy and confusing. The comprehension is not easily deciphered, hence. As the use or misuse of the punctuation marks is not fully understood by the students, their use in SMS messages is generally avoided. The reasons for the texters to misuse or avoiding the use of these correct punctuation marks can also be seen in the use that is made of in the public displays such as advertisements, billboards, other text messages, at times even comics, newspapers and the like that are supposed to be imitated by the students, or at least looked upon as reliable sources to be imitated. The most surprising part is that certain official notifications that these youngsters receive also are guilty of misuse or abuse of the proper punctuation marks. However, some researchers see texting proficiency as an expression of creativity and innovative dispensation of the texters. Some researchers view texting to be an medium of expression that is both creative as well as skilful. The use of texting in forming and maintaining social circles and friends is a novelty never experienced before. As such the remarks castigating the youth for getting immersed in this digital device for communication is wholly unwarranted (Thurlow, 2006). The basic tenets of textese are (a) short and sweet; that is economy in time and money (b) textual language that is similar but different from the conventional (c) phonetic equivalent, that are devoid of literary values but effective at communicating messages (Aziz et al., 2013). It is evident from the textese that the users have improvised from a strong understanding of the syntactic rules and phonetics (Kemp, 2010).

Thurlow (2006) is of the opinion that the young people choose appropriate denominations of the typeset or orthogonal type that make for the most effective communication sense in the social sphere. At the same time, text-messages portray a certain character and can be very interesting to read. According to Thurlow (2006), practical considerations propose that the utility and style are dependent on each and afford a generic feel due to the following characteristics:

(a) brevity of the message

(b) profound use of unconventional characters, specially innovated; and (c) the incessant prevalence of inane content; all at the same time.

Adolescent content messagers move ordinary verbose practices with etymological innovativeness and informative skill to be personal and social. Hence, prior worries about the effect of SMS dialect seem misrepresented. Its realistic uniqueness is not another new happening and its utilization is not restricted to the teenagers. There is proof that it aids and helps better, as against the perceived impression that it opposed to gain reading proficiency. What's more just a little piece of it comprises a different orthography. A trillion instant messages appear a great deal, however as weighed against the multi-trillion examples of conventionally used orthography in ordinary life, their importance recedes to insignificance. Of the dialect being used (Aziz et al., 2013). As indicated by Crystal (2008a), messaging has added a wholly new angle to dialect use, however its effect in the long haul is hardly worth mentioning. It is not a great tragedy and it won't hurt the quality and principles of language. The communication has only… READ MORE

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