2. The Language of Electronic Communication Its Implications for TEFL EUROCALL 2010 Averianova Irina Nagoya University of Business, Japan EUROCALL 2010 Averianova Irina Nagoya University of Business, Japan

3. Electronically-Mediated Communication (EMC)  Electronic Mail (e-mail)  Internet Relay Chat (IRC)  Multiple Users Domains (MUDs)  Newsgroups  Blogs  Other interactive platforms (Twitter, Second Life; FaceBook, etc)  SMS  Electronic Mail (e-mail)  Internet Relay Chat (IRC)  Multiple Users Domains (MUDs)  Newsgroups  Blogs  Other interactive platforms (Twitter, Second Life; FaceBook, etc)  SMS

4. Electronically-Mediated Communication (EMC ) 540 million people use the Net Every 6 th person on earth English is the dominant language of electronic communication In 2010, non-native speakers using the Internet have outnumbered native speakers Significant expansion of EMC in TEFL 540 million people use the Net Every 6 th person on earth English is the dominant language of electronic communication In 2010, non-native speakers using the Internet have outnumbered native speakers Significant expansion of EMC in TEFL

5. EMC in EFL Classroom ENHANCED MOTIVATION AND AUTONOMY OF LEARNERS  Authenticity  Interactivity  Security: a) psychological b) linguistic ENHANCED MOTIVATION AND AUTONOMY OF LEARNERS  Authenticity  Interactivity  Security: a) psychological b) linguistic

6. EMC in EFL Classroom Email communication Blog exchange  Chat room participation  FaceBook interaction  Joint projects  Academic partnerships  SMS exchange and texting as learning activities Email communication Blog exchange  Chat room participation  FaceBook interaction  Joint projects  Academic partnerships  SMS exchange and texting as learning activities

7. Electronic Discourse: Written Speech Spoken Writing (Hybrid, A new computer style, Internet Slang, Internet language, Net speak, Chat Room Shorthand, Tech-talk, Nu English) DISCURSIVE DRIVES  Economy of writing  Maintenance of orality in the absence of direct auditory interaction  Linguistic relaxation (Hybrid, A new computer style, Internet Slang, Internet language, Net speak, Chat Room Shorthand, Tech-talk, Nu English) DISCURSIVE DRIVES  Economy of writing  Maintenance of orality in the absence of direct auditory interaction  Linguistic relaxation

8. Electronic Discourse ABBREVIATION  Initialisms: ASAP, TTYT, ISTM, KISS, PICNIC, HAND, POS, TUL  Clippings: Pic, Peeps, Attn  Homophonic coinages, or logograms: 2dA, 2u2, UC, Qt, Y

9. Electronic Discourse SIMPLIFIED SYNTAX  Incomplete sentences: Need 2 go; been watching ya  “Contracted” contractions: dont, whats, thats SIMPLIFIED SYNTAX  Incomplete sentences: Need 2 go; been watching ya  “Contracted” contractions: dont, whats, thats

10. Electronic Discourse IRREGULAR CAPITALIZATION  Lower case letters only - whispering: can you remember what we sposed to be doing today???  Upper case letters only - shouting: WHYS NOBODY DO NOTHING!!!!!!!  Mixed case - emphasis: did I just see GOD??? IRREGULAR CAPITALIZATION  Lower case letters only - whispering: can you remember what we sposed to be doing today???  Upper case letters only - shouting: WHYS NOBODY DO NOTHING!!!!!!!  Mixed case - emphasis: did I just see GOD???

11. Electronic Discourse EMOTICONS (SMILEGLYPHS, SMILEYS) :-) “smile” :’-( “crying” :-O “surprise, shock” :-* “kiss” :-D “laughing” :-@ “screaming” >:-O “angry/yelling >:-( “angry/grumpy” EMOTICONS (SMILEGLYPHS, SMILEYS) :-) “smile” :’-( “crying” :-O “surprise, shock” :-* “kiss” :-D “laughing” :-@ “screaming” >:-O “angry/yelling >:-( “angry/grumpy”

12. EMC in EFL Classroom MAJOR PROBLEM: Excessive use/abuse of peculiarities of electronic discourse  Initial enthusiasm  Emulation  Limited language aptitude (appeased by economy of writing and linguistic relaxation)  Insufficient code-switching skills MAJOR PROBLEM: Excessive use/abuse of peculiarities of electronic discourse  Initial enthusiasm  Emulation  Limited language aptitude (appeased by economy of writing and linguistic relaxation)  Insufficient code-switching skills

13. EMC in EFL Classroom Excessive use/abuse of peculiarities of electronic discourse results in:  Exclusion  Flaming  Hostile & insulting reaction  General lack of comprehensibility  Non-standard language in the academic context Excessive use/abuse of peculiarities of electronic discourse results in:  Exclusion  Flaming  Hostile & insulting reaction  General lack of comprehensibility  Non-standard language in the academic context

14. Lack of comprehensibility in Email “… I really consider the Japanese 2B very different from us but hope U tell me more about it l8R. I/m looking forward to ur reply!! TCOY!!! :-) KIT!!:-) LTTA!!!” “… I really consider the Japanese 2B very different from us but hope U tell me more about it l8R. I/m looking forward to ur reply!! TCOY!!! :-) KIT!!:-) LTTA!!!”

15. Texting in academic writing ) My smmr hols wr CWOT. B4, we used 2go2 NY 2C my bro, his GF & thr 3 :- kids FTF. ILNY, it's a gr8 plc (In translation: "My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend and their three screaming kids face to face. I love New York. It's a great place.") (BBC News, 4 March, 2003) My smmr hols wr CWOT. B4, we used 2go2 NY 2C my bro, his GF & thr 3 :- kids FTF. ILNY, it's a gr8 plc (In translation: "My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend and their three screaming kids face to face. I love New York. It's a great place.") (BBC News, 4 March, 2003)

16. Texting in academic writing xs cmpnstn fnds wl b nvstd 4 srvvng fmly mmbrs (In translation: “Excess compensation funds will be invested for surviving family members.”) (I. Berman, 2006) xs cmpnstn fnds wl b nvstd 4 srvvng fmly mmbrs (In translation: “Excess compensation funds will be invested for surviving family members.”) (I. Berman, 2006)

17. Texting in academic writing  Common disclaimer phrases (called “parantheticals”) ofn contract in2 ACRONYMS – they tend to occur @ certain points in a sentence which can facilitate decoding. Some e.g.s.: IMHO – In my humble/honest opinion…  Lol, btw, b/c (N. Baron 2009)  @, $, &  Common disclaimer phrases (called “parantheticals”) ofn contract in2 ACRONYMS – they tend to occur @ certain points in a sentence which can facilitate decoding. Some e.g.s.: IMHO – In my humble/honest opinion…  Lol, btw, b/c (N. Baron 2009)  @, $, &

18. Texting – Other problems  Cheating 2002 - University of Maryland, College Park, 12 students 2002 - Hitotsubashi University, 26 students 2004 - England, 287 school and college students  Multitasking  Disruption  Cheating 2002 - University of Maryland, College Park, 12 students 2002 - Hitotsubashi University, 26 students 2004 - England, 287 school and college students  Multitasking  Disruption

19. Attitude – What teachers teach about EMC  Cultural awareness  Mutual courtesy  Technical conventions of writing in the Net BUT  Linguistic conventions of electronic discourse are generally either not acknowledged or intentionally neglected  Cultural awareness  Mutual courtesy  Technical conventions of writing in the Net BUT  Linguistic conventions of electronic discourse are generally either not acknowledged or intentionally neglected

20. EMC in EFL Classroom ROLE OF THE TEACHER  Introduce the fundamentals of netiquette  Ensure the appropriate way of writing in the Net  Provide the netiquette troubleshooting: a) Proactive b) Reactive ROLE OF THE TEACHER  Introduce the fundamentals of netiquette  Ensure the appropriate way of writing in the Net  Provide the netiquette troubleshooting: a) Proactive b) Reactive

21. EMC – Implications for TEFL  Code-switching  Knowledge of traditional writing conventions  Communicative awareness  Texting etiquette  Differentiation between creativity and normative language use  Code-switching  Knowledge of traditional writing conventions  Communicative awareness  Texting etiquette  Differentiation between creativity and normative language use

22. Electronic Communication and TEFL ROLE OF THE TEACHER  Facilitate adequate understanding between the participants of EMC  Ensure acquisition of comprehensive language competence within any communicational framework Thank you! ROLE OF THE TEACHER  Facilitate adequate understanding between the participants of EMC  Ensure acquisition of comprehensive language competence within any communicational framework Thank you!