User:Cament1/SMS language
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[edit]Frequency of use[edit]
[edit]In one American study, researchers found that less than 20% of messages used SMS language. Looking at his own texting history, the study's author, linguist David Crystal, said that just 10% of his messages used SMS language.
Use in schoolwork[edit]
[edit]Use of SMS language in schools tended to be seen as negative effects.[citation needed] There have been some reports in the media of children using SMS language for essays in school. The New Zealand Qualifications Authority refuted press reports that they had authorized the use of text abbreviations in exam answers, with a spokesperson saying that "there had been no change to guidelines and there was no specific policy about text language."
A study performed by Cingel & Sundar (2012) investigated the relationship between the use of SMS language and grammar in adolescents[1]. By using a self-report survey where the 228 middle school participants would answer questions regarding their texting behaviors, as well as a ten minute in-class grammar assessment, the study gathered information on how the amount of time a student spent online affected their writing[1]. Cingel & Sundar (2012) hypothesized that the more text messages a student received and sent, the more grammar ‘adaptations’ their writing would contain[1]. The results reflected a negative relationship between text messaging and adolescent grammar skills. They concluded that the more time the youth spend on technology, the more they become acquainted with “techspeak” or “textese,” and thus allow their approach to grammar and academic writing to change[1].[2][3][4][5]
References
[edit]- ^ a b c d Cingel, Drew P.; Sundar, S. Shyam (2012-12). "Texting, techspeak, and tweens: The relationship between text messaging and English grammar skills". New Media & Society. 14 (8): 1304–1320. doi:10.1177/1461444812442927. ISSN 1461-4448.
{{cite journal}}: Check date values in:|date=(help) - ^ Al-Kadi̇, Abdu (2019-06-17). "A Cross-Sectional Study of Textese in Academic Writing: Magnitude of Penetration, Impacts, and Perceptions". International Journal of Contemporary Educational Research. 6 (1): 29–39. doi:10.33200/ijcer.534692.
- ^ Rosen, Larry D.; Chang, Jennifer; Erwin, Lynne; Carrier, L. Mark; Cheever, Nancy A. (2010-06). "The Relationship Between "Textisms" and Formal and Informal Writing Among Young Adults". Communication Research. 37 (3): 420–440. doi:10.1177/0093650210362465. ISSN 0093-6502.
{{cite journal}}: Check date values in:|date=(help) - ^ Grace, Abbie; Kemp, Nenagh; Martin, Frances H; Parrila, Rauno (2015-05). "Undergraduates' attitudes to text messaging language use and intrusions of textisms into formal writing". New Media & Society. 17 (5): 792–809. doi:10.1177/1461444813516832. ISSN 1461-4448.
{{cite journal}}: Check date values in:|date=(help) - ^ Wood, Clare; Kemp, Nenagh; Waldron, Sam (2014-11). "Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks". British Journal of Developmental Psychology. 32 (4): 415–429. doi:10.1111/bjdp.12049. ISSN 0261-510X. PMC 4265847. PMID 24923868.
{{cite journal}}: Check date values in:|date=(help)CS1 maint: PMC format (link)
Further Reading
[edit]- Al-Kadi, A. (2019). A cross-sectional study of textese in academic writing: Magnitude of penetration, impacts and perceptions. International Journal of Contemporary Educational Research, 6(1), 29-39.[1]
- Carrier, L.M., Chang, J., Cheever, N.A., Erwin, L., & Rosen, L.D. (2010). The relationship between “textisms” and formal and informal writing among young adults. Communication Research, 37(3), 420–440.[2]
- Grace, A., Kemp, N., Martin, F. H., & Parrila, R. (2013). Undergraduates’ attitudes to text messaging language use and intrusions of textisms into formal writing. New Media & Society, 17(5), 792–809.[3]
- Kemp, N., Waldron, S., & Wood, C. (2014). Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks. British Journal of Developmental Psychology, 32(4), 415–429.[4]
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