Research in the Teaching of English
text messaging, college students, IM, social media, communication, emoticons
Communication Technology and New Media | Discourse and Text Linguistics | Interpersonal and Small Group Communication | Reading and Language | Social Media
In this article, we examine writing in the context of new communication technologies as a kind of everyday literacy. Using an inductive approach developed from grounded theory, we analyzed a 32,000-word corpus of college students’ Instant Messaging (IM) exchanges. Through our analysis of this corpus, we identify a fifteen-item taxonomy of IM language features and frequency patterns which provide a detailed, data-rich picture of writers working within the technological and situational constraints of IM contexts to creatively inscribe into their written conversations important paralinguistic information. We argue that the written features of IM function paralinguistically to provide readers with cues as to how the writing is to be understood. By writing into the language paralinguistic cues, the participants in our study work to clarify, or more precisely disambiguate, meaning. Through a discussion of four of these features—eye dialect, slang, emoticons, and meta-markings—we suggest how the paralinguistic is inscribed in IM’s language features.
Haas, Christina; Takayoshi, Pamela; Carr, Brandon J.; Hudson, Kimberley; and Pollock, Ross (2011). Young People’s Everyday Literacies: The Language Features of Instant Messaging. Research in the Teaching of English 45(4), 378-404. Retrieved from https://digitalcommons.kent.edu/engpubs/117
National Council of Teachers of English