Заглавная страница Избранные статьи Случайная статья Познавательные статьи Новые добавления Обратная связь FAQ Написать работу КАТЕГОРИИ: АрхеологияБиология Генетика География Информатика История Логика Маркетинг Математика Менеджмент Механика Педагогика Религия Социология Технологии Физика Философия Финансы Химия Экология ТОП 10 на сайте Приготовление дезинфицирующих растворов различной концентрацииТехника нижней прямой подачи мяча. Франко-прусская война (причины и последствия) Организация работы процедурного кабинета Смысловое и механическое запоминание, их место и роль в усвоении знаний Коммуникативные барьеры и пути их преодоления Обработка изделий медицинского назначения многократного применения Образцы текста публицистического стиля Четыре типа изменения баланса Задачи с ответами для Всероссийской олимпиады по праву Мы поможем в написании ваших работ! ЗНАЕТЕ ЛИ ВЫ?
Влияние общества на человека
Приготовление дезинфицирующих растворов различной концентрации Практические работы по географии для 6 класса Организация работы процедурного кабинета Изменения в неживой природе осенью Уборка процедурного кабинета Сольфеджио. Все правила по сольфеджио Балочные системы. Определение реакций опор и моментов защемления |
Chapter III. Research “sms-language in everyday speech’↑ ⇐ ПредыдущаяСтр 3 из 3 Содержание книги
Поиск на нашем сайте
Taking into consideration our theoretic research, I decided to make a survey and offered a questionnaire to the students and the teachers of English. We found out the frequency of the daily use of SMS- and e-mail language by the students and the teachers of English; made a survey in order to learn whether the students understand the meaning of SMS- or e-mail characters completely, only in the context or use them in the wrong way, defined what acronyms or abbreviations have gained the biggest popularity and created the glossary in English. We included fifty students (A) and twelve teachers (B) into the list of the respondents. It turned out that 100% of them not only have a notion of its existence, but use SMS- or e-mail characters in their E-mail messages to their Internet palls. (See Diagram 1).
Diagram 1 After that we made a survey in order to learn whether the students understand the meaning of the SMS-characters completely, only in the context or use them in the wrong way. 37 respondents (74%) claimed they understand the acronyms and abbreviations in the context (1), 11 students (22%) said they had certain difficulties defining the meaning of SMS-characters (2) and 2 students (4%) responded that they usually used the abbreviated text in the right way (3). (See Diagram 2). As far as the teachers of English are concerned, 8 persons (66.7%) were sure to use SMS- characters correctly (5) and 4 teachers (33.3%) pointed out that they needed the context to translate e-mail messages in the right way (6). (See Diagram 3).
Diagram 2 Diagram 3 Our next step was to interview the teachers of English and students and estimate what SMS-characters enjoy the greatest popularity. The glossary we created comprises 424 abbreviation/ acronyms and 19 smiley and graphic text messages. It turned out that the teachers prefer acronyms to the others SMS-characters, then combined abbreviations follow, after that they named single letters or digits to replace the whole word, then a single letter or digit to replace a syllable and smiley or graphic text messages are at the end of the list. The students use smiley or graphic text messages most willingly, then acronyms and combined abbreviations go, the next place is taken by single letters or digits to replace the whole word and, finally, they pointed out that a single letter or digit to replace a syllable is not so popular as the others. (Diagrams 4A and 4B).
Diagram 4A Diagram 4B The next part of our research was aimed at discovering if the use of SMS-language depends on a person’s level of situational speech. First of all, we asked the students and teachers to make notes of 50 e-mail messages paying attention to the frequency of abbreviations and acronyms and found out that, on the average, the adult whose English can be characterized as being of advanced level uses SMS-characters in his or her e-mail messages twice as much as the students (22, 8 to 11, 3). (See Diagram 5). Frequency of Use Diagram 5 Then we offered different lexical exercises and tests to the teachers of English and the questioned students and the results are as following: 11 teachers (91.7 %) made no mistakes defining the meaning of the abbreviation or the acronym and 1 teacher (8.3%) used the SMS-character in an inappropriate way. At the same time 47 students (94 %) were wrong to apply this or that e-mail character while 3 of them (6 %) whose level of situational speech is high had no problem using abbreviations or acronyms as the key-elements of e-mail messages. (See Diagrams 6, 7).
Diagram 6 Diagram 7
Finally, we offered a questionnaire to define the attitude of the teachers and students to SMS-substitutes in e-mail messages. 10 teachers (83.3%) responded that since we are not native speakers of English and use SMS-language only corresponding with net-friends, it doesn’t corrupt everyday speech or writing at all. The same opinion was supported by all 50 students. 2 teachers (16,6%) have a different approach and say they hate different smiley or graphic text messages they get in SMS- or e-mail messages and they are sure of the negative impact of different substitutes on literary language. (See Diagrams 8, 9).
Diagram 8 Diagram 9 The results of both our theoretical research and our survey are summarized in the final part of the work, which also contains the glossary of SMS-substitutes.
CONCLUSION Due to this research we managed to find out that speech consciousness of current tendencies is an inseparable element of learning a foreign language. E-mail and SMS-corresponding has rapidly taken on a distinct new format – that of the abbreviated text, especially in the conversations spoken by equals. It proved that communicating may help to set not only social links, but to enrich one’s situational speech in general and vocabulary as a comprehensive system in particular. In our work we executed comparison between different groups of SMS-substitutes in English. We also estimatedthe frequency of their daily use in the languages; made a survey in order to learn whether the students and teachers of English understand the meaning of SMS- abbreviations and acronyms completely, only in the context or use them in the wrong way; discovered what SMS-substitutes have gained the biggest popularity and created the glossary regarding the research in English. The results of the research prove that: · On the one hand, SMS-substitutes can easily be overused and misused; they are inappropriate for formal speeches, business letters, and can also cause a loss of accuracy in communication. · On the other hand, the reasonable use of SMS-language promotes lively speaking and writing, helps keep a language fresh and alive; it enables users to save time and money as it shortens a message. · Since we are not native speakers of English and use SMS-language mostly in e-mail, it doesn’t corrupt everyday speech or writing. · In case a person’s level of situational speech is advanced, the use of SMS-substitutes is more frequent and correct. We can’t prove, of course, that it is a general tendency as the number of the respondents doesn’t allow making any scientific conclusion, but the received result may be regarded as a starting point to carry out a serious survey in the sphere of linguistics and, especially, Social English. GLOSSARY
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Последнее изменение этой страницы: 2016-08-01; просмотров: 301; Нарушение авторского права страницы; Мы поможем в написании вашей работы! infopedia.su Все материалы представленные на сайте исключительно с целью ознакомления читателями и не преследуют коммерческих целей или нарушение авторских прав. Обратная связь - 18.117.74.41 (0.01 с.) |