Abstract:A significant amount of communication between lecturers and students takes place via e-mail. This study provides evidence that two types of cultural cues contained in the e-mail impacts lecturers' linguistic adaptation to, and appraisal of, the student. A total of 186 psychology lecturers from universities in Germany answered a fictitious student's e-mail inquiry and reported their perceptions of the student. The inquiry was manipulated with regard to ethnicity (German, Chinese) and communication style (direct… Show more
“…In line with the predictions and results of our previous studies (Hansen et al, ; Hansen & Jucks, ), alignment to the wording of forms of addresses and salutations occurred more often when e‐mails were signed with a German name (H1b). This result points to a more strategic component of lexical alignment, as participants did – in a way – inhibit the lexical alignment process with regard to address and salutation expressions when responding to the Chinese student.…”
Section: Discussionsupporting
confidence: 88%
“…Our first hypothesis is in line with CAT (Gallois et al, ; Giles et al, ) and predicts that interactants will converge in style because of their similarity or – more likely for the chosen setting – their predominant motivation to demonstrate shared group membership with the requesting student. In line with findings of previous research (Hansen, Scholz & Jucks, ; Hansen & Jucks, ) and with results of studies on lexical alignment (e.g., Bromme, Jucks, & Wagner, ; Jucks, Becker, & Bromme, ), we further predict ethnicity cues to influence the strategic wording of a response. H1a.…”
Section: Theoretical Backgroundsupporting
confidence: 90%
“…We found evidence supporting our assumption that cultural cues would play a role in the formulation of the e‐mail response. With regard to the writing style of the e‐mail response, an alignment of style effect (Hansen & Jucks, ) could be replicated for length of the introduction as one of the conciseness measures.…”
Section: Discussionmentioning
confidence: 99%
“…A recent study on CMC between faculty members and students in higher education (Hansen & Jucks, ) operationalized “culture” by two independent factors: the e‐mail sender's name (German vs. Chinese) and the communication style of the e‐mail (Western vs. Asian). The influences of the two types of cultural cues on language behavior and perception of the sender were analyzed.…”
Section: Theoretical Backgroundmentioning
confidence: 99%
“…Or do students adapt to the sender's style and wording, taking into account the perceived ethnicity of the sender (cf. Hansen & Jucks, )? In addition to examining the direct behavioral measures of the students' in their e‐mail responses, we investigated how the two types of cultural cues influence the students' perception of the e‐mail sender's personality as well as their self‐reported willingness to help.…”
Peer interaction and collaborative learning activities are integral to studying at university in Germany today: Often, students are required to organize themselves in study groups to prepare coursework. In addition to face-to-face interaction in these study groups, a large part of students' collaborative learning activities and communication processes takes place virtually via e-mail, online forums, chat rooms, and so on (e.g., Hinkle, 2002) as computer-mediated communication (CMC) is a highly effective and economical way to share information and work cooperatively on common projects. With the ever-increasing importance of virtual communication and virtual learning environments in higher education, a strong development towards universities' internationalization can be observed. A growing number of students pursue degrees, or complete parts of their studies, abroad. In 2013, the number of
“…In line with the predictions and results of our previous studies (Hansen et al, ; Hansen & Jucks, ), alignment to the wording of forms of addresses and salutations occurred more often when e‐mails were signed with a German name (H1b). This result points to a more strategic component of lexical alignment, as participants did – in a way – inhibit the lexical alignment process with regard to address and salutation expressions when responding to the Chinese student.…”
Section: Discussionsupporting
confidence: 88%
“…Our first hypothesis is in line with CAT (Gallois et al, ; Giles et al, ) and predicts that interactants will converge in style because of their similarity or – more likely for the chosen setting – their predominant motivation to demonstrate shared group membership with the requesting student. In line with findings of previous research (Hansen, Scholz & Jucks, ; Hansen & Jucks, ) and with results of studies on lexical alignment (e.g., Bromme, Jucks, & Wagner, ; Jucks, Becker, & Bromme, ), we further predict ethnicity cues to influence the strategic wording of a response. H1a.…”
Section: Theoretical Backgroundsupporting
confidence: 90%
“…We found evidence supporting our assumption that cultural cues would play a role in the formulation of the e‐mail response. With regard to the writing style of the e‐mail response, an alignment of style effect (Hansen & Jucks, ) could be replicated for length of the introduction as one of the conciseness measures.…”
Section: Discussionmentioning
confidence: 99%
“…A recent study on CMC between faculty members and students in higher education (Hansen & Jucks, ) operationalized “culture” by two independent factors: the e‐mail sender's name (German vs. Chinese) and the communication style of the e‐mail (Western vs. Asian). The influences of the two types of cultural cues on language behavior and perception of the sender were analyzed.…”
Section: Theoretical Backgroundmentioning
confidence: 99%
“…Or do students adapt to the sender's style and wording, taking into account the perceived ethnicity of the sender (cf. Hansen & Jucks, )? In addition to examining the direct behavioral measures of the students' in their e‐mail responses, we investigated how the two types of cultural cues influence the students' perception of the e‐mail sender's personality as well as their self‐reported willingness to help.…”
Peer interaction and collaborative learning activities are integral to studying at university in Germany today: Often, students are required to organize themselves in study groups to prepare coursework. In addition to face-to-face interaction in these study groups, a large part of students' collaborative learning activities and communication processes takes place virtually via e-mail, online forums, chat rooms, and so on (e.g., Hinkle, 2002) as computer-mediated communication (CMC) is a highly effective and economical way to share information and work cooperatively on common projects. With the ever-increasing importance of virtual communication and virtual learning environments in higher education, a strong development towards universities' internationalization can be observed. A growing number of students pursue degrees, or complete parts of their studies, abroad. In 2013, the number of
This article argues for a definition of online hate speech as a contextualised speech act that is part of a social process of alienation. It suggests that hate speech comes in degrees, is contextual, involves already existing power dynamics, and ‘others’ its targets by creating in/out groups. I first review the various stances towards understanding the phenomenon of online hate speech, including approaches that focus on online hate speech as an interaction shaped by its medium, while also emphasizing the need to consider the role of implicatures in speech acts when defining hate speech. Second, I argue that the relationality of online speech implies that any message is embedded in idiosyncratic socio-cultural norms, and that therefore a ‘one size fits all’ definition of hate speech is elusive. I conclude by suggesting that contextualized hate speech is embedded in a social process of alienation and should be understood as a continuum.
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