Does CMC Promote Language Play? Exploring Humor in Two Modalities

Vandergriff, Ilona; Fuchs, Carolin

doi:10.11139/cj.27.1.26-47

Cited by 31 publications

(21 citation statements)

References 35 publications

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“…Harlow 1990) and also includes a playful rhyme in the words perp/derp. In line with earlier research (e.g., Bell et al 2014;Fusaroli and Tylén 2012;Hattem 2014;Vandergriff and Fuchs 2009), the way the students in this thread frame the interaction brings about a sophisticated conversant language play that, by their choice of slang expressions and jargon, displays an awareness of how humour and mockery function as a communication practice in a second language.…”

Section: Resultssupporting

confidence: 81%

“…The postings from the initial phase indicate that using social media in an English L2 class does not by itself imply that the students frame the activity in line with the conventions of social media interactions of socially situated vernacular writing (cf. Androutsopoulos 2011;Vandergriff and Fuchs 2009).…”

Section: Resultsmentioning

confidence: 99%

“…5, the students who contribute to this conversation are mostly classmates, and the language play, both related to content and form, performed here is in large part dependent on their shared history (cf. Lantz-Andersson 2016; Vandergriff and Fuchs 2009). However, interestingly, comment 13, Bderp^(a typical online word used when someone makes a mistake or does something stupid or ridiculous), is posted by a Swedish boy, who is able to align with the Colombians students' repertoires-in-use.…”

Section: Resultsmentioning

confidence: 99%

“…However, researchers also point to the need to theoretically ground the language use which otherwise risk being perceived as merely rather primitive and simple (for an overview see, e.g., Manca and Ranieri 2013). Several studies have shown that language play as a conceptualizing lens for studying students' linguistic repertoires online functions to display otherwise lost nuances such as the previously mentioned ability to adjust the language use to varying situational aspects (e.g., Bell et al 2014;Fusaroli and Tylén 2012;Harlow 1990;Hattem 2014;Vandergriff and Fuchs 2009). Fusaroli and Tylén's (2012) study is one example in which the analytical concept of language play enabled them to highlight the communicative and collaborative aspects of the students' language use.…”

Section: Language Play In L2 Learningmentioning

confidence: 99%

“…In a study that compared language play in L2 education in online spaces versus faceto-face discussions, Vandergriff and Fuchs (2009) observed that language play was part of both contexts. They maintain that the online context, as such, was only one aspect that promotes foreign language play; it works in concert with contextual factors such as individual characteristics of the learners, their previous experiences with different genres and the group's shared history.…”

Section: Language Play In L2 Learningmentioning

confidence: 99%

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Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

Lantz-Andersson

2017

Educ Inf Technol

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The aim of this study is to gain insights into students' language use on social media as part of the specific linguistic activities of second language (L2) learning, including development of sociopragmatic competence. Two Facebook groups were introduced in different English-as-L2 classes that were part of an international collaborative project comprising secondary schools in Colombia, Finland, Sweden and Taiwan. The study is theoretically grounded in sociocultural perspectives on learning, and the methods involve logging the students' linguistic interactions in the social media groups. The analysis of the empirical material explored how the students framed the activities by different types of keying in their choice of linguistic repertoires. The findings show that the social media context offered a casual space for communication in which the students, by attentively attuning to the local coordinated framing, used diverse linguistic repertoires to play with the language. In instances of upkeyed framings, the language play was not only used with pragmatic intentions, but also as a means for various socializing purposes. In conclusion, it is suggested that language play on social media can be seen as a valuable activity in developing sociopragmatic competence to prepare students for L2 use outside of school.Keywords English as second language learning . Social media . Language play . Framing . Keying . Sociopragmatic competence Social media has only been around for the last few decades and, from an historical perspective, it can be seen as a fairly new area for communication. Nonetheless, it is already an essential dimension of many people's daily activities (Erstad and SeftonGreen 2013) and therefore also of importance for education (e.g., Greenhow and Askari 2015). In social media spaces, English has become the dominant language, serving as Educ Inf Technol (2018) 23:705-724

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Section: Resultssupporting

confidence: 81%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Language Play In L2 Learningmentioning

confidence: 99%

Section: Language Play In L2 Learningmentioning

confidence: 99%

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Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

Lantz-Andersson

2017

Educ Inf Technol

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Computer‐Mediated Communication and Second Language Use

Abrams

2013

The Encyclopedia of Applied Linguistics

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Since its introduction into foreign and second language ( L2 ) teaching, CMC has been hailed for yielding lexically and grammatically richer language when compared with learners' output during face‐to‐face interactions and for increasing their motivation to interact in the L2 . Arguably even more importantly, however, CMC appears not only to affect the language produced but also to revolutionize the way learners use the L2 . Over the past two decades research on this topic has broadened in paradigmatic focus and methodological approach. Accordingly, Blyth groups studies of CMC into four categories: (a) technological (analyzing language development as a result of CMC ), (b) psycholinguistic (applying interactionist theories of second language acquisition to CMC ), (c) sociocultural (understanding learning as a socially constructed process), and (d) ecological (examining situated language learning). Studies from each category have contributed to our understanding of L2 use in CMC .

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Computer-mediated communication in computer-assisted language learning: implications for culture-centered design

Parmaxi

Zaphiris

2015

Univ Access Inf Soc

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Does CMC Promote Language Play? Exploring Humor in Two Modalities

Cited by 31 publications

References 35 publications

Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

Computer‐Mediated Communication and Second Language Use

Computer-mediated communication in computer-assisted language learning: implications for culture-centered design

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