Text-making practices beyond the classroom context: Private instant messaging in Hong Kong

Emotion Detection in Non-native English Speakers’ Text-Only Messages by Native and Non-native Speakers

“…Grammatical correctness of messages in text-only CMC, such as in the context of our dataset, is generally low [13]. While non-native authors tend to strive for writing grammatically correct messages [39], they rarely reach the level of native speaking authors [19]. Our results suggest that lower grammatical correctness in non-native authors' messages may have detrimental effects on the exchange of socio-emotional information between the author and receivers, regardless whether a receiver is a native or non-native speaker of the shared language (Example 1).…”

“…This may be particularly problematic in text-only conversations between native and non-native speakers. While previous research suggests that non-native English speakers consider achieving grammatical correctness in vocal and text-only CMC conversations a high priority [39,40], non-native speakers rarely reach a native-level of grammatical correctness or fluency of language when authoring messages [19]. Further, even if native and near-native (i.e., non-native speakers with very high language proficiency) speakers of a language appear equivalent in terms of language proficiency, they can still have markedly divergent perceptions on grammatical aspects of their shared language [41].…”

E-morphology in Cameroon Social Media

“…Those that are prestigious in these platforms like accent stylizations, clippings, and borrowings may not be found in other platforms, such as the ones used for distance learning. Additionally, the typical English word formation methods and those common in Internet social platforms could be found in other e-mails and chats elsewhere (Aslam, Ahmad, & Sajid, 2011;Nirban, Sangwan, & Rathore, 2011;Lee, 2007;Paolillo, 1999;Hentschel, 1998;Péter, 1998). Nevertheless, their modifications, restructuring, and frequencies of use may not be the same as those of Cameroonians.…”

“…LAN (2000) highlighted that e-mail style is dynamic and evolving; it may not directly challenge standard English, but seems likely to extend it in a variety of ways. Paolillo (1996; and Lee (2007) drew awareness to obscene language and code-switching or mixing from English to other languages in some online contexts. The implications of e-mail for learners and educators in languages in education are examined in Belisle (1996) and Nagel (1999).…”

The effect of out-of-school media contact on language attitudes in multilingual adolescents: a complex psychosociolinguistic system

“…In London, Manley (2012) Other sociolinguistic research which focuses on instant messaging includes issues such as: gender differences (Baron, 2004;Squires, 2012), text-making practices and technological affordances (Lee, 2007a), language register and linguistic change (Tagliamonte & Denis, 2008), youth social identity and digital literacies (Lewis & Fabos, 2011), supervernacular literacy (Velghe, 2011), and cross-cultural interactions (Marksbury & Zhang, 2013). However, many such studies tend to focus on the users' L1 and there is extremely little research which explores multilingual practices on instant messaging applications; one notable exception being work by Carmen Lee (Lee, 2007a(Lee, , 2007b2007c;Barton & Lee, 2013) which looks at 'text-making' practices in the light of the perceived affordances of instant messaging technology and the available linguistic resources in multilingual contexts. It seems clear that there has been little work done in terms of multilingual sociolinguistic research on instant messaging and there is a specific gap when it comes to a focus on the affective domain.…”