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1
Harvey, Jana R. "Tok Pisin on the Internet." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370880.
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Internet message boards are a medium by which educated Papua New Guineans who are living outside of Papua New Guinea (PNG) maintain ties to one another and to their home country. One of the languages that they use on these message boards is Tok Pisin (TP), an English-based creole spoken in PNG that has changed rapidly in theapproximately 120 years since its creation as a pidgin.Romaine (1992) suggests that decreolization by means of new changes toward English is occurring in the TP language. Smith (2002) disagrees and claims that there is no evidence for decreolization. This study shows that there is evidence in favor of decreolization, in particular a Matrix Language (ML) turnover (Myers-Scotton 2002), in the TP used on seven Internet message boards. This conclusion is also derived through the study of 139 letters to the editor in the TP weekly newspaper Wantok written during 2003 and 2006.In looking for English `late system morphemes,' whose existence in bilingual complementizer phrases that have TP as the ML would indicate the beginning of a ML turnover (Myers-Scotton 2002), this study counts deletion of the TP particle i as a late system morpheme.Results show that on Internet message boards, the particle i only marks the predicate in 33% of the locations where it would occur in Standard TP. In Wantok letters to the editor, i occurs 95% of the time. Internet users are more likely to be influenced by English and have less access to Standard TP. Although TP is still valued by highly educated Papua New Guineans in the English domain of the Internet to discuss personal topics and show solidarity with one another, it is not their first choice of language, and the loss of the particle i shows evidence for a ML turnover having begun in the language. One conclusion that may be drawn from this study is that planning for the future of TP by the leaders of PNG is essential to maintain TP as a community language.<br>Department of English
2
Lundell, Hanna. "Netspeak : The language of the Internet." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3418.
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<p><p>The Internet is in many cases our primary source for communication. As more communicative options online are introduced and become a part of our life, the language of the Internet, so called Netspeak, becomes a part of our language. The aim of this paper was to find out whether there is a difference in the use of Netspeak between teenagers and adults. The investigation was based on two message boards, one where the majority is teenagers and one where the majority is adults. Four different features of Netspeak were studied: exaggerated use of punctuation; exaggerated use of capital letters; abbreviations; and emoticons. All features are substitutes for paralanguage.</p><p>The results show that teenagers are more likely to use features such as exaggerated use of punctuation and capitals, and abbreviations. Adults are, however, more likely to use emoticons than teenagers.</p></p>
3
De, la Rosa-Carrillo Ernesto Leon. "On the language of Internet Memes." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703692.
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<p> Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions. </p><p> For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. <?Pub _newline>In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs. </p><p> The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education. </p><p> Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types. </p><p> An online component can be found at http://memeducation.org/</p>
4
De, la Rosa-Carrillo Ernesto León. "On the Language of Internet Memes." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556817.
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Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions. For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs. The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education. Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types. An online component can be found at http://memeducation.org/
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Mahalingam, Gayathri. "Natural language access to Internet search engines." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30514.pdf.
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Nypadymka, Anna. "Language game application in psychological Internet-discourse." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18285.
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Chan, Haw-fung Victor. "Hong Kong English and the internet." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161689.
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Tanaka, Masahiro. "Composing and Supervising Language Services on the Internet." 京都大学 (Kyoto University), 2009. http://hdl.handle.net/2433/123847.
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С, С. Нікіпорець, М. Гадайчук Н, and S. Nykyporets N. M. S. "USE OF INTERNET RESOURSES FOR FOREIGN LANGUAGE LEARNING." Thesis, ВНТУ, 2018. http://ir.lib.vntu.edu.ua//handle/123456789/24836.
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The article deals with the issues of using internet resources in a modern high technical school.<br>В статті розглядаються питання релевантного використання інтернет-ресурсів в процесі викладання
іноземних мов в технічному виші.
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Cheung, Mei-ling Lisa. "An evaluation framework for internet lexicography." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22142332.
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Zhou, Ningjue. "Taboo Language on the Internet : An Analysis of Gender Differences in Using Taboo Language." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7824.
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Turchina, T. "The Internet and foreign language education: benefits and challenges." Thesis, Прага, 2011. http://essuir.sumdu.edu.ua/handle/123456789/63542.
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As we approach the next century, it is essential that we make informed decisions about how the Internet can be successfully integrated into the language classroom. If we as educators do not rise to the challenge - who will?<br>Over the past few years, the Internet has emerged as a prominent new
technology. The influence of such a powerful technological tool has pervaded all
aspects of the educational, business, and economic sectors of our world. Regardless
of whether one uses the Internet or not, one must be clear about the fact that we have
entered a new information age and the Internet is here to stay.
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Steinicke, Lars, and Claudia Schlaak. "Die Präsenz französisch-basierter Kreolsprachen im Internet." Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2011/5369/.
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Brendel, Claudia. "Identity and representation on the internet." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52301.
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Thesis (MA)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: This thesis investigates the ways in which identity is established and
represented on the Internet. Through detailed case studies of different
Internet sites, I examine the changing parameters of these concepts, and
indeed of our concept of 'reality' itself. I then undertake a detailed
reading of a number of films that represent the Internet as an integral part
of their narrative. I make use, but also critique, postmodern
understandings of identity and representation. Existing postmodern
theories of identity and representation cannot fully account for the way
Internet identity functions and the Internet interacts with other media and
offline life. New analyses are required to explain the interactions between
these concepts. This thesis uses the constructs of presence, performance,
the body, and narrative to describe the way in which identity and
representation function online, are represented in film and influence
offline life.<br>AFRIKAANSE OPSOMMING: Hierdie tesis beskou die maniere waarop identiteit op die internet
gevestig en oorgedra word. Ek ondersoek die veranderende parameters
van hierdie konsepte deur uitgebreide gevallestudies van verskillende
internetruimtes te doen, en bekyk ook ons opvatting van die werklikheid
self. Voorts doen ek 'n deurtastende ondersoek na 'n aantal films wat die
internet as 'n integrale rolspeler in die narratief voorstel. Ek maak
gebruik van, maar beoordelook, postmodernistiese beskouings van
identiteit en oordrag. Die bestaande postmodernistiese teorieë oor
identiteit en oordrag kan nie volledig rekenskap gee van die wyse waarop
die internet-identiteit funksioneer of hoe die internet op ander media en
aftydse middele reageer nie. Nuwe ondersoeke is nodig om die
wisselwerking tussen hierdie konsepte te verduidelik. Hierdie tesis
gebruik die begrippe van aanwesigheid, optrede, hoofinhoud en narratief
om die wyse waarop indentiteit en oordrag intyds funksioneer, in film
oorgedra word en aftydse middele beïnvloed, te beskryf.
15
Kelly, Krista. "The Internet as an information source for translators." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/10230.
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The purpose of this thesis is to examine the Internet as a source of information for translators. Specifically, its goal is to determine the usefulness and efficiency of the Internet as a means of providing some of the linguistic and domain knowledge required during the translation process. This thesis is divided into four chapters. In Chapter 1, I examine the unique set of factors that gives rise to translators' information needs, and, in particular, how translators' information needs differ from those of unilingual writers. Next, I examine some of the tools that translators have traditionally used to find various kinds of information, and I end this chapter by providing an overview of the trend toward the automation of translation tools. In Chapter 2, my focus turns to the Internet. I explore its history and current state, as well as the technological concepts that are at the heart of network communication. Next, I examine in detail several Internet tools, with a particular emphasis on how each them can be of use to translators. In Chapter 3, I carry out a practical exploration of the Internet, which involves actually translating three specialized texts, with the Internet being used as the sole source of information. I then assess the usefulness and efficiency of the Internet for the translation of the three texts. The results of this exploration indicate that the Internet's value can vary significantly from one type of text to another. Finally, in Chapter 4, I provide an overall assessment of the strengths and weaknesses of the Internet as a tool for translators, and I conclude this thesis by outlining some additional issues raised during the study.
16
Österljung, Patrik. "Developing English language online : A study of ten Swedish adolescents' Internet habits and language proficiency." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-20193.
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Abstract This study aimed at investigating some of the possible effects of the computer on adolescents’ language development. As a base for the study Sundqvist’s (2009) study on extramural English (EE) was used. The work of David Crystal provided a substantial background on the English language, which was complemented by the work of Halliday among others. In the study ten national writing tests were examined and analyzed, and a small survey of the ten students’ Internet habits was performed. The mistakes and errors made by the students in the tests were compared to their value of exposure to Internet English (EIE) in order to establish possible links between their Internet habits and their writing mistakes. The study found that the five boys that took part spent more time online and engaging in activities where English was used than the girls of the study. It was also found that the students who spend the most time online made substantially more errors and mistakes regarding the apostrophe, mainly in contractions. It was also found that the students who spent little time online and had a low value of EIE were more likely to make mistakes and errors regarding verbs and agreement. Although the study was too limited for any generalizations to be made, it hinted at some possible links between Internet habits of adolescents and their performance on the national test and their general language proficiency.
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Муліна, Наталія Ігорівна, Наталия Игоревна Мулина, Nataliia Ihorivna Mulina, and D. Mulin. "The internet as a powerful tool in foreign language acquisition." Thesis, Вид-во СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/17580.
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Educators and teachers consider some pros and cons, regarding the Internet use in language learning.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/17580
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Haji-Ismail, Abdul Samad. "JACIE : a scripting language for Internet-based multimedia collaborative applications." Thesis, Swansea University, 2001. https://cronfa.swan.ac.uk/Record/cronfa42685.
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The Internet has opened the opportunity for geographically dispersed computer users to concurrently interact, collaborate and socialise in a virtual group environment. It has shifted the nature of Internet users from "individualistic net-surfers" to "active collaborative teamworkers". But developing Internet-based collaborative applications is very laborious, tedious and time consuming. Besides patience, knowledge and skill in low-level network programming are required especially for managing interactions and communications. This thesis presents a research on the construction of a development tool for collaborative multimedia applications. The tool, named JACIE (Java-based Authoring language for Collaborative Interactive Environments), is a script language which has been developed to support rapid implementation of a wide range of network-based interactive and collaborative applications. In particular, it facilitates the management of interaction and communication through simple communication primitives such as channels and interaction protocols, hence hiding much network programming from programmers. JACIE also features a template-based programming style, a single program for both client and server, and platform-independence by using Java as the target language. A compiler prototype has been developed that translates JACIE codes to Java. Several sample applications have been implemented in JACIE and are discussed in the thesis. The major research contribution is a high-level abstraction language for collaborative multimedia applications that simplifies many programming tasks. JACIE can be a useful multimedia software engineering tool well-suited for a wide range of collaborative applications, be they stand-alone client/server applications or Web-based client/server applets.
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Medvedieva, Svitlana, and С. О. Медведєва. "Studying English via the Internet." Thesis, Рівненський державний гуманітарний університет, 2013. http://ir.lib.vntu.edu.ua//handle/123456789/24470.
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Zaluski, Victoria Amy. "Metaphor-based Internet terms in English and in French." Thesis, University of Ottawa (Canada), 1997. http://hdl.handle.net/10393/4121.
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The objectives of this thesis are to analyze (1) how English metaphor-based terms in the Internet domain are formed, and (2) how such terms are being rendered into French. By metaphor-based term (MBT), we mean a term that has derived from a metaphor. MBTs are becoming increasingly frequent and important in computer-related domains. However, they have been rather neglected in the metaphor literature in general, and in the translation literature specifically. The thesis is an attempt to begin filling this gap. Our research involved analyzing MBTs found in English and French corpora pertaining to the Internet, an exceptionally rich source of MBTs. We began by reviewing the concept of metaphor and the various ways terms are created. Drawing partly on these observations, we proposed a general classification of English MBTs in the Internet domain. Next, we investigated the available literature on the translation of metaphor, and applied some of the deriving insights to an analysis of the MBTs in our French corpus. This analysis resulted in a categorization of the various strategies used for rendering English MBTs into French. Finally, we attempted to explain why certain English MBTs may be more easily rendered into French than others.
21
Wang, Yuli. "Two English inflectional morphemes borrowed into informal Mandarin Chinese on the Internet." [Muncie, Ind. : Ball State University], 2008. http://cardinalscholar.bsu.edu/373.
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張美玲 and Mei-ling Lisa Cheung. "An evaluation framework for internet lexicography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944553.
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Chan, Haw-fung Victor, and 陳可風. "Hong Kong English and the internet." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31951806.
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Hatcher, Alexandra M. "From the Internet to the streets| Occupy Wall Street, the Internet, and activism." Thesis, Northern Arizona University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537772.
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<p>In September of 2011 protestors filled the streets of New York City’s Wall Street Financial District as part of the social movement known as Occupy Wall Street. Prior to their protests in the streets, Occupy Wall Street was a movement that originated and spread online through various social media such as Facebook, YouTube, Twitter, and interactive webpages. The strategy of using Internet communication as a tool for activism is not new. Social movements since the 1990s have utilized the Internet. </p><p> The growing use of Web 2.0 technologies in our everyday lives is a topic that is not yet fully understood or researched by anthropologists, nor is its potential for ethnographic research fully realized. This thesis addresses both of these points by presenting a case study of how, as anthropologists, we can collect data from both the online and in-person presences of a group. </p><p> This thesis focuses on the social movement, Occupy Wall Street, because of its beginnings and continuing activity online. In-person data of the Occupy Wall Street movement were collected at Occupy movements in Flint, Michigan and New York City, New York using traditional ethnographic methods such as interviews and participant observation. Online data were collected using computer scripts (programs that automate computer tasks), that recursively downloaded websites onto my personal, locally owned hard drive. Once the online data was collected, I also used computer scripts to filter through data and locate phenomena on the websites that I had chosen to focus. By analyzing both online and in-person data I am able to gain a more holistic view and new ways of understanding social movements. </p>
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Waldring, Ségio Jim. "Standard network diagramming language and corresponding meta-model." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2008/segio_j_waldring/waldring_segio_j_200901_msm.pdf.
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Thesis (M.S.)--Georgia Southern University, 2009.<br>"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Vladan Jovanovic. ETD. Includes bibliographical references (p. 31-34) and appendix.
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Li, Chun-nei Jennifer, and 李珍妮. "The English language and the internet: a casestudy of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26828790.
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Wang, Liang. "Internet-mediated intercultural English language education in China's higher education institutions." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530497.
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Leggio, Daniele Viktor. "Lace avilen ko radio : Romani language and identity on the Internet." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/lace-avilen-ko-radio-romani-language-and-identity-on-the-internet(c7630912-9b8e-42f5-9017-b1f0898fc2c6).html.
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The fall of the Eastern Block, the dissolution of former Yugoslavia and the subsequent enlargement of the European Union to include former socialist countries contributed to an increase in the movement of people from Eastern to Western Europe which began about a decade earlier. Among them, the Roma are probably the most clearly recognizable group and surely the ones that received, and keep receiving, more media attention. While their presence in the media as subjects of discussion is a topic worth analyzing, the present work is about their presence in a particular medium, the Internet, as actors and producers of content. As a population of Indian origin spread across Europe over the past five centuries, Roma have often been regarded as a diaspora. Ethnographic studies about diasporas and their usage of the Internet have often described diasporic websites as discoursive spaces in which new, hydrid identities are negotiated and stereotyping and marginalizing discourses about diasporic subjects are challenged. The role of languages in these websites, however, has often been neglected. On the other hand, sociolinguistic studies have highlighted how the Internet provides a space for vernacular language usage in which the relaxation of language norms and users’ creativity play a crucial role in overcoming the limitations in text transmission imposed by the medium. A partial bridge between these two trends of studies has been provided by the analysis of code-switching in diasporic websites, which has shown how meaningful language alternation is used to flag users’ hybrid identities. The study of the relationship between diasporic languages and identities on the Internet clearly appears to be in its infancy and only few case studies have looked at the interactions between each diaspora’s specific cultural and sociolinguistic settings and the usage of the Internet. Furthermore, many diasporas, including the Roma, speak unwritten languages which have not been or are just starting to be standardized. Processes of language standardization have always involved both identity and language policies and have often been pivotal in struggles for nationhood or minority rights recognition. While so far such processes tended to be mostly centralized and top-down, the Internet is offering a space for the spontaneous transition from orality to literacy. Thus, analyzing the interaction between diasporic, non-standardized languages and the identities of their speakers as manifested on the Internet can provide new insights into the relations between diasporic languages and identities and into language standardization processes. The present work investigates these issues by analyzing the on-line usage of Romani, the Indic language spoken by many Roma. The study draws on data collected through an online ethnography from Radio Romani Mahala, a website created and used by the recently dispersed community of the Mitrovica Roma. The data are analyzed both qualitatively, using discourse analytic methods, and quantitatively, using traditional sociolinguistic approaches. Combining such approaches allows drawing a nuanced picture of the phenomena under observation accounting both for micro level, individual patterns of usage and macro level trends shared by all users involved. Particular attention is also paid to the emerging Romani spelling and the role played by individual users in the establishment of shared writing norms. The interdisciplinarity of this approach will show how the interplay between diasporic identities and attitudes, non-standard language ideologies and the possibilities offered by the Internet is leading to effective language codification without the intervention of a central authority and outside the frame of any nation-state policy. Such findings call for a re-thinking of current notions on linguistic human rights. Based on the viability of the Romani model, I thus propose a theory of linguistic pluralism in trans-national contexts centred around the notion of cosmopolitan sociabilities, non-utilitarian, everyday interactions creating open and inclusive relations across and even despite perceived cultural divides.
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To, Kit Yi Charlotte. "Terminological problems and management for Internet language professionals in Hong Kong." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/353.
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Bartolameazzi, Marina <1987>. "Language through the Internet: a case study of Italian as foreign language in an Australian high-school." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10166.
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This study briefly analyses the influence of the Internet on language teaching and learning and explores some of the most interesting tools and materials provided by the web. In particular, the resources described in the research have been used to plan a language-teaching unit for high school students, through a consistent use of the Internet and its tools. The aim of the study was to evaluate, using questionnaires, the influence that an Internet-based teaching unit could have on students’ motivation and attitude towards the target language and the lessons. The research also includes comments and impressions by the teachers of the classes that took part in the study. From the analysis of the results emerges that students’ attitude towards the subject did not change significantly and that teachers involved in the research have some concerns related to the excessive use of the Internet in class. Nevertheless the data also show how Internet-linked resources can be highly appreciated by both students and teachers.
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Beaulieu, Hendrika H., and University of Lethbridge Faculty of Arts and Science. "Gender and Discourse on an Academic Internet Community." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1995, 1995. http://hdl.handle.net/10133/347.
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Do men and women write differently and if so, do these stylistic differences represent differing world
\iews and/or do they indicate divergent decisions that are made by the gendered individual with respect to
the positioning inherent in the interactive communicative process?
In this thesis I consider how men and women write and interact, as well as the topics of their
conversations, by examining the postings that characterize a specific semiotic Internet site: Anthro-
L@ubvm.cc.buffalo.edu. Created solely by and through language, a net community is the ideal
environment in which to conduct a field study which examines the use of gendered language. In cyber
'public' space, where social interaction in largely stripped of bodily cues, net participants rely on the power
of discourse to convey the 'self.
I shall show that men and women make different choices as to how they will represent themselves in net
public space, and that these choices are conveyed through the preference of specific styles of writing.
Although conceptualizations of public space, academic praxis, and individual socialization all contribute
to stylistic differentials, I illustrate through my methodology that Gender is the master status that
primarily informs communicative decisions. 'Legitimate' language in our culture is constructed on the
rational paradigm which characterizes public institutions; this paradigm is the fundamental principle
which informs our system of [male] Langue. Posting acts on Anthro-L offer evidence that those who do
not 'speak', or choose not to speak within the framework of this model, are conceived as 'other1, and are
silenced through desertion, by - play and trivialization.<br>29 cm.
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Sibson, Keith. "Programming language abstractions for the global network." Thesis, University of Glasgow, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368587.
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Wherley, Kelly J. "Standing on an Internet Soapbox: An Exploration of Language and Gender on Facebook." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1271284822.
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Thesis (M.A.)--University of Toledo, 2010.<br>Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Arts Degree in English with a concentration in English as a Second Language." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 59-62.
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Proper, Astrid, and Mai Truong. "Internationalisering på internet : ursprungslandets & språkets betydelse vid köp på internet." Thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12810.
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Danica, Radovanović. "Uticaj internet zajednica na komunikaciono – društvene procese u umreženom okruženju." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2015. http://www.cris.uns.ac.rs/record.jsf?recordId=95216&source=NDLTD&language=en.
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Primenom teorija digitalnih komunikacija i sociologije veba i empirijskih dokaza, u doktoratu pažnja će biti posvećena pitanju mogućnosti primene internet tehnologija u oblasti visokog obrazovanja. Kroz kategorije nove društvenosti i umreženog zajedništva, procesi saradnje i interakcije su istraženi, i testirane su komunikacione mogućnosti internet zajednica u Srbiji. Biće analizirani i predstavljeni novi fenomeni koje se pojavljuju u praksama komunikacije i učešća u naprednim inteligentnim sistemima, kao što je visokoškolska zajednica.<br>By deploying theories of digital communications and sociology of web, as well as the empirical evidence - in the thesis attention will be paid to the issue of the possibilities of application of Internet technologies in the area of higher education. Through categories of new sociability and networked community, the processes of collaboration and interaction are explored, and communication possibilities in the internet communities in Serbia are tested. New phenomena that emerge in the communication and collaboration practices in an advanced intelligent system, such is a higher education community, will be analysed.
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Alexander, Christopher Andrew. "Teachers online : a case study of English language teaching using the Internet." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430168.
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Kralisch, Anett. "The impact of culture and language on the use of the internet." Doctoral thesis, Humboldt-Universität zu Berlin, Wirtschaftswissenschaftliche Fakultät, 2006. http://dx.doi.org/10.18452/15501.
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Diese Arbeit untersucht den Einfluss von Kultur und Sprache auf die Nutzung des Internets. Drei Hauptgebiete wurden bearbeitet: (1) Der Einfluss von Kultur und Sprache auf Nutzerpräferenzen bezüglich der Darstellung von Informationen und Nutzung von Suchoptionen; (2) Der Einfluss von Kultur auf Nutzerpräferenzen bezüglich des Inhaltes von Websiteinformationen; (3) Der Einfluss von Sprache auf die Nutzerzufriedenheit und Sprache als Informationszugangsbarriere Daten aus Logfile-Analysen, Onlinebefragungen und experimentellen Untersuchungen bildeten die Auswertungsgrundlage für die Überprüfung der 33 Hypothesen. Die Ergebnisse zeigen, dass kulturspezifische Denkmuster mit Navigationsmusters und Nutzung von Suchoptionen korrelieren. Der Einfluss von Kultur auf Nutzerpräferenzen bezüglich des Inhaltes von Websiteinformationen erwies sich als weniger eindeutig. Aus den Untersuchungen zum Einfluss von Sprache ging hervor, dass Sprache Web¬sitezugriff und –nutzung beeinflusst. Die Daten zeigen, dass signifikant weniger L1-Nutzer als L2-Nutzer auf eine Website zugreifen. Dies lässt sich zum einem mit dem sprachbedingten kognitiven Aufwand erklären als auch mit der Tatsache, dass Websites unterschiedlicher Sprachen weniger miteinander verlinkt sind als Websites gleicher Sprachen. Im Hinblick auf die Nutzung von Suchoptionen zeigte sich, dass L2 Nutzer mit geringem themenspezifischen Wissen sich signifikant von L1 Nutzern unterscheiden. Schließlich lassen die Ergebnisse auch darauf schließen, dass Zufriedenheit der Nutzer einer Website einerseits mit Sprachfähigkeiten der Nutzer und andererseits mit der wahrgenommenen Menge muttersprachlichen Angebots im Internet korreliert.<br>This thesis analyses the impact of culture and language on Internet use. Three main areas were investigated: (1) the impact of culture and language on preferences for information presentation and search options, (2) the impact of culture on the need for specific website content, and (3) language as a barrier to information access and as a determinant of website satisfaction. In order to test the 33 hypotheses, data was gathered by means of logfile analyses, online surveys, and laboratory studies. It was concluded that culture clearly correlated with patterns of navigation behaviour and the use of search options. In contrast, results concerning the impact of culture on the need for website content were less conclusive. Results concerning language, showed that significantly fewer L1 users than L2 users accessed a website. This can be explained with language related cognitive effort as well as with the fact the websites of different languages are less linked than websites of the same language. With regard to search option use, a strong mediation effect of domain knowledge was found. Furthermore, results revealed correlations between user satisfaction and language proficiency, as well as between satisfaction and the perceived amount of native language information online.
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Chen, Shen Zhang. "A descriptive study on network buzzwords in the mandarin Chinese netspeak." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953566.
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Herzing, Melissa Jean. "The Internet World of Fan Fiction." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1046.
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Fan fiction, the most popular creative outlet for fans, allows the amateur writer an opportunity to be published and receive immediate feedback from peers. As educators, we can learn from the fan communities as they participate in online activities, especially fan fiction. Students are more likely to embrace entertaining and creative assignments. And since much of the world is linked to the Internet in one way or another, we can allow students an opportunity to not only improve their writing skills, but also enhance their knowledge of the Internet and its capabilities. My study included online interviews with fan fiction writers and readers as well as the examination of fan fiction texts and websites. By exploring this relatively unknown genre of writing and reading, I believe teachers of composition can use fan fiction to their advantage by encouraging students to write creatively using subject matter that interests them in some way.
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Chiu, Wai-nga. "Language choice on the internet : the use of written Cantonese on web sites /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31573502.
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Chung, Yang-Gyun. "Korean-English Internet chat in tandem for learning language and culture: A curricular innovation in an International Languages program." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/29284.
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The study reports on the learning outcomes of a thematic, task-based curricular innovation in which paired Korean and English-speaking peers, each learning the other's language and culture, collaborate on chat homework assignments and related classroom activities in an International Languages class. This study draws primarily on sociocultural theory to investigate language learning through computer-mediated communicative tasks as a socially mediated process. This ethnographically based longitudinal case study follows principles of action research to identify contributions each research tradition can make to our understanding of language learning through interaction among learners within a learning community. In order to explore second language acquisition during interaction, this study also employs an interactionist approach to examine more specific linguistic and interactional features of learners' online chat discourse in tandem.
Examination of the students' online chat interactions and related tandem classroom discussions and activities between experts and novices, with the tandem partners fulfilling each role in turn, reveals how collaborative peer-peer dialogue supports knowledge-building within this cross-linguistic learning environment. Data, qualitative in nature, reveal how these students are able to learn and teach contextually meaningful and appropriate linguistic and cultural behaviour through socially mediated actions, using online peer-peer collaborative dialogue, computers and tasks as meaning-making resources within their own cross-linguistic learning community. The findings show that the online chat interactions contributed to the establishment of a community of learners and supported effective second language learning. Specifically they show the ways in which learners appropriated a variety of language practices from one another, developed awareness of self in relation to others, and participated in expert and novice discursive learning practices in the construction of meaning. During collaborative peer-peer conversations, they adapted their language and negotiated meaning to facilitate communication and enhance their second language learning. Both qualitative and quantitative data on their second language learning outcomes, including growth of vocabulary and explicit learning of L2 cultural concepts from thematic tasks show important learning outcomes for both groups. The findings of the study extend our understanding of what it means to learn a language and engage with another culture.
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Goran, Segedinac. "Novi horizonti urbanog planiranja: internet kao participativni prostor." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2020. https://www.cris.uns.ac.rs/record.jsf?recordId=114135&source=NDLTD&language=en.
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Istraživanje omogućuje potpunije razumevanje trenutnih potencijala i problema participacije u urbanom planiranju, uz ukazivanje na inovativne alate i kanale, kao i razvojne pravce koji mogu pružiti odgovore na probleme sa kojima se suočavamo. Tokom istraživanja ukazuje se na osnovne prednosti i nedostatke prakse, kao i šanse koje mogu doneti novi pristupi i tehnološki trendovi, poput angažovanja mase internet korisnika (eng. crowdsourcing) i lanca blokova (eng. blockchain).<br>The research provides a deeper understanding of the current participationpotentials and problems in urban planning while pointing to innovative toolsand channels, as well as future development directions that can provideanswers to the problems we face today. The research highlights the mainadvantages and disadvantages of current practice, as well as the chancesthat new approaches and technological trends such as crowdsourcing andblockchain can bring in the participatory planning.
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Wang, Yi. "English language identity on the Internet established by the second language learners in higher education and its application in second language learning and teaching." Thesis, Liverpool John Moores University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536675.
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Cole, Jason. "Foreign language learning in the age of the internet : a comparison of informal acquirers and traditional classroom learners in central Brazil." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:db80473a-2075-4e91-bb07-a706bb6a433f.
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Several recent studies (e.g., Benson and Chik, 2010; Sockett, 2014) suggest that as a result of changes in technology and the concomitant emergence of a globalized culture, highly effective out-of-class, informal English acquisition is becoming more common. The present study compared high-level, well-motivated Central Brazilian classroom-trained learners (CTLs) with fully autonomous self-instructed learners (FASILs) of similar backgrounds. Using linguistic tests, a questionnaire and a structured interview, the study analysed group differences as well as individual differences in language proficiency, learner histories, behaviour, beliefs, and attitudes. The key research question asked whether there existed, in more than rare circumstances, FASILs who attained levels of proficiency at least as high as highly-motivated, well-trained CTLs? Furthermore, if the knowledge and skills of FASILs were, in some respects, superior to those of CTLs, what variables accounted for the advantage? FASILs significantly outperformed CTLs across a battery of linguistic tests measuring a range of knowledge and skills. Test results indicated that while CTLs tended to plateau at upper intermediate levels, FASILs generally improved through advanced levels, often achieving native-like levels of knowledge and use. The strongest contributing factor to proficiency was found to be self-determined motivation driven by a personalized relationship with English often marked by a transnational identity. The evidence suggests this type of motivation, significantly more associated with FASILs than CTLs, led users to engage deeply with the linguistic details of informal sources. The findings challenge dominant paradigms in several fields of SLA which prioritize expert regulation over independent discovery and controlled, collaborative environments over real-world contexts of use entered into for personal reasons. A hoped for consequence of this study is that SLA research and teaching practice will begin to recognize and promote rather than regulate or dismiss the unique learning arcs that more and more English learners experience in their everyday lives.
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Morrall, Andrew J. "A usability study of a language centre web site." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474108.
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Yan, Yongyu. "Participating on a Different Platform: Viewing the Chinese Internet as a Platform for Cultural Performances." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376984342.
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Dangler, Douglas Kevin. "Write now a dramatistic view of internet messenger tutorials /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1095767435.
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Thesis (Ph. D.)--Ohio State University, 2004.<br>Document formatted into pages; contains 209 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until .
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趙慧雅 and Wai-nga Chiu. "Language choice on the internet: the use of written Cantonese on web sites." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45007457.
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Klimanova, Liudmila. "Second language identity building through participation in internet-mediated environments: a critical perspective." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/5001.
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Using a data-driven qualitative approach and drawing from language socialization and communities of practice theories, this dissertation study examines the second language (L2) identity-building strategies of 22 American learners of Russian who engaged in a six-week telecollaborative project with Russian native speakers in two genres of Internet-mediated communication: in one-on-one interactions with an assigned native Russian speaking keypal and in selected virtual communities populated predominantly by native Russian speakers. The investigation of L2 identity enactment in Internet-mediated environments was guided by three research questions pertaining to (1) the nature of the discourse Russian (L2) learners use in interactions with native speakers in two genres of online interactions, (2) the discursive manifestations of L2 learner and speaker identity performances in the learners' online discourse; and (3) the learners' perceptions of their online experiences in two genres of online interactions with native-speaking peers. The methods of critical discourse analysis and interpretative phenomenological analysis were employed to examine the Russian learners' online interactional discourse and offline metatalk regarding their online experiences in the two genres.
The analysis of the Russian learners' discourse revealed the complex nature of discursive L2 identity enactment as they moved into and out of the frames of language learners to complete class assignments and negotiate their competent L2 speaker positions in conversations with Russian-speaking peers. The findings indicate that the two genres of online interaction evoked distinct participation patterns and interactional practices. In both genres, L2 identity enactment involved three dimensions: the macro-level of global identity categories, the locally assigned identity positionings (e.g., heritage speaker, multilingual speaker), and interactionally negotiated stances and temporary positions that evoked self- or other-initiated L2 learner/speaker identity performances.
The author concludes that L2 identity, when enacted in Internet-mediated environments, represents a continuum of L2 learner-speaker performances that rely on the contextual factors of the online encounter, learners' global identity tokens, and the dynamics of power relations in native-nonnative speaker interaction. Performing an L2 identity online is construed as a critical experience of re-evaluating one's association with the target language and transformation into a new kind of socially oriented multilingual subject.
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Xiao, Mingli. "An Empirical Study of Using Internet-Based Desktop Videoconferencing in an EFL Setting." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1194703859.
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