LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:4 April 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Language vs Lingo: Testing the Dynamics of Txtng

Radhika B Pasricha, Ph.D. English
Anand Prakash Pathak, M.Phil. English

Abstract

With the advent of new technologies, communicating has become easier, but the need for better communication still remains a big challenge. We are yet to overcome the barriers to effective communication, without leaving any room for ‘miscommunication. The question is: Is it possible to defy the laws of communication, not to include the elements required for it, and still communicate…?

This paper discusses the Forms of commonly used words/phrases in Short Message Service, Instant Message Service, Real-time Chat and analyses the forms of commonly used words/phrases preferred by the students and the impact of the use of SMS language on students’ written. Further, the study focuses on SMS language transformative impact on student’s written communication is identified through a self-designed and administered quantitative research conducted on 400 English Language Learners (ELL).

Key Words: SMS Lingo, English Language, Dynamics, Texting.

Aim of This Study

1. Identification of the forms of commonly used words/phrases in Short Message Service, Instant Message Service, Real-time Chat.
2. Identification of the forms of commonly used words/phrases more preferred by the students.
3. Identification of the impact of the use of SMS language on students’ written communication.

Methodology

1. Machine-based survey using language laboratory consisting of two quizzes, viz.
(a) Diagnostic Quiz to identify the students’ background.
(b) Quiz to identify students’ preference of language.
2. Assessment of written answer sheets.
3. Assessment of written assignments based on picture comprehension.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Radhika B.

Radhika B Pasricha, Ph.D. English
University of Petroleum & Energy Studies (UPES)
Vill & P.O-Bidholi, Via-Premnagar
Dehradun – 248007
Uttarakhand
India
radhika.bansal80@gmail.com

Anand Prakash

Anand Prakash Pathak, M.Phil. English
University of Petroleum & Energy Studies (UPES)
Vill & P.O-Bidholi, Via-Premnagar
Dehradun – 248007
Uttarakhand
India
anand_prakash_pathak@yahoo.com

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