Skip to main content

Home/ The Headhunters/ Group items tagged school

Rss Feed Group items tagged

dappolon

Text-message abbreviations and language skills in high school and universit...: EBSCOhost - 5 views

    • dappolon
       
      Text entry method    -"Words may be entered by pressing each key several times until the required letter is displayed (the multi-press method), or by changing to predictive mode, where each key is pressed once, phone uses a dictionary to predict the most likely word." - According to Journal Of Research In Reading [serial online]. February 2012    - predictive mode = laziness
    • dappolon
       
      Questionnaire Data 3rd PP  - "Participants at both education levels predominantly used PREDICTIVE text messaging; about 79% of high school students and 86% of university students. - Journal Of Research In Reading [serial online]. February 2012
    • dappolon
       
      Pg. 15 Last PP    - ...final important aim of ...study...to investigate..links between various aspects of texting behaviour, ....measures of literacy and language skill...    - (test results) revealed and overwhelmingly NEGATIVE picture
Matt Lambert

School of Education at Johns Hopkins University-Instant Messaging: Friend or Foe of Stu... - 1 views

  • One concern about IM has to do with the "bastardization" of language. Several articles indicate that students who use messaging on a frequent basis often use bad grammar, poor punctuation, and improper abbreviations in academic writing. According to Lee (2002), "teachers say that papers are being written with shortened words, improper capitalization and punctuation, and characters like &, $ and @. " However, something that is not always considered is that these mistakes are often unintentional – when students use IM frequently, they reach a saturation point where they no longer notice the IM lingo because they are so used to seeing it. Montana Hodgen, a 16-year old high school student in Montclair, New Jersey, "was so accustomed to instant-messaging abbreviations that she often read right past them" (Lee, 2002). As she puts it, "I was so used to reading what my friends wrote to me on Instant Messenger that I didn't even realize that there was something wrong," she said. She said her ability to separate formal and informal English declined the more she used instant messages" (Lee, 2002).
  • This was also a problem for Carl Sharp, whose 15-year old son's summer job application read "i want 2 b a counselor because i love 2 work with kids" (Friess, 2003), and English instructor Cindy Glover, who – while teaching undergraduate freshman composition in 2002 – "spent a lot of time unteaching Internet-speak. 'My students were trying to communicate fairly academic, scholarly thoughts, but some of them didn't seem to know it's "y-o-u," not "u"'" (Freiss, 2003.) These examples give credence to Montana Hodgen's point, that heavy IM use actually changes the way students read words on a page.
Anthony Carter

PhD in Media, Technology, and Society - Current Students, School of Communication, Nort... - 1 views

  • Drew Cingel Drew Cingel is a second year PhD student in the Media, Technology, and Society program. Prior to coming to Northwestern, Drew received an MA in Communication from Wake Forest University, and a BA in Psychology and a BA in Media Studies/Media Effects from Penn State University. His areas of research include adolescent-peer relationships, and peer influence, on social networking sites, children’s learning from tablet computers, and the impact of television on children’s moral reasoning. His work has been published in journals such as New Media & Society and Media Psychology.
    • Anthony Carter
       
      This cited information to the article I posted (No LOL matter: Tween texting may lead to poor grammar skills)
Anthony Carter

Texting, Twitter contributing to students' poor grammar skills, profs say - The Globe a... - 3 views

  • Ontario's Waterloo University is one of the few post-secondary institutions in Canada to require the students they accept to pass an exam testing their English language skills. Almost a third of those students are failing.
  • "Thirty per cent of students who are admitted are not able to pass at a minimum level," says Ann Barrett, managing director of the English language proficiency exam at Waterloo University. "We would certainly like it to be a lot lower."
  • Punctuation errors are huge, and apostrophe errors. Students seem to have absolutely no idea what an apostrophe is for. None. Absolutely none. Paul Budra, an English professor and associate dean of arts and science at Simon Fraser University
  • ...5 more annotations...
  • At Simon Fraser University in British Columbia, one in 10 new students are not qualified to take the mandatory writing courses required for graduation. That 10 per cent must take so-called "foundational" writing courses first
  • "There has been this general sense in the last two or three years that we are finding more students are struggling in terms of language proficiency," says Rummana Khan Hemani, the university's director of academic advising.
  • "Little happy faces ... or a sad face ... little abbreviations," show up even in letters of academic appeal, says Khan Hemani. "Instead of 'because', it's 'cuz'. That's one I see fairly frequently," she says, and these are new in the past five years.
  • Barrett says the failure rate has jumped five percentage points in the past few years, up to 30 per cent from 25 per cent.
  • Ontario's Ministry of Education says grammar is a part of both its elementary and high school curriculum.
1 - 4 of 4
Showing 20 items per page