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Investigating how technology has affected the development of everyday language, looking mainly at text messages, chat rooms and e-mails and the creative spellings, abbreviations and acronyms used.

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Introduction

Erin Buckley Introduction As mobile phones become more frequent it is questioned as to whether this increase has affected the English language. So I am investigating how technology has affected the development of everyday language, looking mainly at text messages, chat rooms and e-mails and the creative spellings, abbreviations and acronyms used. 43% of mobile phone users aged 12 to 17 use text messaging compared with 25% of those 30 to 34. The limited space and the difficulty of writing words on numeric phone keypads, have helped create the text-messaging lingo. Words have become abbreviated (HV for have) and common phrases have become acronyms (by the way becomes BTW), there are even texting dictionaries to interpret these. I chose this project because I wanted to see if this new wave of technology and fast increasing text terminology would have an effect on the everyday language of myself and those people around me. In a wider context I would also like to know the effect it will have on the world and all written languages. My main aim is to find out if communication technology has effected the development of written language. I intend to find out whether the medias hype on the deterioration of language because of text messages is justified. (Include headlines from newspapers) I believe the students I have selected will use 'text language' in note taking, diaries, or other daily activities but will be able to distinguish the difference in language terminology when they have to write important work for school, for example, essays. Methodology I am looking at the text messages and written work of three different people within year 13, two are female and one male to make sure I was not based too specifically on a particular group of people. ...read more.

Middle

as an acronym Reasons for abbreviation: � Save time � Save space � Cheaper � Don't know the spellings Does use abbreviations in everyday writing Has unintentionally abbreviated in school work Emma Sends 11 - 30 text messages a week Uses abbreviations Does not use acronyms Reasons for abbreviation: � Convenience � Save time � Save space Does use abbreviations in everyday writing Has unintentionally abbreviated in school work Wayne Sends 31 - 60 text messages a week Uses abbreviations Does not use acronyms Reasons for abbreviation: * Save space Does not use abbreviations in everyday writing Has never unintentionally abbreviated in school work All these students believed that texting has no negative effects at all on their language competencies, such as grammar and spelling or enforced sloppy or undisciplined habits. Text Examples 1. Emma Hey im not walkin 2mos cos ive got a 3 first and footy kinda took it out of me 2day so i cld do with da extra rest!Em (114 characters) 2. Emma Oh dear! We lost aswel 2-1! Oops dnt wory bout tea for me! We shud b leavin soon neway!Em (89 characters) (Sent in reply to a message) 3. Emma Ah if ud askd me yesterday dat wld hay bin cul but i cant 2nite cos ive alredy made plans!Soz!cos I havnt chated 2 ya in ages!Em (126 characters) (Sent in reply to a message) 1. Erin Hi me n em wer wondrin if u ad goin 2 yovil 2day xox ez (55 characters) 2. Erin Yep im abot 2 leve du house cu im a long mm xox ez (50 characters) 3. Erin Hi, hop u jus dan de,do u knw wat wer duin on bex bday? ...read more.

Conclusion

Innovating with language isn't dangerous, like e-mail and instant messaging it is making it easier for people to communicate whilst expanding people's writing skills and imagination with the creation of new words. As long as students are mature enough to distinguish the difference between the technology and their academic work. Much text messaging lingo was first used in instant messaging programs on personal computers, and some phrases, such as 'SWAK' for 'sealed with a kiss' have been used for decades. As text messagers discover and share new abbreviations and acronyms, the language becomes familiar to a growing population of mobile phone users. And as more people use the lingo for text messaging, it is more likely to spill into speech or writing. My data has show that there are no significant differences in the grammar and spelling scores of both Wayne who sends 31 - 60 messages a week and Emma and Erin who only send 11 - 30, showing that their language skills are independent to the fact that they send SMS messages. However, I may have noticed more recognisable effects of texting on students' grammar and spelling if the people studied were the more vulnerable ones like high school or primary school students who are just beginning to develop language and communication skills as older students are able to discern the formal language, the kind that is used in the classroom, from the non-conventional form of English. Technology is not a recent development. People have always had technology and people have always had language, it is just the nature of technology that changes. Changes in technology will involve changes in minor aspects of language, like the lexicon and writing. The core of language, the phonology and syntax, do not appear to have been affected my technological change. ...read more.

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