Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

FACEBOOK AND LANGUAGE DEVELOPMENT AMONG SECONDARY STUDENTS

Current Issues
by

MissFazu Zulkifle

on 4 January 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of FACEBOOK AND LANGUAGE DEVELOPMENT AMONG SECONDARY STUDENTS

FACEBOOK AND LANGUAGE
DEVELOPMENT
AMONG SECONDARY STUDENTS INTRODUCTION RESEARCH OBJECTIVE The negative impact: Language used in Facebook somehow influence the participants’ language development (frequent spontaneous code- mixing)
This phenomenon might be viewed by the linguists of both languages as corruption to the language.
Thomas (1991) “purism is an aspect of the codification, cultivation and planning of standard languages” (as cited in Cser, 2009). The positive impact: An innovation to the language - users creatively inserted and mixed the English verb morphemes into Malay lexical items.
High level of proficiency in both Malay and English is a requirement for this language alternation to happen (McLellan, 2009).
This phenomenon shows how the users are in the process of adapting the use of English in daily and informal conversations yet still maintaining close relationship with the native language. Emoticon

=)
:O
 Code mixing:
finding bahan to do oral
memang aku send untuk kau baca je pun.tak perlu reply.baca je lah!baca!baca!
thanks Approve, hope cepat sembuh from demam 
Short form:
soalan bocor SENI!! :O korang ada? Hahaha….ermm I choose number 2 myb
btw, how are you? Long time x dngr cite ma.. FINDINGS LIMITATIONS Observation method
Data was collected in a form of online written languages (statuses posted and comments made)
Taken from participants’ profile pages on Facebook
Nov – Dec 2012
The participants:
32 secondary school students
13 – 19 years old METHODOLOGY This study addresses two research questions:


What are the language patterns used among secondary school students on Facebook?
How do these patterns influence the learners' language development and identity? RESEARCH QUESTIONS FACEBOOK AND LANGUAGE DEVELOPMENT
Since the role of language and culture in human development has shifted into using English language, most non-native foreign speakers use Facebook to improve their language.
Blattner and Fiori (2009) mentioned that Facebok many higher education language programs recommend their students to spend time abroad; therefore putting them in contact with authentic language and making aware of variations is essential to ease the transition which is currently lacking in most curriculums.
Battner and Lomicka (2012) revealed that the language variation on Facebook initiate particular interest among intermediate and advanced language learners as it demonstrates the variety of the L2 and introduces them to more authentic and conversational language. SOCIAL NETWORKING AND LANGUAGE LEARNING
Facebook is an example of learning in a social environment, where people are interacting with other, looking at various kinds of interactions taking place and what they mean in terms of language learning.
Feuerstein (2003) stressed that mediation is fundamental to all human development including learning.
Successful learning is seen as being dependent on how learners interact with the people around them in order to overcome problems they cannot solve by themselves, so that they can move to the next stage of development. FACEBOOK
Facebook, for instance, provides a sophisticated profiling system that allows users to create detailed information about them and also fine tune the level of privacy by determining what information is to be made public.
Profiles typically involve sharing a photograph of the user and consist of such information as age, location, personal interests and added details in an ‘About me’ section.
Once a profile is created, users are then regarded as a member of the online community, and can create a list of friends that will form the basis of their social network. The Internet would encourage global use of English to such a degree that other languages would be crowded out (Crystal, 2001). And indeed, in the mid-1990s, fully 80% of international Web sites were reported to be in English (Cyberspeech, 1997).
The current study aims to examine one of the most significant Internet tools, Social Networking Sites (SNS), and focuses on Facebook, an example of an online community specifically aimed at encouraging communication between young people and how social media is changing the identities and languages of young people in Malaysia.
The particular aspects to explore in this study are: the online written languages, Facebook’s new concepts, and its impact on language learning and identity. INTRODUCTION Blattner, G. & Fiori, M. (2009). Facebook in the Language Classroom: Promises and Possibilities. Retrieved from http://www.itdl.org/journal/jan_09/article02.htm
Ellison, J. (2007). Language variation on Internet Relay Chat: A social network approach. Journal of Sociolinguistics, 5(2), 180-213.
Blattner, G. & Lomicka, L. 2012. Facebook-ing and the Social Generation: A New Era of Language Learning. Retrieved from http://alsic.revues.org/2413
Hiew, W. 2012. English Language Teaching and Learning Issues in Malaysia: Learners’ Perceptions via Facebook Dialogue Journal. Journal of art, Science & Commerce. Retrieved from http://www.researchersworld.com/vol3/Paper_02.pdf
Takahashi, H. (2000). Dealing with dealing in English: Language skills for Japan's global markets (Report 7A). Washington, DC: Japan Economic Institutue.
Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge University Press. REFERENCES The language pattern is good for their learning process as they try to use English in their daily communication. However, it is afraid that this language pattern will influence their language development in a negative way. The wrong spelling of words used, the abbreviation, the emoticons and also the wrong usage of grammar. CONCLUSION Malay- English is the dominant language used by the participants.
Language pattern used is code – mixing.
Short forms and emoticons in posting. DISCUSSIONS
The presence/ absence of language alternation in 29 postings To examine current language phenomenal trend among secondary school students in Malaysia through the medium of Facebook: the online written languages.
The language patterns used by these teenagers on Facebook and its impact on language learning and identity RESEARCH OBJECTIVE FINDINGS BY:
ZAHIDAH BINTI ZAKARIA P64224
NORLIWA AB HALIM @ LIM SIONG KANG P61612
NOR FAZURA MD ZULKIFLE P64337 FACEBOOK
Facebook, for instance, provides a sophisticated profiling system that allows users to create detailed information about them and also fine tune the level of privacy by determining what information is to be made public.
Profiles typically involve sharing a photograph of the user and consist of such information as age, location, personal interests and added details in an ‘About me’ section.
Once a profile is created, users are then regarded as a member of the online community, and can create a list of friends that will form the basis of their social network. SOCIAL NETWORKING AND LANGUAGE LEARNING
Facebook is an example of learning in a social environment, where people are interacting with other, looking at various kinds of interactions taking place and what they mean in terms of language learning.
Feuerstein (2003) stressed that mediation is fundamental to all human development including learning.
Successful learning is seen as being dependent on how learners interact with the people around them in order to overcome problems they cannot solve by themselves, so that they can move to the next stage of development. The Internet would encourage global use of English to such a degree that other languages would be crowded out (Crystal, 2001). And indeed, in the mid-1990s, fully 80% of international Web sites were reported to be in English (Cyberspeech, 1997).
The current study aims to examine one of the most significant Internet tools, Social Networking Sites (SNS), and focuses on Facebook, an example of an online community specifically aimed at encouraging communication between young people and how social media is changing the identities and languages of young people in Malaysia.
The particular aspects to explore in this study are: the online written languages, Facebook’s new concepts, and its impact on language learning and identity. SOCIAL NETWORKING AND LANGUAGE LEARNING
Facebook is an example of learning in a social environment, where people are interacting with other, looking at various kinds of interactions taking place and what they mean in terms of language learning.
Feuerstein (2003) stressed that mediation is fundamental to all human development including learning.
Successful learning is seen as being dependent on how learners interact with the people around them in order to overcome problems they cannot solve by themselves, so that they can move to the next stage of development. FACEBOOK AND LANGUAGE DEVELOPMENT
Since the role of language and culture in human development has shifted into using English language, most non-native foreign speakers use Facebook to improve their language.
Blattner and Fiori (2009) mentioned that Facebok many higher education language programs recommend their students to spend time abroad; therefore putting them in contact with authentic language and making aware of variations is essential to ease the transition which is currently lacking in most curriculums.
Battner and Lomicka (2012) revealed that the language variation on Facebook initiate particular interest among intermediate and advanced language learners as it demonstrates the variety of the L2 and introduces them to more authentic and conversational language. To examine current language phenomenal trend among secondary school students in Malaysia through the medium of Facebook: the online written languages.
The language patterns used by these teenagers on Facebook and its impact on language learning and identity This study addresses two research questions:
What are the language patterns used among secondary school students on Facebook?
How do these patterns influence the learners' language development and identity? RESEARCH QUESTIONS Observation method
Data was collected in a form of online written languages (statuses posted and comments made)
Taken from participants’ profile pages on Facebook
Nov – Dec 2012
The participants:
32 secondary school students
13 – 19 years old METHODOLOGY LIMITATIONS FINDINGS
The presence/ absence of language alternation in 29 postings Code mixing:
finding bahan to do oral
memang aku send untuk kau baca je pun.tak perlu reply.baca je lah!baca!baca!
thanks Approve, hope cepat sembuh from demam 
Short form:
soalan bocor SENI!! :O korang ada? Hahaha….ermm I choose number 2 myb
btw, how are you? Long time x dngr cite ma.. Malay- English is the dominant language used by the participants.
Language pattern used is code – mixing.
Short forms and emoticons in posting. The positive impact: An innovation to the language - users creatively inserted and mixed the English verb morphemes into Malay lexical items.
High level of proficiency in both Malay and English is a requirement for this language alternation to happen (McLellan, 2009).
This phenomenon shows how the users are in the process of adapting the use of English in daily and informal conversations yet still maintaining close relationship with the native language. The negative impact: Language used in Facebook somehow influence the participants’ language development (frequent spontaneous code- mixing)
This phenomenon might be viewed by the linguists of both languages as corruption to the language.
Thomas (1991) “purism is an aspect of the codification, cultivation and planning of standard languages” (as cited in Cser, 2009). Emoticon

=)
:O
=(
^O^

The language pattern is good for their learning process as they try to use English in their daily communication. However, it is afraid that this language pattern will influence their language development in a negative way. The wrong spelling of words used, the abbreviation, the emoticons and also the wrong usage of grammar. CONCLUSION Blattner, G. & Fiori, M. (2009). Facebook in the Language Classroom: Promises and Possibilities. Retrieved from http://www.itdl.org/journal/jan_09/article02.htm
Ellison, J. (2007). Language variation on Internet Relay Chat: A social network approach. Journal of Sociolinguistics, 5(2), 180-213.
Blattner, G. & Lomicka, L. 2012. Facebook-ing and the Social Generation: A New Era of Language Learning. Retrieved from http://alsic.revues.org/2413
Hiew, W. 2012. English Language Teaching and Learning Issues in Malaysia: Learners’ Perceptions via Facebook Dialogue Journal. Journal of art, Science & Commerce. Retrieved from http://www.researchersworld.com/vol3/Paper_02.pdf
Takahashi, H. (2000). Dealing with dealing in English: Language skills for Japan's global markets (Report 7A). Washington, DC: Japan Economic Institutue.
Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge University Press. REFERENCES DISCUSSION The samples.
No systematic attempt in assessing participants’ fluency in Malay or English.
Therefore, the results of the study cannot be assumed to be generalizable to other populations beyond this group of subjects.
Rather, this study should be considered an exploratory investigation that had the goal of identifying possible issues and trends for further research.
Full transcript