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Connie K. Varnhagen G. Peggy McFall Nicole Pugh Lisa Routledge Heather Sumida-MacDonald Trudy E. Kwong 《Reading and writing》2010,23(6):719-733
Written communication in instant messaging, text messaging, chat, and other forms of electronic communication appears to have
generated a “new language” of abbreviations, acronyms, word combinations, and punctuation. In this naturalistic study, adolescents
collected their instant messaging conversations for a 1-week period and then completed a spelling test delivered over instant
messaging. We used the conversations to develop a taxonomy of new language use in instant messaging. Short-cuts, including
abbreviations, acronyms, and unique spellings were most prevalent in the instant message conversation, followed by pragmatic
signals, such use of emoticons, emotion words, and punctuation, and typographical and spelling errors were relatively uncommon.
With rare exceptions, notably true spelling errors, spelling ability was not related to use of new language in instant messaging.
The taxonomy provides an important tool for investigating new language use and the results provide partial evidence that new
language does not have a harmful effect on conventional written language. 相似文献
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This article explores the considerable developments in both early years policy and in the provision of services for young children in England since 1997, noting the role that such services have had in informing the broader Every child matters agenda. Many challenges remain, however, not least the numbers of children and families who still live in poverty and the continuing gap between those children who do well and those who do not. In examining how this gap can be narrowed, through intervention and support during the early years, the work of the Narrowing the Gap project is described, a project that continues with the Centre for Excellence and Outcomes in Children’s Services (C4EO). Whilst high‐quality early years services provide a very positive start in life for young children, reducing inequality remains the key priority. 相似文献
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Environmental issues are an important topic both in national news, and in science education. Previous studies revealed that students hold many misconceptions relating to such issues as global warming, ozone depletion, and acid rain. This article expands on earlier work by Boyes et al. to examine pre-service teachers' views about these issues, especially global warming and the related term, the greenhouse effect, and the effect of their views on elementary student performance. Results support the findings of Boyes et al. that elementary education majors hold many misconceptions about these environmental issues, and these can effect their teaching of these topics in elementary classes. 相似文献