会语言学视角下的中级汉语学习者网络语言认同研究

文章基于文献梳理和访谈调查，首先对中国流行文化对其影响以及关注中国流行文化的困难两个方面进行分析。研究发现，流行文化对于美国汉语学习者的影响体现在社会文化和汉语学习两个方面；关注中国流行文化的困难体现在语言学习、获得渠道、社会环境以及中美文化之间差异几个方面。在此基础上，探讨面向美国汉语学习者开展中国流行文化教学的应对策略：美国华裔群体积极推动中国流行文化元素融入美国社会、中国文化推广机构加大对中国流行文化的关注和支持、汉语教育机构重视资源建设和课程设置、汉语教师在课堂教学中将流行文化教学落到实处。本文对于促进中国语言文化的国际传播具有一定的启示意义。

网络流行语是语言在网络环境中的一种变体，根据明星事件、社会热点新闻而形成并衍生的一种语言形式，同时也是对当今社会的一种折射。当代大学生作为网络使用者的主力，对网络流行语的使用更加频繁。但由于大学生这一特定群体对网络流行语的认知又有所不同，因此对网络流行语进行二次加工与传播而形成了“校园网络流行语”。本文将从社会语言学视角分析网络语言的成因、特点及受众接受度。研究大学校园网络流行语有助于我们更好的使用网络流行语，引导坚持大学生社会主义核心价值观。

本研究以秦皇岛高校为例，通过问卷调查和深度访谈，对大学生外来流行语的使用现状进行了全面分析。研究结果显示，大学生群体对外来流行语有较高的认知和使用频率，且整体态度积极。研究验证了外来流行语主要依托新媒体平台传播，并与外来文化密切相关。虽然外来流行语对大学生线下交流的直接影响较小，但对个体的汉语表达和日常沟通可能产生一定的潜在影响。研究建议网民在使用外来流行语时应注意语境，以避免表达误差，同时关注外来流行语与文化背景的关系。未来研究可进一步探讨外来流行语对大学生思想价值体系及新媒体舆论环境的影响。

本文从社会语言学视角探讨网络流行语生命力。网络流行语的产生与社会热点事件、流行文化紧密相关，其生命力受社会文化、语言自身等因素影响。高生命力网络流行语和低生命力网络流行语通常具有不同的特点，并且网络流行语既可以反映社会现实、推动时代发展，也会带来表达能力受损等不良现象。文章旨在通过对网络流行语生命力的研究，更好地理解网络流行语在语言与社会文化互动中的现象及发展规律。

本研究基于社会语言学视角，通过调查大连某高校留学生中的非英语母语者英语詈语的使用情况，着重探讨他们在英语詈语使用上的异同，分析英语詈语的使用对身份建构的影响以期在跨文化交际中对詈语的使用提出合理化建议。研究整体采用问卷调查和半控制访谈相结合的方法收集相关数据，并借助IBM SPSS Statistics 21.0软件分析性别因素和英语水平差异对英语詈语使用的影响。研究发现，性别因素和英语水平的差异对于英语詈语的使用影响并不显著，而且不同性别对特定詈语的偏好有所差异；英语詈语的使用对身份建构有一定影响，即在面对不同性别群体时会采取不同的策略构建身份形象。

来华留学生中国文化传播研究是我国文化对外传播的价值体现，有助于提升自身文化软实力、增强国际认同感。借助CiteSpace5.8.R1 (32-bit)软件对中国知网收录的234篇有关来华留学生中国文化传播研究文献的核心作者、机构、热点与前沿进行可视化分析。研究发现：第一，来华留学生中国文化传播研究经历了起步、初步发展、快速发展三阶段；第二，研究作者间与机构间虽合作不足，但作者研究领域集中、跨学科趋势明显，学术生态良好，研究院校实力强且专业影响力突出；第三，研究热点为来华留学生、中国文化传播、汉语国际推广、“一带一路”等四个方向；第四，文化体验与适应、文化交流与传播、跨文化教育、中国国家形象等四个主题是当下研究前沿；第五，提出三点研究展望，即坚持“文化强国”战略，聚焦来华留学生中国文化传播过程中的现实问题进行研究；立足教育国际化发展，加强来华留学生跨文化教育研究与合作，扩大研究影响力；扩大来华留学生研究群体规模和层次，结合跨学科研究方法，挖掘来华留学生中国文化传播研究的深度。

近年来，语言教学与文化教育相互之间的关系一直是一个热点问题，在我国外语教学界和对外汉语教学界都有许多专家和学者从不同角度进行了深入探究。一般来说，第二语言教学与跨文化交际密切相关、二者互补。因此，本文将试图探讨第二语言教学与跨文化交际之间的关系。

国际姿态作为一种动机倾向，对探究新世纪语言学习者的动机行为有重要作用。本研究以Scopus数据库为文献来源，采用可视化知识图谱分析软件CiteSpace，对国际姿态领域的研究焦点和发展趋势展开分析。研究发现：国际姿态研究主要围绕语言学习动机、交际意愿、教学研究和目标语学习四个焦点问题展开调查；随着全球化的进一步加深，以及各种数字技术飞速发展，国际姿态将继续与动机理论结合，探讨网络环境下语言学习者的动机倾向；汉语国际地位的逐渐提升，以汉语为目标语的国际姿态研究得到发展，未来可期。

众多新媒体资源已经成为国际中文教育中的重要教学资源。当前，国际中文课堂中的中国文化跨文化传播思路已经由单向的传播转向双向的交流。跨文化“第三空间”应运而生，这是一个内部关系平等、交流自由的文化空间。利用相关新媒体资源，为国际中文课堂搭建跨文化“第三空间”提供思路，使拥有不同文化身份的中文学习者更加自由平等地进行文化交流，从而培养具有更高跨文化意识和能力的学习者。在这个“第三空间”中，“中国故事”得以更好地展示给世界。

本文阐释语言身份认同概念，梳理大学生多重身份认同种类，通过会话分析的方法分析案例，探讨大学生语体转换与身份认同状况。大学生的多重身份包括三个层面：师生关系中的教师–学生身份，学生关系中的自主–学生身份，共享网络多媒体背景的轻共同体身份，前者对应正式、权威的语体，后两者对应自主、随意的语体。研究结果显示，身份认同是一个不断流动的概念，语体转换可以构建多重的、流动的身份认同；身份认同构建的过程是说话人与受话人之间的呼应过程，说话人通过语体转换发出身份认同的信号，受话人则也转换语体回应该信号。

过去二十年，有关二语身份认同的研究不断攀升。然而，目前鲜有研究通过文献计量工具系统分析该领域知识面貌，以客观呈现当前研究现状并为未来相关研究提供参考。因此，本文利用文献计量软件CiteSpace，对2004年至2023年间发表的168篇学术论文从文献发表的时间分布、主要出版国家(地区)、最高被引作者、期刊、参考文献，以及研究热点等方面进行分析。具体而言，本研究拟探究以下问题：1) 有关二语身份认同的文献年代分布如何？2) 有关二语身份认同的文献地域分布如何？3) 有关二语身份认同的期刊中高被引期刊有哪些？4) 有关二语身份认同的学者中高被引作者有哪些？5) 有关二语身份认同的文献中高被引文章有哪些？6) 有关二语身份认同的研究热点有哪些？通过文献计量研究发现：1) 过去二十年间，有关二语身份认同的论文数量持续增加；2) 美国、中华人民共和国和加拿大三国发表的论文数量居世界前三；3) Bonny Norton，David Block及Aneta Pavlenko三位学者发表论文被引量居学界前三；4) 被引最多的三大期刊分别为Modern Language Journal，TESOL Quarterly以及Applied Linguistics；5) Bonny Norton的专著Identity, Language Learning, and Social Change为被引次数最高的出版物；6) “留学”、“性别”和“社会文化理论”为三大研究热点。本文为未来二语身份认同研究提供了一定洞悉与见解，为今后的研究奠定基础。

Chinese cyberspace is vibrant with new expressions created and disseminated by Internet users. Generally light in tone, they have been viewed by numerous media scholars as constituting a playful and satirical form of speech which exemplifies “grassroots” netizens’ carnivalesque resistance against the authoritarian party-state. Adopting a critical sociolinguistic perspective, the article focuses on the textual constructions of two online buzzwords diaosi and shamate to illustrate the ambivalent class orientation of Chinese Internet discourse. It argues that while the diaosi wordplay appears to signify an underprivileged or grassroots identity, its discursive construction is in effect characterized by an intermediate position which oscillates between identifying with the economically dominant and recognizing the truly subordinate social groups in contemporary China – such as rural migrant workers. The social stratification and hierarchy of Internet users, as well as the simultaneous cooption of digital culture by institutional forces must be taken into account so as to fully evaluate the political implications of playful online practices in China and beyond.

This autobiographical case-study is an arts-informed narrative inquiry into learning (Mandarin) Chinese as an Additional Language (CAL). I have been studying Chinese for over a decade, but in this thesis I focus on the six months (September 2009–February 2010) I spent studying CAL at a high intermediate level in Taipei. I offer three creative non-fiction narratives connected to that experience. The first is a language memoir that mixes languages (English and Chinese), poetry and prose. The second is a reader’s theatre script that re- presents conversations on Chinese with a variety of people (students, teachers and expatriates) from my CAL community in Taipei. The third is a bricolage of image-texts related to CAL selected from internet sources. I conceptualize all three narratives as autobiographical in that they explore various sources – individual, communal, and societal – that are invariably woven together in any story of the self. By using multiple autobiographical accounts to explore lived experience I am working with an opportunity to explore the elusive, shifting, context- dependent and influential nature of narrative sense-making. This approach also provides an opportunity for tensions, resolutions, dissonances, and resonances to reverberate across the stories in ways that stimulate unity without the expense of uniformity. Further, each narrative serves to triangulate the others, drawing as they do on different source materials and perspectives. Yet all three narratives are also fundamentally individual creations, identity texts (Cummins, 2006) even, and as such work to investigate how the personal is inevitably professional, the artistic simultaneously academic, and how representation is always also creation. This investigation of narratives and identities is not peripheral to CAL learning itself. As my understanding of the forces operating on my CAL identity increases, implications for my trajectory as a language learner emerge in significant, liberating ways. This in turn, allows the integration of CAL-related linguistic, sociolinguistic, and cultural habits into my ongoing personal narrative to become more conscious, comfortable and complete. I offer this study as an invitation to participate in the important, complex, and urgent work of increasing awareness of one’s self-in-context.

Brooke Ricker Schreiber, Pennsylvania State University This paper presents a case study of the multilingual writing practices of a Serbian university student on Facebook, examining how he uses multiple varieties of English and Serbian, images, and video to shape his online identity and establish membership in local and global communities. Drawing on data from stimulated-recall interviews, online participant observation, and rhetorical analysis, this study shows how Aleksandar, a hiphop artist, appropriates hip-hop codes and employs the “gate-keeping” function of posting links (Baek, Holton, Harp, & Yaschur, 2011) by embedding links to music videos in his own highly personal code-mixed text in order to establish himself as a distinctly Serbian member of the global hip-hop community. The findings suggest that Aleksandar’s language practices and attitudes might be better understood as translingual (Canagarajah, 2011), as the student integrates diverse linguistic and semiotic resources into a unified expression of identity, relying on the multimodal affordances of digital writing to accomplish his communicative goals. However, these sophisticated textual practices go undervalued in his EFL writing courses, where formal, monolingual, non-digital literacy remains primary (Saxena, 2011). These findings suggest a need to re-evaluate what it means to have a second language-mediated identity, and to expand the focus of EFL writing pedagogy.

Abstract The role of social networks in language variation has been studied using a wide range of metrics. This study critically examines the effect of different dimensions of networks on different aspects of language variation. Three dimensions of personal network (ethnicity, nationality, diversity) are evaluated in relation to three levels of language structure (phonetic form, accent range, language choice) over three generations of British Asians. The results indicate a scaling of network influences. The two metrics relating to qualities of an individual's ties are more historically and culturally specific, whereas the network metric that relates to the structure of an individual's social world appears to exert a more general effect on accent repertoires across generations. This two-tier typology—network qualities (more culturally contingent) and network structures (more general)—facilitates an integrated understanding of previous studies and a more structured methodology for studying the effect of social networks on language.

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The increasing dominance of English has brought implications in language policy and the teaching of English in the multicultural Indonesia. A high power language such as English is taught in schools as a language of modern communication, while the national language is regarded as a force of unifying the nation and local languages as carriers of ‘tradition’ or ‘historical’ identity. Within that context, this article focuses on the increased use of English among an emerging group of young and adolescent learners and their possible identity transformation. This article examines the issues, challenges, and opportunities in English language learning and identity transformation in the multicultural context of Indonesia. A description of the multicultural context and linguistic diversity is presented to understand the language policy and its implications in the functions and degrees of the national language Indonesian, local languages, and English in Indonesia. Issues in the spread of English are explored to understand the challenges and opportunities in transforming cultural identity and achieving performance standards in English.

This article provides a selective review of the role of computer mediation in the instruction and development of second language (L2) or interlanguage pragmatic competence within foreign and second language education. Both researchers and practitioners have noted consistently that several aspects of the teaching and tutored learning of L2 pragmatics have been reported as problematic and/or underexplored in the published knowledge base to date, including the availability and authenticity of instructional materials, the provision of opportunities for the performance and practice of L2 pragmatic competence in meaningful interactions, the relative lack of developmental data documenting the precise (and varied) pathways of L2 pragmatic competence over time, and the efficacy of particular pedagogical interventions in classroom-based L2 pragmatics instruction. The role of computer mediation in each of these underexplored areas is examined with a special emphasis on the teaching and learning of L2 pragmatics in Internet-mediated partnerships and on the use of (learner) corpora in L2 pragmatics instruction and research.

We live in uncertain times in an uncertain world. While large-scale efforts exist to end poverty, promote peace, share wealth, and protect the planet, we are witnessing serious deterioration of solidarity and respect for human diversity, coupled with alarming tides of authoritarian populism in the West. Many multilinguals—even more so multilinguals in marginalized communities—are vulnerable in the present climate. Researching bi/multilingualism is the business of second language acquisition (SLA) researchers. How well equipped is this field to respond to the present challenges? In this article I unpack four constraints that I believe hamper SLA’s capacity to generate useful knowledge about multilingualism. One is a disciplinary identity that is built around the language two of learners and the late timing of learning. The second constraint is the adherence to an essentialist ontology of language that considers it a system separate from the act of communication. A third constraint is a teleological view of linguistic development benchmarked against an ideal monolingual native speaker model. The fourth and final constraint is the disaffection for ethics, values, power, and ideologies, all of which are considered inappropriate disciplinary content. Tempering such a pessimistic view, some hopeful signs suggest SLA’s research habitus is changing and may soon be better suited to investigate gradient, equitable multilingualism in all its forms. In this spirit of hope, I suggest nine strategies that would help SLA researchers better investigate the human capacity for language and support equitable multilingualism in today’s uncertain world.

Fan practices involving translation open up opportunities to explore language learning practices within the fandom (Sauro, 2017). We examine how three fans capitalize on fan translation and language learning. We consider the cases of Selo (an English–Spanish translator of games), Nino (a Japanese–Catalan fansubber of anime, and Alro (an English–Spanish translator of fanfics). A corpus was built consisting of 297 minutes of interviews, 186 screenshots of language learning events from online sites, and 213 minutes of screencast videos of online activity. Drawing upon the conceptual framework of new literacy studies (Barton, 2007), we set four themes to present fans’ literacy practices and language learning: (a) fan translation, (b) understanding the original text, (c) writing and preparing the translation, and (d) tools, resources, and collaborative online practices. Results indicated that the three informants encountered an open space for agency, creativity, and identity building and reinforcement through fan translation. Their translations provided content and represented the generators of the semiotic fabric in their fandoms (Gee, 2005). As fan translators, they learned language in multiple ways, such as peer-to-peer feedback, autodidactism, and creative uses of Google Translate. Future research may attempt to transfer knowledge from digital wilds into formal education.

Looking at human communication from the perspective of semiotics extends our view beyond verbal language to consider other sign systems and meaning-making resources. Those include gestures, body language, images, and sounds. From this perspective, the communicative process expands from individual mental processes of verbalizing to include features of the environment, the place and space in which the communication occurs. It may be—and it is increasingly the case today—that language is mediated through digital networks. Online communication has become multimodal in virtually all platforms. At the same time, mobile devices have become indispensable digital companions, extending our perceptive and cognitive abilities. Advances in artificial intelligence are enabling tools that have considerable potential for language learning, as well as creating more complexity in the relationship between humans and the material world. In this column, we will be looking at changing perspectives on the role of place and space in language learning, as mobile, embedded, virtual, and reality-augmenting technologies play an ever-increasing role in our lives. Understanding that dynamic is aided by theories and frameworks such as 4E cognition and sociomaterialism, which posit closer connections between human cognition/language and the world around us.

This paper intends to draw the attention of language teachers and educational authorities to the area of culture teaching in foreign language education at a time when the recently issued Basic Standards of Competencies in Foreign Language have conferred modest attention to this aspect of language education. The paper first describes the notion of Intercultural communicative competence. It then discusses the tensions between this new understanding of the teaching of culture and the prevailing teaching practices, approaches, beliefs and discourses associated with the learning and teaching of culture. Third, it reports on the results of a study which critically analyzed the academic discourses of in-service teachers in Colombia regarding the cultural component of foreign language programs;\nfinally, it proposes ways to start taking new directions.\n\nKey words: Intercultural competence, standards, culture, culture teaching, ideologies, discourses\n\nEl presente artículo intenta llamar la atención de maestros y autoridades educativas sobre el área de la enseñanza de la cultura en lenguas extranjeras en un momento en el que los recientemente publicados Estándares Básicos de Competencias en Lenguas Extranjeras - Inglés prestan modesta atención a este aspecto. Primero se describe la noción de competencia comunicativa intercultural.\nLuego se discuten las tensiones entre este nuevo concepto de la enseñanza de la cultura y las prácticas de enseñanza, los enfoques, creencias y discursos asociados con el aprendizaje y la enseñanza de la cultura. Se reportan también los resultados de un estudio que analiza críticamente los discursos académicos de profesores colombianos acerca del componente cultural en la enseñanza de lenguas extranjeras. Finalmente, se proponen formas de iniciar nuevos rumbos.\n\nPalabras clave: Competencia intercultural, estándares, cultura, enseñanza de la cultura, ideologías, discursos

The present qualitative study sought to explore the relationship between English language learning and identity reconstruction from the viewpoints of Iranian language learners. The data were collected by means of focus-group interviews with forty-five male intermediate learners of English as a foreign language (EFL). To define the concept of identity, the participants were found to draw upon notions as diverse as personal and social characteristics, ethnic origins, geographical locations, religious affiliations, national customs and rituals and values, amongst others. Furthermore, the vast majority of the learners held that learning English had a profound impact on how they perceive their identity. Of these, nearly all the interviewees regarded the above impact as highly positive and beneficial to the course of language learning. The interviewees also expressed strong inclination to integrate and, therefore, to dentify with the target linguistic and cultural norms. Notwithstanding, a number of opposing voices were raised by some learners who resisted identity reconstruction through language learning, claiming that they learned English simply for the sake of instrumental, as opposed to integrative, purposes. These participants also levelled criticisms at what they viewed as ‘the imposition of Western values on an Islamic country’. The results highlight the vital role of motivation and the status of English as an international language in viewing, redefining and reconstructing identity. In conclusion, the findings confirm the role of discursive practices, power relations, solidarity and otherising with regard to identity reconstruction in the course of second language (L2) learning.

The dissertation examines the relationship between social and linguistic knowledge using a series of experiments eliciting linguistic convergence to Southern speech. I draw a terminological and theoretical distinction between previously observed input-driven convergence, in which speakers converge toward a linguistic form directly observed in the input, and expectation-driven convergence, in which speakers converge toward a linguistic form they only expect but do not observe in the immediate input. Using a novel Word Naming Game paradigm designed to elicit convergence toward expected rather than observed linguistic behavior, Experiment 1 finds experimental evidence for expectation-driven convergence, which had previously only been anecdotally observed; participants converge toward glide-weakened /ay/, a salient feature of Southern English, which they may expect but never directly observe from a Southern-accented model talker. The existence of expectation-driven convergence suggests that accounts of convergence relying on tight perception-production links where production is derived directly and automatically from the input cannot straightforwardly explain all instances of convergence. Experiment 2 investigates the perceptual underpinnings of input- and expectation-driven convergence using an auditory lexical decision task in which participants judge glide-weakened /ay/ items (e.g., "bribe" produced as "brahb") as words or non-words. I find higher word-endorsement rates for glide-weakened /ay/ words for participants who have recently heard a Southern-accented (compared to Midland-accented) talker, even if the Southern talker never produces the /ay/ vowel. Individual perception and production responses toward glide-weakened /ay/ show little evidence for strong individual perception-production links, though findings are consistent with an interpretation where perceptual shifts are a necessary (but not sufficient) precursor to production shifts. Finally, Experiment 3 uses a dialect-label manipulation version of the Word Naming Game and demonstrates that both top-down information about social categories and bottom-up acoustic cues independently contribute to expectation-driven shifts in production and perception. Further, reliance on these cues differs across dialect backgrounds, providing insights into the way sociolinguistic associations are formed and mentally represented. Taken together, results support a model of cognition in which social and linguistic information are tightly linked.

This paper examines how context is configured in ESL students' language learning practices through computer-mediated communication (CMC).Specifically, I focus on how a group of ESL students jointly constructed the context of their CMC activities through interactional patterns and norms, and how configured affordances within the CMC environment mediated their learning experiences.After a brief review of relevant studies of CMC in the literature, I discuss ecological perspectives of language learning as a core construct of this study, to explain contextual fluidity in relation to learners' agency in their learning.Next, I present an ethnographic study of how members of an ESL class constructed a community of social practices through synchronous CMC.The findings indicate that (a) the constructed interactional patterns and norms of the students' CMC activities represented group dynamics among the participants, (b) the participants' roles in joint construction of the activities reflected their language socialization experiences, and (c) the activities provided a way for spousal participants to assume academic identities, while becoming a social space for academic gatherings.This study highlights the fluidity of CMC language learning contexts; fluid contexts entail learners' agency in dialogic engagements with the contextual elements of the learning environment as language socialization processes.

Conversation—a verbal interaction between two or more people—is a complex, pervasive, and consequential human behavior. Conversations have been studied across many academic disciplines. However, advances in recording and analysis techniques over the last decade have allowed researchers to more directly and precisely examine conversations in natural contexts and at a larger scale than ever before, and these advances open new paths to understand humanity and the social world. Existing reviews of text analysis and conversation research have focused on text generated by a single author (e.g., product reviews, news articles, and public speeches) and thus leave open questions about the unique challenges presented by interactive conversation data (i.e., dialogue). In this article, we suggest approaches to overcome common challenges in the workflow of conversation science, including recording and transcribing conversations, structuring data (to merge turn-level and speaker-level data sets), extracting and aggregating linguistic features, estimating effects, and sharing data. This practical guide is meant to shed light on current best practices and empower more researchers to study conversations more directly—to expand the community of conversation scholars and contribute to a greater cumulative scientific understanding of the social world.

Abstract This article conceptualises the role of audience agency in the performance of American conservative identities within a hybridised outrage media ecology. Audience agency has been under-theorised in the study of outrage media through an emphasis on outrage as a rhetorical strategy of commercial media institutions. Relatively little has been said about the outrage discourse of audiences. This coincides with a tendency to consider online political talk as transparent and "earnest," thereby failing to recognise the multi-vocality, dynamism, and ambivalence—i.e., performativity—of online user-generated discourse. I argue the concept of recontextualisation offers a means of addressing these shortcomings. I demonstrate this by analysing how the users of the American right-wing partisan media website TheBlaze.com publicly negotiated support for Donald Trump in a below-the-line comment field during the 2016 US presidential election. These processes are situated with respect to the contested, dynamic, and creative construction of partisan identities in the contemporary United States.

Foreign language education provides excellent opportunities to expose students to language cultures through experiences that can enrich their understanding not only of language and culture but also themselves and their roles in communities local to global. Service learning (SL) is an empirically supported high-impact pedagogy that integrates academic material, community-engaged activities and critical reflection to achieve academic, civic and personal growth learning goals and to advance public purposes. Through intentional design, learning in any and all of these categories can be intercultural in nature, and community change can be linked to local, regional, national, and/or global change initiatives. With its goals and processes co-created by instructors, students and community members, SL has great potential to cultivate among all participants the knowledge, skills, attitudes and behaviors associated with global citizenship, including the critique of self and of systems on which authentic, culturallycontextualized and effective efforts to move toward justice, sustainability and peace (the ultimate ends held up by this volume) depend. SL integrated into foreign language education may provide one of the most potent means for developing global citizenship, amplifying language acquisition and enhancing civic-minded democratic engagement as articulated in such frameworks as the Council of Europe’s Competences for Democratic Culture, UNESCO’s Framework for Global Citizenship and the United Nations’ Sustainable Development Goals. This chapter provides an overview of the what, why and how of SL as a significant, ongoing and worldwide innovative change in pedagogy and also explores opportunities and challenges associated with its use in foreign language education.

The language used by children no longer reflects a nation that upholds ethical and aesthetic values in this digital era.Many children have begun to erode their politeness values.Children speak freely without realizing and considering who they are talking to, so their language tends not to have the principle of politeness.This study used a qualitative method using library research.Data collection techniques used were documentation methods and data analysis techniques.The study results show that using digital media effectively and strategically can improve children's language skills, especially politeness.Interactive media is useful in children's language development to increase concentration, associate words and symbols with objects, discrimination, identify similarities and differences, classify objects, see whether there is a relationship, develop the concept of size and space, increase curiosity, and develop children's creativity.Language learning strategies in elementary schools must prioritize active, communicative language learning oriented to communicative competence, which gives more space for students to hone their language performance & language expression.Educators need to hone children's productive skills in critical and active communication so that "linguistic piety" is realized, namely polite, from an early age in the digital era.

Abstract In this paper, we advocate for the analysis of lexical variation being central to variationist sociolinguistics. We demonstrate that lexical variation is systematic and argue that this systematicity must be accounted for by a comprehensive variationist theory that explains the general causes and mechanisms of language variation and change. We present three empirical studies, which focus on lexical variation in Anglo-Cornish, British Sign Language, and online American English. These studies differ greatly in terms of their methods and results, but each reaffirms that lexis can be studied rigorously and informatively within the variationist paradigm, extending our understanding of language variation and change.

This paper studies the learning needs of Cantonese as a second language at tertiary level in Hong Kong.A needs analysis is conducted at one university in Hong Kong in order to examine the language needs of students and the challenges they faced in learning Cantonese as a Second Language (CanSL).Literature in the field shows that learners of Cantonese as a Second Language generally thought that the target language was difficult to learn and a long learning time was needed.The research in this article elicits views from CanSL learners at tertiary level in Hong Kong.Questionnaire surveys and focus group study are used to investigate CanSL learners' learning needs and challenges they have come across while learning the language.The data shows that learning Cantonese is useful and help university students engage in daily activities.Some CanSL students in this study perceive that learning the language is helpful for them to integrate into the Cantonese speaking community.This paper presents data obtained from the needs analysis and discusses intrinsic as well as extrinsic motivation of CanSL students at tertiary level as well as some challenges occurred while learning the language.Implications on teaching CanSL will be discussed and these implications will be useful for curriculum developers, teaching materials writers as well as teachers' trainers.

Diaspora 8:2 1999 The Politics of History on the Internet: Cyber-Diasporic Hinduism and the North American Hindu Diaspora Vinay LaI University of California, Los Angeles I: Democracy and Authoritarianism in Cyberspace Nothing has been as much celebrated in our times as the information superhighway. Everyone is agreed that never before has information proliferated so profusely, diminishing, as is commonly thought, the boundaries and barriers that have held people apart, though many voices have sought to distinguish between "knowledge " and "information," while others have railed at how the overwhelming surfeit of information has made some people incapable of thinking beyond trivia and the "factoid." We speak with unreflective ease of the "information revolution," and in this clichéd expression there is the most unambiguous assertion of confidence in the benign telos ofhistory. Some commentators, alluding to more recent developments such as "e-commerce," speak even ofgoing "beyond the information revolution," but there is something of a consensus that the "information revolution" has been to our age what the "industrial revolution" was to the eighteenth century (Drucker).1 The advocates of the information superhighway have been prolific in voicing the view that cyberspace embodies immense revolutionary possibilities for creating democratic polities and enfranchising those communities that have so far existed only at the margins of the tremendous information explosion of recent years. The Internet, argue its unabashed votaries, creates a polyphony of voices, allows the hitherto silenced to speak,2 offers forums for dissenting views, destroys the monopoly of old elites, disperses the sources of information and knowledge, empowers the dispossessed, and assists in the formation of new identities— constituted not only by such obvious markers as race, gender, and ethnicity, but also by religious and sexual preferences, linguistic affiliations, political ideologies, intellectual interests, customs, shared traditions and histories, and hobbies. The "imagined communities " of which Benedict Anderson spoke flower in unprecedented ways on the Internet; the shackles that chained the working classes, 150 years after Marx invoked the cry of revolution and urged them to take destiny into their own hands, now seem broken. 137 Diaspora 8:2 1999 In the hip voice ofMondo 2000, to quote from its inaugural issue in 1989, "The cybernet is in place ... The old information elites are crumbling. The kids are at the controls. This magazine is about what to do until the millennium comes. We're talking about Total Possibilities. Radical assaults on the limits of biology, gravity and time. The end of artificial Scarcity. The dawn of a new humanism. High-jacking technology for personal empowerment, fun and games" (11). Just when boredom appeared to be the most pressing problem for the affluent West, and the usual sources of entertainment seemed to have exhausted their potential to amuse, the Internet arose to offer a jaded people a new source of enchantment. Cyberspace has restored to the West that ludic element which was once so essential an element ofits being, to vanish when confronted with the unrelenting demands, whether upon the family, the workplace, or social institutions, of modernity. Meanwhile, boredom, a disease that is inextricably linked to Western notions oftime, is now poised to find its newest victims in the developing world. The enthusiastic advocates of cyberspace have stretched the case for its allegedly democratic properties much further. The futurist Alvin Toffler and his associates (Dyson et al.) speak of the postscarcity information civilization as a Third Wave of humankind. If in the First Wave civilization was predominantly agricultural, and the Second Wave ushered in the age of industrial production, so in the Third Wave "the central resource—a single phrase broadly encompassing data, information, images, symbols, culture, ideology and values—is actionable knowledge." Cyberspace is universal, it is its own ecosystem: it is "inhabited by knowledge, including incorrect ideas, existing in electronic form." As one might expect, that perennial American language of the frontier is incurably a part of the language ofcyberspace enthusiasts: thus Toffler and his cohorts speak of the "bioelectronic frontier," which has emerged just as the American dream of the limitless, yet again contracting, frontier seemed doomed to extinction. The bio-electronic frontier points to the death of that fundamental embodiment of centralized values, namely, the bureaucratic...

Research in computer mediated communication and sociolinguistics, have increasingly highlighted the concept of establishing an “online identity” through specific language use. However, while emojis or common netspeak abbreviations are often the focus of research concerned with cyber language, no studies have considered the function laughter might play in establishing an online language identity. Furthermore, no studies have considered the possible significance of online laughter in terms of language acquisition. Researchers now have the opportunity to study laughter from a linguistic perspective since laughing online is illustrated through the use of emojis or typed text. The present study considers how the data and research in previous studies on written laughter and language identity can be combined to support arguments that laughing in a specific language online not only expresses the language identity of an individual, but should be considered an important aspect of second language acquisition.

Contributors discuss how growing up in a world saturated with digital media affects the development of young people's individual and social identities.As young people today grow up in a world saturated with digital media, how does it affect their sense of self and others? As they define and redefine their identities through engagements with technology, what are the implications for their experiences as learners, citizens, consumers, and family and community members? This addresses the consequences of digital media use for young people's individual and social identities. The contributors explore how young people use digital media to share ideas and creativity and to participate in networks that are small and large, local and global, intimate and anonymous. They look at the emergence of new genres and forms, from SMS and instant messaging to home pages, blogs, and social networking sites. They discuss such topics as “girl power” online, the generational digital divide, young people and mobile communication, and the appeal of the “digital publics” of MySpace, considering whether these media offer young people genuinely new forms of engagement, interaction, and communication.ContributorsAngela Booker, danah boyd, Kirsten Drotner, Shelley Goldman, Susan C. Herring, Meghan McDermott, Claudia Mitchell, Gitte Stald, Susannah Stern, Sandra Weber, Rebekah Willett

Recently interest has grown concerning the uses of online communication for language teaching. Yet this growing interest in computer‐mediated collaborative language learning has not been matched by sufficient research and theory. This article introduces a conceptual framework for understanding the role of computer‐mediated interaction based on a sociocultural analysis of the relationship among text, talk, and learning. The article then analyzes current research according to five features particular to online interaction.

This case study explores the learning experiences of three international students who were enrolled in an online master’s program offered by a large university in Canada. The aim of the study was to understand the international students’ experiences with, and perspectives on, the online learning environment. Findings indicate that previous education and especially language proficiency strongly impacted the learning of these students in this environment. Non-native English speakers required considerably more time to process readings and postings and to make postings themselves. Their lack of familiarity with the details of North American culture and colloquial language made it difficult to follow much of the course discussion. They also tended to avoid socializing in the course, which left them at the periphery of course activities. Based on these findings, the authors make the following recommendations for designers and instructors of online courses: 1) Raise the English language proficiency requirement for graduate admissions into online programs because the text-based communication in a CMC space requires interpreting messages without non-verbal cues; 2) Ensure that online distance education course designers are aware of the needs and expectations of international students; and 3) Combine the design principles from both traditional and constructivism theories.

Most L2 instructors implement their curriculum with an eye to improving the four skills: speaking, listening, reading, and writing.Absent in this vision of language are notions of pragmatic, sociolinguistic, and multicultural competencies.Although current linguistic theories posit a more complex, interactive, and integrated model of language, this review article points out where computer-assisted language learning (CALL) can contribute to L2 language growth in terms of these four skills, especially if carefully situated within a taskbased language teaching (TBLT) framework.New technologies coupled with a TBLT goal-oriented approach ultimately push learners to combine speaking, listening, reading, and writing in ways that resemble more closely how they normally engage with the digital facets of their own lives.

Our everyday lives are increasingly being lived through electronic media, which are changing our interactions and our communications in ways that we are only beginning to understand. In Discourse 2.0: Language and New Media, editors Deborah Tannen and Anna Marie Trester team up with top scholars in the field to shed light on the ways language is being used in, and shaped by, these new media contexts. Topics explored include: how web 2.0 can be conceptualized and theorized; the role of English on the worldwide web; how use of social media such as Facebook and texting shape communication with family and friends; electronic discourse and assessment in educational and other settings; multimodality and the "participatory spectacle" in web 2.0; asynchronicity and turn-taking; ways that we engage with technology including reading on-screen and on paper; and how all of these processes interplay with meaning-making. Students, professionals, and individuals will discover that Discourse 2.0 offers a rich source of insight into these new forms of discourse that are pervasive in our lives.

Chin-Hsi Lin, Michigan State University Mark Warschauer, University of California, Irvine Robert Blake, University of California, Davis Language Learning Social Network Sites (LLSNSs) have attracted millions of users around the world. However, little is known about how people participate in these sites and what they learn from them. This study investigated learners’ attitudes, usage, and progress in a major LLSNS through a survey of 4,174 as well as 20 individual case studies. The study hints at the potential of LLSNSs, given the generally positive regard participants have for the site, but it also shows its limitations, since most learners drop out or show only limited gains. The study suggests that if online education is to play a positive role in the teaching and learning of English and other languages, learners will need support, guidance, and well-structured activities to ensure the kinds of participation and linguistic interaction that can lead to success.

This study examines the literacy practices of two multilingual writers in social networking communities.The findings show that the multilingual writers explored and reappropriated symbolic resources afforded by the social networking site as they aligned themselves with particular collective and personal identities at local and global levels.Through the designs available to them in these online environments, multilingual writers constructed multiple identities that were dynamic and developmental over time.The writers demonstrated that they adopted different strategies and subject positions when participating in onlinenetworked discourses.Analysis and understanding of these digitally mediated multiliterate practices-by researchers, teachers, and learners alike-may provide insight into pedagogies that recognize and even affirm these practices.

This paper examines the use of CMC in both Japanese and English dominated domains by Australian learners of Japanese.The natural, social online communication of 12 Australian university students with 18 of their Japanese contacts was collected for a period of up to four years, resulting in a corpus of approximately 2,000 instances of blogs, e-mails, SNS interactions, chat conversations, game profiles, and mobile phone communications.To supplement this data, interviews were conducted to further explore participants' Internet communication and L2 use.These interviews, paired with evidence from the corpus of collected data, are analysed using Sealey and Carter's (2004) social realism framework in order to explore questions of language selection, identity construction and nationality, as well as what it means to be a foreigner online.In the introduction to her influential book, Life on the Screen, Turkle (1995) defined identity in a computer-mediated environment as multiple, fluid, and constituted in interaction via technology.Yet a decade later, Hewling ( 2005) argued that CMC research has often taken a narrow, nationality-based view Sarah Pasfield-Neofitou Online Domains of Language Use Language Learning & Technology 93of culture, and suggests instead that identity or identities be viewed as a site of ongoing negotiation.Such negotiation, Hewling states, is visible online in the form of CMC discourse.Thus, analysis of L2 learners' online language use across a variety of domains may provide greater insight into the nature of constructing identity via an L2 online, in particular, in terms of ethnicity, nationality, and nativeness/foreignness, and the effects of communicating in certain domains on opportunities for language learning and use. Past Research on CMCMiller and Slater (2000) criticize the first generation of Internet literature for viewing the Internet as a gigantic, placeless cyberspace.Much of this early research on CMC tended to view the Internet as a monolithic space that was somehow "more egalitarian, democratic, and liberating than face-to-face interactions" (Sproull and Kiesler, 1986;McGuire, Kiesler, & Siegel, 1987;Dubrovsky, Kiesler, & Sethna, 1991; cited in Watt, Lea, & Spears, 2002, p. 63).Simon even described the Internet as having an "inherent support of democracy" (2002, p. 101).Hanna and de Nooy categorize such views as subscribing to the borderless world (2004, p. 259) perception of Internet communication, in which the Internet is deemed to remove cultural difference.Of course, these perspectives have had an important impact on research in the areas of L2 use and acquisition also.Past research on L2 use and acquisition points to a variety of benefits of the online environment.A reduction in anxiety in comparison to face-to-face speech and greater opportunities for language production have been claimed as some of the most important implications of CMC for L2 learners.Itakura and Nakajima (2001) found that the use of CMC assisted language learners in gaining an authentic audience, provided them with the flexibility to compose e-mails at their leisure, gave them a record of communication, fostered independent learning and provided opportunities for the negotiation of meaning, which can lead to language learning.Yoshimura and Miyazoe-Wong (2005) also found that communication with NSs via CMC could help students to amend stereotypes, and Kano ( 2004) claims that such interactions can expose learners to language variation in the form of popular grammar, slang, and regional dialects.

It is often observed that the globalization of social media has opened up new opportunities for informal intercultural communication and foreign language learning.This study aims to go beyond this general observation through a case study that explores how discourse analysis tools might be used to uncover evidence of language and intercultural learning in comments on YouTube videos involving Chinese-English translanguaging.Analysis of exchange structure-interactional acts involving information exchange and stance marking-suggests that translanguaging triggers interactionally-rich comments that are oriented towards information exchange and negotiation for meaning on topics of language and culture.It is argued that the methodologies used have good potential for use in studies that aim to investigate learning in online settings, both at the environmental level, in macroanalysis of large data sets, and at the individual/situational level, in microanalysis of shorter interactional sequences.