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  • 1.
    White, Jonathan
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Yang, Tao
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Gao, Man
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Kinesiska.
    Santos Muñoz, Arantxa
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Spanska.
    Digital Competence and Teaching Practices of Language Teachers in Sweden in a COVID-19 World2023Inngår i: Second Language Teacher Professional Development: Technological Innovations for Post-Emergency Teacher Education / [ed] Karim Sadeghi and Michael Thomas, Springer Nature, 2023, s. 125-146Kapittel i bok, del av antologi (Fagfellevurdert)
  • 2.
    White, Jonathan
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Grammar in the Internet Age: Changes in Attitudes2023Konferansepaper (Fagfellevurdert)
  • 3.
    White, Jonathan
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Identity Work by Australian Fortnite Content Creators: Commercial, Private and Public Identities2023Konferansepaper (Fagfellevurdert)
  • 4.
    Straszer, Boglárka
    et al.
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Svenska som andraspråk.
    Ädel, Annelie
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    White, Jonathan
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Samhällsorientering med boken ”Om Sverige”: Rapport från ett samverkansprojekt om interaktion och interkulturella förhållningssätt i en digital lärmiljö2023Rapport (Annet vitenskapelig)
    Abstract [sv]

    Föreliggande rapport är ett resultat av det samverkansprojekt som Interkulturellt Utvecklingscentrum Dalarna, IKUD, vid Högskolan Dalarna tillsammans med Ludvika Kommun, finansierat av Länsstyrelsen i Dalarnas län, startade under senhösten 2020 för att skapa kunskap om etableringsprogrammet Samhällsorientering för nyanlända med olika språkbakgrund under förändrade villkor som digitaliseringen medförde under pandemiåret 2021. Syftet med projektet har varit att bidra med en forskningsöversikt om digital lärmiljö utifrån best practice-erfarenheter från nationell och internationell forskning och att, utifrån en fallstudie om SO (situationen i Ludvika), resonera kring praktiker i digitala lärmiljöer. Fokus ligger på interaktion i en digital lärmiljö. Interkulturella förhållningssätt är också ett centralt tema. Ytterligare en viktig aspekt som undersöks är hur bilden av Sverige och den nyanlända skapas och uttrycks i klassrumsinteraktionen utifrån SO-läromedlet (boken Om Sverige). Utifrån syftet med projektet presenteras i rapporten (1) en kort forskningsöversikt om digital lärmiljö baserad på nationell och internationell forskning, (2) reflektioner utifrån observationer i en digital undervisningsmiljö i Ludvika kommun i samband med samhällsorienteringen, samt (3) en analys av undervisningsmaterialet som användes på de observerade lektionerna.

    Fulltekst (pdf)
    fulltext
  • 5. Thode Hougaard, Tina
    et al.
    Skafte Jensen, Eva
    Rathje, Marianne
    White, Jonathan
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Wide, Camilla
    Variations in opening and closing forms in email correspondence in Danish and Swedish2023Inngår i: It’s Different with You: Contrastive Perspectives on Address Research / [ed] Nicole Baumgarten and Roel Vismans, John Benjamins Publishing Company, 2023, s. 61-91Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    In this study, we investigate how differences and similarities in opening and closing greetings in professional emails in academia manifest themselves in Danish and Swedish. Our data consist of a corpus of 595 emails (primary data) and two surveys with 1836 respondents (supportive data). An important result is that cultural values, e.g., ideals of equality, in both language areas are expressed through similar linguistic means, but that due to different historical developments, the specific encoding is not identical. Another result is that there is a much larger variety in closing greetings than in opening greetings in both languages, which can be derived from the communication situation where openings and closings and the elements within these serve different purposes.

  • 6.
    White, Jonathan
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Attitudes to grammar in the Internet age2022Konferansepaper (Fagfellevurdert)
  • 7.
    White, Jonathan
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Reduction in and out of Context2022Inngår i: Pragmatics and Society, ISSN 1878-9714, E-ISSN 1878-9722, Vol. 13, nr 4, s. 555-584Artikkel i tidsskrift (Fagfellevurdert)
  • 8.
    White, Jonathan
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Engelska.
    Teasing and Shared Knowledge in a Newbies Football Fan Forum2021Konferansepaper (Fagfellevurdert)
  • 9.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    A Case Study of Student Experiences of Multi-modal Net-based Language Learning2020Inngår i: International Journal of Online Pedagogy and Course Design, ISSN 2155-6873, E-ISSN 2155-6881, Vol. 10, nr 2, s. 1-20Artikkel i tidsskrift (Fagfellevurdert)
  • 10.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Accessibility and Synchronicity of Subject Ellipsis in CMC Discourse2020Konferansepaper (Fagfellevurdert)
  • 11.
    White, Jonathan
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Santos Muñoz, Arantxa
    Högskolan Dalarna, Akademin Humaniora och medier, Spanska.
    Yang, Tao
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Attitudes to Digitalisation among Language Teachers2020Konferansepaper (Annet vitenskapelig)
  • 12.
    Santos Muñoz, Arantxa
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Spanska.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Digitalisation in Schools in Sweden: Needs and Experiences of Trainee Teachers of Languages2020Inngår i: Lingua, ISSN 0023-6330, Vol. 2, s. 28-31Artikkel i tidsskrift (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 13.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Identity Work in a Newbie Football Fan Forum2020Inngår i: The Second International Conference on Internet Pragmatics - NETPRA2: Interactions, identities, intentions 22-24 October 2020. Book of Abstracts, 2020Konferansepaper (Fagfellevurdert)
  • 14.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Authenticity and norms in online language2019Konferansepaper (Fagfellevurdert)
  • 15.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Authenticity of Language Practices in Virtual Learning Sites2019Inngår i: Virtual Sites as Learning Spaces: Critical Issues on Languaging Research in Changing Eduscapes / [ed] Sangeeta Bagga-Gupta, Giulia Messina Dahlberg, Ylva Lindberg, Cham, Switzerland: Palgrave Macmillan, 2019, s. 63-93Kapittel i bok, del av antologi (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 16.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Changing Face of Grammar Norms2019Konferansepaper (Fagfellevurdert)
  • 17.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Pragmatics of Marking Community Membership2019Konferansepaper (Fagfellevurdert)
  • 18.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Individual variation in reduction processes in L2 English academic textchat2018Inngår i: Ampersand, ISSN 2215-0390, Vol. 5, s. 18-28Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article presents a study of individual variation in computer-mediated communication. Different reduction processes, which reduce the formality and usually the orthographical form of an expression, are used at varying frequencies by non-native speakers of English in academic textchat seminars. Such processes are classified into four categories: clipping, homophone respelling, phonetic respelling, and mixed processes. It is demonstrated, by comparing the relative frequencies at which these processes are used, that most individuals actually follow the norm of the speech community by having frequencies within ±1 standard deviation of the mean frequency of each process for the Cohort. There is, thus, very little true variation in the form of outlier individuals. This result supports research into individual variation which argues that individuals may vary in their linguistic behavior, but generally follow community norms.

    Fulltekst (pdf)
    fulltext
  • 19.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Marking community identity through languaging: Authentic norms in TELL2018Inngår i: Cross-Cultural Perspectives on Technology-Enhanced Language Learning / [ed] Dara Taffazoli, IGI Global, 2018Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter takes up the issue of authenticity in language pedagogy. Traditional views of authenticity take the native speaker to be the primary authority for linguistic norms. Written standard language is especially highly valued here. It is argued herein that TELL environments are equally valid as learning environments, and that students can use the freedom they provide to develop their own locally negotiated cultural and linguistic norms. Evidence is provided that students on a net-based MA program develop their own norms for reducing language, and use them and other means to mark membership of a local TELL community. Thus, TELL is a rich and authentic environment for learners of English to become what is referred to as "language practitioners".

  • 20.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Marking Online Community Membership: The Pragmatics of Stance-taking2018Inngår i: Further Advances in Pragmatics and Philosophy Part 2: Theories and Applications / [ed] Alessandro Capone, Marco Carapezza, Lo Piparo, Springer, 2018Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Data from academic seminars conducted through Skype textchat is analysed in this chapter, and the focus is on examples of how users mark community membership. Membership is marked explicitly by using pronominals and the metonymic use of the seminar group name. It is also marked implicitly by using reduced forms, which are stereotypical examples of a textchat speech style. I argue that these are markers of stance-taking, where community membership is recovered pragmatically as a weak implicature. Dis-alignment with the community is also seen, as individuals can also implicate their independence as setters of linguistic norms

  • 21.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Negotiating local norms in online communication2018Inngår i: Encyclopaedia of Information Science and Technology / [ed] Mehdi Khosrow-Pour, IGI Global, 2018, 4, s. 1217-1225Kapittel i bok, del av antologi (Fagfellevurdert)
  • 22.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Using Metonymic and Reduced Language as Stance Markers2018Konferansepaper (Fagfellevurdert)
  • 23.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Using Metonymic and Reduced Language as Stance Markers2018Konferansepaper (Fagfellevurdert)
  • 24.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Exploration of Textual Interactions in CALL Learning Communities: Emerging Research and Opportunities2017Bok (Fagfellevurdert)
  • 25.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Functions of Ellipsis in L2 CMC Classroom Discourse2017Konferansepaper (Fagfellevurdert)
  • 26.
    White, Jonathan
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Messina Dahlberg, Giulia
    Högskolan i Skövde.
    Bagga-Gupta, Sangeeta
    Jönköpings Högskola.
    Methodological Challenges and Opportunities of Big/Rich Data in Online Language Learning2017Konferansepaper (Fagfellevurdert)
  • 27.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Review of Duncker & Perregaard (2017) Creativity and Continuity: Perspectives on the Dynamics of Language Conventionalisation. Copenhagen: U Press.2017Inngår i: Danske studier, ISSN 0106-4525, E-ISSN 2246-8323, s. 166-176Artikkel, omtale (Annet vitenskapelig)
  • 28.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Views of Net-based Language Learning through Adobe Connect2017Konferansepaper (Fagfellevurdert)
  • 29.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Beyond national norms: Affordances of online learning2016Inngår i: ACTC Official Conference Proceedings, 2016Konferansepaper (Fagfellevurdert)
  • 30.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Local norms in CALL language practice2016Inngår i: International Journal of Computer-Assisted Language Learning and Technology, ISSN 2155-7098, Vol. 6, nr 1, s. 40-54Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article presents an investigation into what norms are negotiated in a CALL classrooms by non-native speakers of English who are Internet novices. There is an on-going debate regarding the status of non-native speaker norms. Although there is more and more recognition that they are valid learner targets, native speaker norms are still reported to have the highest status for learners. Internet language use, though, has led to a change in the perception of norms, as communities of non-native speakers can set their own norms over those of native speakers. Data are analysed from academic textchat seminars which show that a community of inexperienced Internet users set their own norms, which go directly against their L1 community cultural norms of respect towards teachers. This paper proposes that it is an affordance of CALL environments that they can do this. This work is further evidence that it is smaller discourse communities that set norms separate from those of larger geo-political national communities.

  • 31.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Sustaining Online Communities through Language Economisation2016Konferansepaper (Fagfellevurdert)
  • 32.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Building and sustaining online communities of practice through language economy2015Inngår i: WorldCALL: Sustainability and Computer-Assisted Language Learning / [ed] Ana Gimeno Sanz, Mike Levy, Francoise Blin, David Barr, London: Bloomsbury Academic, 2015, s. 176-189Konferansepaper (Fagfellevurdert)
  • 33.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Converging towards norms in L2 computer-mediated communication2015Konferansepaper (Fagfellevurdert)
  • 34.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Non-native norms in online classrooms2015Konferansepaper (Fagfellevurdert)
  • 35.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Norm-setting on Online Non-native Communities2015Konferansepaper (Fagfellevurdert)
  • 36.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Processes and variations in language economisation2015Inngår i: Ampersand, ISSN 2215-0390, Vol. 2, s. 72-82Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article analyses the processes of reducing language in textchats produced by non-native speakers of English. We propose that forms are reduced because of their high frequency and because of the discourse context. A wide variety of processes are attested in the literature, and we find different forms of clippings in our data, including mixtures of different clippings, homophone respellings, phonetic respellings including informal oral forms, initialisms (but no acronyms), and mixtures of clipping together with homophone and phonetic respellings. Clippings were the most frequent process (especially back-clippings and initialisms), followed by homophone respellings. There were different ways of metalinguistically marking reduction, but capitalisation was by far the most frequent. There is much individual variation in the frequencies of the different processes, although most were within normal distribution. The fact that nonnative speakers seem to generally follow reduction patterns of native speakers suggests that reduction is a universal process.

    Fulltekst (pdf)
    fulltext
  • 37.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Reduction strategies in online writing2015Konferansepaper (Fagfellevurdert)
  • 38.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Topic- and mode-sensitive interaction strategies: Functions of ellipsis in oral communication2015Inngår i: Research in Language, ISSN 1731-7533, E-ISSN 2083-4616, Vol. 13, nr 3, s. 334-350Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we discuss ellipsis as an interactive strategy by analysing the author’s textchat corpus and the VOICE corpus of English as a Lingua Franca. It is found that there were fewer repetitions in the textchat data, and this is explained as a consequence of the textchat mode. Textchat contributions are preserved as long as the chat is active or has been saved, and therefore users can scroll through and review the discussion, compared to the more fleeting nature of oral conversation. As a result, repetition is less necessary. The frequency of other functions identified could be attributed to the topic of discourse. Discussions involve much ellipsis used to develop discourse, although some were self-presentations with repetition used to confirm details. Back-channel support and comments were often low because speakers instead used forms like yeah as supportive utterances.

    Fulltekst (pdf)
    fulltext
  • 39.
    White, Jonathan
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Glocal English Communities: Setting Online Discourse Norms2014Inngår i: List of Abstracts for Conference Transcultural Identity Constructions in a Changing World Dalarna University, Sweden, April 2-4, 2014, Falun: Högskolan Dalarna, 2014, s. 27-28Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Online communities are both global in character, with potential members from all parts of the world, but also local in that the community itself decides on its practices, hence the coining of the term glocal. These practices include the adoption of discourse norms. There are many norms that characterise discourses, and the one focused on here is the reduction of the written form of a lexical item, which characterizes informal more spoken forms of language. This paper presents evidence that reductions are negotiated locally by online communities. The community analysed consists of students on an online MA programme in English Linguistics who are all non-native speakers of English. These students have little experience of Internet communication even in their native languages, and so they are unlikely to be greatly aware of native speaker norms for online discourse. The paper shows that the students negotiate these norms within the group and that crucially their native English-speaking teachers do not have a strong role to play in the adoption of reductions. A number of examples of reductions are presented that are under negotiation by the students. The role of the teacher is analysed as well, and it is shown that 28 students are more likely to adopt a different reduction from the one the teachers use. Thus, this is further evidence that English is not owned by native speakers, but by non-native ones.

  • 40.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Interaction and Ellipsis in Spoken and Written Discourse2014Konferansepaper (Fagfellevurdert)
  • 41.
    White, Jonathan
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Interaction Patterns in Computer-mediated Communication2014Inngår i: Next generation Learning conference: Book of abstracts, Falun: Högskolan Dalarna, 2014, s. 40-40Konferansepaper (Fagfellevurdert)
    Abstract [en]

    We present research that the use of ellipsis in English is evidence that users are interacting. Ellipsis is a linguistic phenomenon where we can leave something unsaid and the context allows us to supply the missing part. For example, when someone asks us a question like “Where did you see him?”, we do not need to give a full sentence answer like “I saw him over there”. The context of the question allows us to just give the relevant information that is the answer to the question where, i.e. “over there”. Since ellipsis is contextual in this way, we can suppose that the phenomenon is interactive by nature.  Many strategies have been discussed in the literature which are used by speakers to interact, and this is an issue that is very much discussed in literature on computer-mediated communication. Peterson (2009) analyses data from textchats by Japanese learners of English and identified a series of strategies that show that interaction is taking place. These include back channel support (continuers), giving and seeking help, correction of self and others, and off-task discussion. Darhower (2002) discusses greeting/leave-taking, intersubjectivity (maintaining and developing a discourse topic) and use of a speaker’s first language (if not already the main language of the discourse). Repetition is discussed by Cogo (2009: 260), Suvimiitty (2012, chapter 7) and Mauranen (2012: chapter 7) in discourses involving speakers of English as a Lingua Franca. These strategies suggest that the learners are creating and maintaining social cohesion, and lead to the formation of discourse communities.  We analyse data from textchat logs that come from my own corpus of seminar discussions from an online MA programme in English Linguistics, also involving non-native speakers of English. We show that the intersubjectivity, repetition, continuer and correction functions can be found in our data set, and we propose one more: comments. Intersubjectivity is by far the most common function as we might expect from seminar discussions, while continuers and corrections are very rare. The use of these functions clearly marks that students are interacting as members of a discourse community. 

  • 42.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Interaction Strategies in Ellipsis Contexts2014Konferansepaper (Annet vitenskapelig)
  • 43.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Native and Non-native Norms in CALL2014Inngår i: Research challenges in CALL, proceedings CALL 2014: Proceedings of the 16th International Conference on CALL / [ed] Jozef Colpaert, Ann Aerts, Margret Oberhofer, University of Antwerp , 2014, s. 354-359Konferansepaper (Fagfellevurdert)
  • 44.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Standardisation of reduced forms in English in an academic community of practice2014Inngår i: Pragmatics and Society, ISSN 1878-9714, E-ISSN 1878-9722, Vol. 5, nr 1, s. 105-127Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The process of standardising reduced forms in English, such as clippings and informal forms, used in academic chat discourse is the focus of this article. Textchat data from an introductory MA linguistics course run by a university in Sweden involving non-native English-speaking students and their native English-speaking teachers is analysed to identify if any forms are standardised. Topic-specific forms are seen to be standardised as much as are high frequency forms, although few have been standardised. It is the students above all who lead the process, and the teachers do not have much influence even if they use a different reduction.

  • 45.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Pragmatics of Reduced Forms in an Internet Community of Practice2014Inngår i: Lodz Studies in Language 33: Cognitive and Pragmatics Aspects of Speech Actions / [ed] Iwona Witczak-Plisiecka, Frankfurt am Main: Peter Lang Publishing Group, 2014, s. 167-183Kapittel i bok, del av antologi (Fagfellevurdert)
  • 46.
    White, Jonathan
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Economisation as a Marker of an Online Community of Practice2013Inngår i: WorldCALL 2013: Programme and abstract book, 2013, s. 276-Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Due to the lack of time for planning contributionsin online discourse, especially textchat,language is often economised. The strategies used have been considered by many authors,suchas,Werry (1996), Murray (2000), Lee (2002), and Lotherington and Xu (2004), among others,with both grammatical processeslike ellipsis and orthographical/morphological oneslikeclipping being discussed. Our presentation looksin more detail at these, and arguesthat they areevidence that an online community of practice (Lave andWenger 1991,Wenger 1998) hasformed. Our data comesfrom text chatlogsinvolving non-native speakers of English fromseminars on an MAintroduction to linguistics. One student is a speaker ofBangla and the restare speakers of Vietnamese. The chatlogs comesfrom student-only pre-seminars as well astheseminars with the teachers on the course.We will argue that ellipsis exhibitsfeatures ofinteraction like Intersubjectivity (Darhower 2002) and Greetings and Self-initiatedCorrection(Peterson 2009), and thus demonstrates a social cohesion among the students.Regardingorthographical/morphological economisation processeslike clipping, which we referto asreduced forms, we see evidence thatstudents are standardising the reduced formsthey use(Žegarac 1998).AsWenger (1998) argues, communities of practice involve a “sharedrepertoire”, and we argue thatreduced forms are part of thisrepertoire. Usersin onlinecommunities of practice use both ellipsis and reduced formsto create/maintain this community.As a result, they are also exhibiting social autonomy, a prerequisite for learner autonomy(Benson 2001).

  • 47.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Ellipsis as a marker of interaction in spoken discourse2013Inngår i: Research in Language, ISSN 2083-4616, Vol. 11, nr 3, s. 251-276Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we discuss strategies for interaction in spoken discourse, focusing on ellipsis phenomena in English. The data comes from the VOICE corpus of English as a Lingua Franca, and we analyse education data in the form of seminar and workshop discussions, working group meetings, interviews and conversations. The functions ellipsis carries in the data are Intersubjectivity, where participants develop and maintain an understanding in discourse; Continuers, which are examples of back channel support; Correction, both self- and other-initiated; Repetition; and Comments, which are similar to Continuers but do not have a back channel support function. We see that the first of these, Intersubjectivity, is by far the most popular, followed by Repetitions and Comments. These results are explained as consequences of the nature of the texts themselves, as some are discussions of presentations and so can be expected to contain many Repetitions, for example. The speech event is also an important factor, as events with asymmetrical power relations like interviews do not contain so many Continuers. Our clear conclusion is that the use of ellipsis is a strong marker of interaction in spoken discourse.

    Fulltekst (pdf)
    fulltext
  • 48.
    White, Jonathan
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Ellipsis as an Interaction Marker in Oral Discourse2013Konferansepaper (Annet vitenskapelig)
  • 49.
    White, Jonathan
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Individual Variation in Reduced Forms in Textchat2013Inngår i: 13th International Pragmatics Conference (New Delhi, 8-13 September 2013): Abstracts, 2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The presentation focuses on the economisation of the English language in computer-mediated communication.Data is analysed from non-native English-speaking students on an online MA programme in English Linguisticsrun by a Swedish university. The data comprises text chatlogs from pre-seminar discussions involving thestudents only and seminars with their native English-speaking teachers on the introduction to English linguisticsthat is the first course on the programme. The students are mostly Vietnamese native speakers, apart from oneBangla speaker, and are inexperienced Internet users even in their native languages. Thus, they are unlikely tohave been aware of native speaker norms for Internet discourse. As a result, it is interesting to analyse thedevelopment of their language use in textchat.We analyse variations in students’ development of so-called reduced forms (reductions in orthography,morphology or formality of lexemes or phrases). The types of reduced forms in terms of word-class are analysedacross the introduction to linguistics course. Many more appear in more discussion-oriented topics like therelation between language and gender compared to more core theoretical linguistic topics like syntax. Thenumbers of functional and lexical categories is almost equal, with lexical categories slightly ahead. Regardingfunctional categories, interjections and pronouns are by far the most common. Given the oral and interactivenature of textchat, this is not surprising. Both variations regarding individual words for all students, andvariations in individual students’ reductions, are discussed. We find that in both cases students are regular intheir reductions, with similar processes appearing for individual words and for individual students, althoughthere is variation in the processes involved. Thus, this is evidence that textchat offers many opportunities forusers to individually economise their language.

  • 50.
    White, Jonathan
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Interaction in Glocal Learner Communities Online2013Inngår i: Academic Exchange Quarterly, ISSN 1096-1453, Vol. 17, nr 4, s. 53-59Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    It is argued here that ellipsis in English is evidence of interaction between non-native textchat users. Examples where users develop discourse, give comments on and encourage one another, repeat parts of discourse, and correct themselves or one another are presented. Not too surprisingly, since the data comes from academic seminars, developing discourse is the most common function. Furthermore, we argue this is evidence that they have formed a community of practice, which helps to promote learner autonomy.

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