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Impact of Text Messaging in Grammar and Spelling nowadays in
Transcript of Impact of Text Messaging in Grammar and Spelling nowadays in
Background of the Study
Objectives of the Study
Scope and Limitations of the Study
RELATED RELEVANT LITERATURE
Reasons in Shortening Messages in Text Messaging
RELATED RELEVANT LITERATURE
Different Forms of Text Messaging (Pathak, 2012)
Effects to One’s Reading Skills
Effects to One’s Writing Skills
Effects to One’s Speaking Skills
To identify the effects of text messaging in people’s grammar and spelling skills in terms of reading, writing and speaking abilities and its relationship with each other.
To present the current situation regarding the effects of text messaging to communication skills of a person.
• This study seeks to identify the effects of text messaging in people’s grammar and spelling skills in terms of reading, writing and speaking abilities.
• In addition to this, the researchers shall present the current situation regarding the effects of text messaging to communication skills of a person.
o Use of abbreviations
o Letter-number homophones (e.g. great as gr8)
o Non-standard spelling (e.g. love as luv)
o Phonetic spellings
o Splitting of compounds
o Vowel/s omission
o Writing in either all caps or all lower case and exchanging longer words for shorter ones
o Use of acronyms
o Employing emoticons
o Phonetic reductions
o Unambiguous abbreviations (e.g. u as you)
o Some punctuations are omitted
• Text messaging could certainly affect a person’s communication skills (reading, writing, and speaking) in terms of grammar and spelling in a positive and negative way; however, it is mostly on a negative outcome.
• Most people are used to the format they use in texting and so, they apply it to the outside, such as in writing a supposed-to-be-formal essay, having a conversation with others and even their lexical knowledge is affected.
• Ehri (1986) and Gentry (1982), cited by Drouin and Davis (2009), posited that early spellers normally remove the vowels and encode only the notable and obvious sounds.
• According to a poll conducted by Edutopia.org, having 1028 respondents:
o 50% were of the view that texting was harming students’ writing and grammar
o 20% thought that text messaging could have some effect on students’ writing; but did not consider it a major problem
o while 27% felt it did not have any negative influence
o The longer the message is, the higher it costs you to send it. (Crystal, 2008)
o To avoid the character limits. (Rogers, 2014)
o For faster texting, especially for those with alphanumeric keyboards. (Taylor and Vincent, 2005)
•How does text messaging impacted grammar and spelling in terms of reading, writing and speaking skills of a person nowadays?
It provides people an additional material for learning and experimenting with letter-sound correlation and “decoding” text. (Plester and Wood, 2009)
It may lead to a potential degeneration of the formal English language, and people would get used to it and soon, unabling themselves to recognize the original word. (Thurlow, 2006)
A team from Coventry University conducted a study and found that the high scores on tests of reading and vocabulary was caused by the usage of abbreviations. The younger an individual owned a phone, the higher their scores.
A 2008 survey by the Pew Internet & American Life Project found that two-thirds of middle and high school students had accidentally used instant-messaging-style words in their work, while a quarter admitted using emoticons in assignments. (Vosloo, 2009) In fact, 64% of youngsters ages 12 to 17 have used emoticons, text shortcuts and informal language in school assignments.
Crystal and Russell (2010) said that SMS texting should be considered as another language, and since learning a new language does not affect students’ ability to use English grammar, it would be wrong to conclude that text messaging can affect their grammar.
“The students either failed to construct good sentences or fumbled in oral expressions and so failed to succeed generally in the global workplace”. They were thus unable to clearly convey messages during interviews or normal working schedules. (Takoradi Polytechnic, 2010)
Andrea Kristiane Abril
Mariel May Macabenta
Micah Alynne Navarro