미래 시대 커뮤니케이션의 뉴 트렌드 양상 연구: 텍스티즘(Textism) 분석을 중심으로
A study on the new trend patterns of communication in the future: Focusing on textism analysis
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Both online and offline communication channels have greatly influenced the way learners gain information. In doing so, online chatting, which caters to users’ need for speed and simplicity, has resulted in the rapid emergence of new words and expression systems—represented by the concepts of "textism” or “textese.” In light of these lexical concepts, there have been noticeable criticisms drawn by those who attribute these expressions to “language destruction.” However, considering that language continues to evolve, the arguments against textism seem unfounded and ignore the potential positive impacts it may have. Furthermore, since student learners are the primary demographic utilizing textism, the education field needs to promptly implement alternatives by recognizing the potential for increasing learning efficiency through constructive usage of textism. This paper summarizes and reviews international research on textism; it introduces the definitions of concepts, research trends, and perceptions, followed by an analysis of the current status of domestic textism and literacy in relation to the learners who use it most frequently. Based on these results, methods of applying textism to learning and proposed roles for educators are explored.
Abstract
Both online and offline communication channels have greatly influenced the way learners gain information. In doing so, online chatting, which caters to users’ need for speed and simplicity, has resulted in the rapid emergence of new words and expression systems—represented by the concepts of "textism” or “textese.” In light of these lexical concepts, there have been noticeable criticisms drawn by those who attribute these expressions to “language destruction.” However, considering that language continues to evolve, the arguments against textism seem unfounded and ignore the potential positive impacts it may have. Furthermore, since student learners are the primary demographic utilizing textism, the education field needs to promptly implement alternatives by recognizing the potential for increasing learning efficiency through constructive usage of textism. This paper summarizes and reviews international research on textism; it introduces the definitions of concepts, research trends, and perceptions, followed by an analysis of the current status of domestic textism and literacy in relation to the learners who use it most frequently. Based on these results, methods of applying textism to learning and proposed roles for educators are explored.
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