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Texting versus txtng: reading and writing text messages, and links with other linguistic skills
Citation
Kemp, N, Texting versus txtng: reading and writing text messages, and links with other linguistic skills, Writing Systems Research, 2, (1) pp. 53-71. ISSN 1758-6801 (2010) [Refereed Article]
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The definitive publisher-authenticated version is available online at: www.oxfordjournals.org
Official URL: http://wsr.oxfordjournals.org/content/2/1/53
Abstract
The media buzzes with assertions that the popular use of text-message abbreviations, or textisms (such as r for are) is masking or even causing literacy problems. This study examined the use and understanding of textisms, and links with more traditional language skills, in young adults. Sixty-one Australian university students read and wrote text messages in conventional English and in textisms. Textism messages were faster to write than those in conventional English, but took nearly twice as long to read, and caused more reading errors. Contrary to media concerns, higher scores on linguistic tasks were neutrally or positively correlated with faster and more accurate reading and writing of both message types. The types of textisms produced, and those least well understood by participants, are also discussed.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Research Division: | Psychology and Cognitive Sciences |
| Research Group: | Cognitive Sciences |
| Research Field: | Linguistic Processes (incl. Speech Production and Comprehension) |
| Objective Division: | Education and Training |
| Objective Group: | Learner and Learning |
| Objective Field: | Learner and Learning Processes |
| UTAS Author: | Kemp, N (Associate Professor Nenagh Kemp) |
| ID Code: | 65232 |
| Year Published: | 2010 |
| Deposited By: | Psychology |
| Deposited On: | 2010-10-18 |
| Last Modified: | 2015-02-12 |
| Downloads: | 47 View Download Statistics |
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