Language, writing, and social (inter)action: An analysis of text-based chats in Macedonian and English

The purpose of this study is to investigate the text-based chatting practices of a particular community of native Macedonian speakers who chat both in Macedonian and in English (as their foreign language). Much research in computer-mediated communication (CMC) over the last decade has been done in English as L1. Some of the few studies which explored CMC cross-linguistically include the comparison of French vs. English (Werry, 1996), Japanese vs. English (Nishimura, 2003b), Spanish vs. English (del-Teso-Craviotto, 2006), Serbian vs. English (Radic, 2007) and Turkish vs. English (Savas, 2010). In these studies, a number of different language features (e.g., orthography, code switching) and functions (e.g., representation of gender) common to TBC have been analyzed, but none has explored in-depth the use of language as social action in online text-based interactions. Data collected from surveys, text-based chats, and interviews were analyzed qualitatively and quantitatively using methods and concepts borrowed from discourse analysis, conversation analysis, systemic functional linguistics and communication accommodation theory. Seventy text-based chats in Macedonian and English from seven native Macedonian speakers, who form an intact group, were collected over a period of four months. By investigating linguistic elements, extralinguistic phenomena (e.g., emoticons, typographic forms such as LOL), and contextual phenomena (e.g., appraisal, limitations of the medium) in the text-based chats of my participants, and by conducting follow-up text-based interviews regarding their individual chatting practices, this study has explored how all these phenomena are used for performing social action in two languages. Text-based chat was also found to be a convenient medium for participants to co-position in various ways while carefully accommodating to various contextual factors

A Structural Analysis of Social Representations of "Reconciliation" in Cyprus: An Empirical Contribution

In the Cyprus peace process, the efforts of Civil Society Organisations (CSOs) facilitate the practices of co-existence, or intergroup contact between the Turkish Cypriot (TC) and Greek Cypriot (GC) communities. Considering this context, the original contribution of this study is to employ the theoretical framework of social representations (SRs), to understand the internal structure SR of reconciliation in Cyprus. Moreover, this study intends to explore the reconciliation SRs of those taking part in CSOs (n=30) and of the laypeople (n=40). This study analyses power relations in both competing and convergent SRs between different groups of actors. It presents insights drawing upon fieldwork that was carried out in Cyprus using a convenient and purposive sampling method. Methodologically we choose the Central Nucleus Theory (Abric, 1976). This oft-used methodological approach is based on the Hierarchised Evocations tool: a task of word association starting from the inductor "Reconciliation", followed by a justification questionnaire (Galli, Fasanelli & Schember, 2018) as well as a classification of the associated terms (Vergès, 1992). Data were analysed using both prototypical and similitude analyses processed by IRaMuTeQ, an interface of R, and through the perspective of iterative factorial cluster analysis for binary data (iFCB). The results indicate that the structure of the social representations of reconciliation demonstrated by all subsamples reflects their social construct. It appears that, due to their activism, the CSO subsample has a higher degree of quality and quantity of collaboration in both the in-group and the intergroup, compared to the laypeople. The CSO subsample engaging in in-group and intergroup collaborations tends to show trust and a more tolerant attitude for engaging in collaborative work. Their representation of reconciliation reflects the line of activism and positive attitudes towards cooperation for a shared future. Meanwhile, the TCC and GCC laypeople subsamples have a shared hope for peace, looking forward to having a more comfortable life. They highlight the coexistence contributed to by emotional efforts (forgiveness, empathy, and the spread of love to reconnect and come to an agreement). Moreover, all subsamples share the common representation that reconciliation corresponding to peace as a common goal

“You’re trolling because…” – A Corpus-based Study of Perceived Trolling and Motive Attribution in the Comment Threads of Three British Political Blogs

This paper investigates the linguistically marked motives that participants attribute to those they call trolls in 991 comment threads of three British political blogs. The study is concerned with how these motives affect the discursive construction of trolling and trolls. Another goal of the paper is to examine whether the mainly emotional motives ascribed to trolls in the academic literature correspond with those that the participants attribute to the alleged trolls in the analysed threads. The paper identifies five broad motives ascribed to trolls: emotional/mental health-related/social reasons, financial gain, political beliefs, being employed by a political body, and unspecified political affiliation. It also points out that depending on these motives, trolling and trolls are constructed in various ways. Finally, the study argues that participants attribute motives to trolls not only to explain their behaviour but also to insult them

Reshaping the Museum of Zoology in Rome by Visual Storytelling and Interactive Iconography

This article summarizes the concept of a new immersive and interactive setting for the Zoology Museum in Rome, Italy. The concept, co-designed with all the museum’s curators, is aimed at enhancing the experiential involvement of the visitors by visual storytelling and interactive iconography. Thanks to immersive and interactive technologies designed by Centro Studi Logos, developed by Logosnet and known as e-REALâ and MirrorMeä, zoological findings and memoirs come to life and interact directly with the visitors in order to deepen their understanding, visualize stories and live experiences, and interact with the founder of the Museum (Mr. Arrigoni degli Oddi) who is now a virtualized avatar, or digital human, able to talk with the visitors. All the interactions are powered through simple hand gestures and, in a few cases, vocal inputs that transform into recognized commands from multimedia systems

Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games

This dissertation examined the affordances of commercially developed massively multiplayer online (role-playing) games (MMOGs) for second language (L2) development. It comprises three self-contained but related studies. The first study, as a scoping review, synthesized 32 empirical papers, which investigated different aspects of L2 development in the context of these games. It sought to find out what aspects of L2 learning have been examined and how, and what the findings suggest regarding L2 learning opportunities and outcomes. This study highlighted that empirical research in this area is mainly qualitative and that L2-related affective factors, vocabulary, and communicative competence have been the most widely investigated topics. It concluded that MMOGs afford socially supportive and emotionally safe environments, which encourage L2 learners to use multiple opportunities for enriching their L2 vocabulary and enhancing their communicative competence in the target language. The second study was an exploratory research. It adopted an interactionist approach to characterize the nature of the negotiations of meaning that occurred in the conversational exchanges between native (NES) and non-native English speakers (NNESs) playing World of Warcraft. The data consisted of 63 hours of audio-recorded, in-game conversations over a 5-month period. The participants consisted of an NES and 6 NNESs who were divided into two groups (low and high intermediate) according to their English language proficiency. This study identified and characterized the most frequently occurred triggers, indicators, responses and reaction to the responses in three types of dyadic conversational exchanges. The third study examined L2 development through ―usage-based‖ theories of language learning. It was a time-series (longitudinal) research that examined the trend of changes in the linguistic complexity of the NNESs‘ spoken discourse during a 5-month period of gameplay. This examination involved repeated (in three equally-distributed time intervals) calculations of fourteen syntactic complexity indices and the indices associated with three components of lexical complexity (diversity, sophistication, and density). Overall, the results turned out to be more promising for the low intermediate than the high intermediate group of the NNESs. More detailed findings are presented and discussed in light of the current literature

Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games

This dissertation examined the affordances of commercially developed massively multiplayer online (role-playing) games (MMOGs) for second language (L2) development. It comprises three self-contained but related studies. The first study, as a scoping review, synthesized 32 empirical papers, which investigated different aspects of L2 development in the context of these games. It sought to find out what aspects of L2 learning have been examined and how, and what the findings suggest regarding L2 learning opportunities and outcomes. This study highlighted that empirical research in this area is mainly qualitative and that L2-related affective factors, vocabulary, and communicative competence have been the most widely investigated topics. It concluded that MMOGs afford socially supportive and emotionally safe environments, which encourage L2 learners to use multiple opportunities for enriching their L2 vocabulary and enhancing their communicative competence in the target language. The second study was an exploratory research. It adopted an interactionist approach to characterize the nature of the negotiations of meaning that occurred in the conversational exchanges between native (NES) and non-native English speakers (NNESs) playing World of Warcraft. The data consisted of 63 hours of audio-recorded, in-game conversations over a 5-month period. The participants consisted of an NES and 6 NNESs who were divided into two groups (low and high intermediate) according to their English language proficiency. This study identified and characterized the most frequently occurred triggers, indicators, responses and reaction to the responses in three types of dyadic conversational exchanges. The third study examined L2 development through ―usage-based‖ theories of language learning. It was a time-series (longitudinal) research that examined the trend of changes in the linguistic complexity of the NNESs‘ spoken discourse during a 5-month period of gameplay. This examination involved repeated (in three equally-distributed time intervals) calculations of fourteen syntactic complexity indices and the indices associated with three components of lexical complexity (diversity, sophistication, and density). Overall, the results turned out to be more promising for the low intermediate than the high intermediate group of the NNESs. More detailed findings are presented and discussed in light of the current literature

Communicating to Resolve the Mommy Wars : Testing Communicated Stereotypes and the Common Ingroup Identity Model with Stay-at-Home and Working Mothers

Toward empirically validating motherhood as an intergroup context and uncovering communicative solutions to resolving the cultural mommy wars, the goal of this dissertation was to test foundational intergroup communication theories with stay-at-home mothers (SAHMs) and working mothers (WMs) across two independent experiments. In Study One, participant SAHMs and WMs (N = 529) reported on their outgroup attitudes, affective responses (i.e., contempt, admiration, envy, and pity), behavioral responses (i.e., active/passive facilitation, active/passive harm), intergroup anxiety, and willingness to communicate after viewing a description of a target SAHM or WM designed in accordance with the most prevalent stereotypes of SAHMs and WMs established by previous research. The results of Study One revealed the powerful---and primarily negative---effects of stereotypes on mothers\u27 cognitive, affective, and behaviors responses to outgroup mothers. In Study Two, participant SAHMs and WMs (N = 154) reported on their stereotype reliance, outgroup attitudes, perceptions of outgroup typicality, provision of help, and willingness to communicate after viewing an introduction message from a target SAHM or WM designed in accordance with the four representational mediators in the common ingroup identity model (Gaertner, Dovidio, Anastasio, Bachman, & Rust, 1993; Gaertner, Rust, Dovidio, Bachman, & Anastasio, 1994). Given that CIIM tenets were not supported when applied to this novel experimental design, the results of Study Two demonstrate the complexities of communicating social categorization and present opportunities for future investigations of the CIIM. The discussion highlights the implications and contributions of these findings to intergroup communication theory and scholarship, mothers\u27 interpersonal relationships, and women\u27s group vitality. Recommendations for future investigations of mothers\u27 intergroup conflict within media coverage of the cultural mommy wars, across interactions in more developed mother-mother relationships, and via mothers\u27 interactions in online channels are also discussed

Designing Embodied Interactive Software Agents for E-Learning: Principles, Components, and Roles

Embodied interactive software agents are complex autonomous, adaptive, and social software systems with a digital embodiment that enables them to act on and react to other entities (users, objects, and other agents) in their environment through bodily actions, which include the use of verbal and non-verbal communicative behaviors in face-to-face interactions with the user. These agents have been developed for various roles in different application domains, in which they perform tasks that have been assigned to them by their developers or delegated to them by their users or by other agents. In computer-assisted learning, embodied interactive pedagogical software agents have the general task to promote human learning by working with students (and other agents) in computer-based learning environments, among them e-learning platforms based on Internet technologies, such as the Virtual Linguistics Campus (www.linguistics-online.com). In these environments, pedagogical agents provide contextualized, qualified, personalized, and timely assistance, cooperation, instruction, motivation, and services for both individual learners and groups of learners. This thesis develops a comprehensive, multidisciplinary, and user-oriented view of the design of embodied interactive pedagogical software agents, which integrates theoretical and practical insights from various academic and other fields. The research intends to contribute to the scientific understanding of issues, methods, theories, and technologies that are involved in the design, implementation, and evaluation of embodied interactive software agents for different roles in e-learning and other areas. For developers, the thesis provides sixteen basic principles (Added Value, Perceptible Qualities, Balanced Design, Coherence, Consistency, Completeness, Comprehensibility, Individuality, Variability, Communicative Ability, Modularity, Teamwork, Participatory Design, Role Awareness, Cultural Awareness, and Relationship Building) plus a large number of specific guidelines for the design of embodied interactive software agents and their components. Furthermore, it offers critical reviews of theories, concepts, approaches, and technologies from different areas and disciplines that are relevant to agent design. Finally, it discusses three pedagogical agent roles (virtual native speaker, coach, and peer) in the scenario of the linguistic fieldwork classes on the Virtual Linguistics Campus and presents detailed considerations for the design of an agent for one of these roles (the virtual native speaker)