Opening Moves Involved in Text-based Computer-Mediated-Communication (CMC) by Chinese Adults

The development of science and technology has made it not only possible but very convenient for people living in different parts of the world to communicate with each other, thus bringing forth a new form of communication: computer-mediated communication (CMC). Text-based CMC is one of the most popular forms of CMC in which people send instant messages to others in different settings. Since this mode of interaction combines features of both the written and spoken language (Greenfield & Subrahmanyam, 2003), it's of great interest whether it follows the same sequential rule as the telephone conversation. However, compared to telephone conversations, computer-mediated communication has received much less attention, let alone text-based CMC. The existing body of literature mostly focuses on content analysis and linguistic features but neglects the sequential organization of such interaction (Paolillo, 1999; Greenfield and Subrahmanyam, 2003; Herring, 1999). In light of this, this paper examines the opening moves of instant message exchanges among Chinese adults in an attempt to find out the unique features characterizing the way they open an online chat. The framework that was chosen for data analysis was the sequential model proposed by Schegloff for American telephone openings.

An Empirical Analysis of the Effect of Text-Based Computer-Mediated Communication on Communicative Competence

It has been suggested that text-based computer-mediated communication can help learners to use target language both in classrooms and in social contexts.It’s necessary to investigate the effect of text-based CMC on learners’communicative competence by conducting the method of systematic review.The findings implied that text-based CMC settings allowed learners to interact.The interaction provided learners with more opportunities to develop their communicative competence of target language.

Anonymity Effects and Implications in the Virtual Environment: From Crowd to Computer-Mediated Communication

Anonymity, an important feature of computer-mediated communication (CMC), is embedded in this new technology. With the penetration of the Internet in society, many daily activities involve online interactions. Anonymity affects both the task and social aspects of online communication including information exchange, decision making, and relationship development. This review examines the effects of anonymity on human behavior. It outlines how the prior literature has attempted to address this issue and how the Social Identity Deindividuation (SIDE) model has developed as an attempt to tackle this question. More importantly, it discusses a framework describing the multidimensions of anonymity in CMC [1], and subsequently raised five propositions inspired by this framework. Furthermore, using McLeod’s framework, this review evaluates SIDE studies with regard to their anonymity manipulations. This critique reveals possible future research directions for refining the SIDE model and better studying the effect of anonymity in virtual environment.

Analysis on Chinese/English Code-Switching in Computer-Mediated Communication Based on Meme Theory

Nowadays,computer-mediated communication(CMC) becomes one of the most convenient ways for people to connect with each other in which Chinese/English code-switching has been frequently used and widely spread.The article will memeticly interpret this language phenomenon based on the authentic examples collected from various kinds of CMC,and point out that the Chinese/English code-switching in CMC is a kind of strong memeplex which includes many different strong memes,resulting in the popularity of Chinese/English code-switching in CMC.

An Active Language Learning Environment Created by Email Communication

The rapid development of information and communication technology in recent years is associated with a corresponding growth in interest in computer-mediated communication(CMC)-synchronous CMC and asynchronous CMC.Among asynchronous CMC,email communication has attracted more attention of researchers in the field of foreign language learning.This paper will review studies which investigate one aspect of the advantages of email communication-an active environment for foreign language learning.

Emotional Awareness: An Enhanced Computer Mediated Communication Using Facial Expressions

This paper describes the design of a prototype for an emotionally enhanced computer mediated communication system which is aimed at compensating for the emotional distance between communicators. The prototype system encourages the sender to take the emotional perspective of the message receiver by giving the sender a sense of how his message may affect the intended receiver, and by allowing the sender to reconsider sending the message or revise it. The objective of an emotionally enhanced communication system is to raise awareness to the ease in which a written word might be misinterpreted since emotions are too often unseen due to the nature of lean communication media. In order to show the receiver’s assumed emotion, the written text would be parsed before sending the message. An algorithm, for demonstrating the prediction of the emotion a written message might evoke, will choose a facial expression from a pool of 7 expressions, according to the words and phrases inserted in the message. We conducted a user test to evaluate the acceptance and attitudes toward such an emotionally enhanced communication system and received a high level of acceptance and favorable attitudes towards using it.

Integrating Computer-Mediated Communication into an EAP course

The development of the computer along with the widespread use of the Internet has rapidly promoted Computer-Mediated Communication(CMC)as a very important communication media,which can be used widely and effectively in foreign language teaching and learning.This essay tries to explore the advantages of CMC as well as its proposed application,beginning with the introduction of some concepts related to CMC.From the research history,the rationale of using CMC in foreign language learning is summarised.The context of an EAP course is introduced and some suggestions on using CMC in this course are proposed.

华裔与非华裔汉语学习者在电脑辅助交流中的语码转换的不同

In the fields of bilingualism and second language(L2)acquisition,growing attention has been paid to code-switching in Chinese heritage learners,as they show how early linguistic and cultural influence affects language use.Most existing studies focused on balanced bilinguals,but little has been done to understand the differences in code-switching between Chinese heritage and non-heritage learners.Moreover,no studies have focused on L2 codeswitching in computer-mediated communication,which has become a daily routine of many L2 learners after the COVID pandemic.To fill these gaps,the present study compared differences in code-switching instances between five Chinese heritage and five non-heritage learners in a semi-structured interview in English conducted via Zoom.Results showed that the heritage learners have more instances of code-switching from English to Chinese and knowledge of Chinese cultural terms but fewer linguistic errors than the non-heritage learners.Results also revealed that all the learners shared similar code-switching reasons,but the heritage and non-heritage learners differed in their self-reported code-switching situations.

How Gendered Character and Perceived Expertise Trigger the Gender Stereotype in CMC: Take the PUBG Mobile as an Example

To investigate the effects of gendered characters and gaming skills on sex inference and teammate choice in PUBG Mobile,a 2(actual sex:man vs.woman)x2(gaming skill level:high vs.low)x2(gendered character:male character vs.female character)between-subject experiment was conducted(N=248).As hypothesized,the choice of characters was influenced by the participants'level of gaming skills.Those with high gaming skills were more inclined to select characters of the opposite gender,while those with low gaming skills were more likely to choose characters of their own gender.In addition,the effect of gaming skill cues,such as past game records,was more significant than the effect of gendered character cues.Players with high gaming skills were perceived as males,regardless of the gender of their chosen characters,while players with low gaming skills were considered females.Thus,female players with high gaming skills preferred to select male characters to represent themselves,but they did not believe that players with good records could be females.And the consideration of"expertise"influenced the selection of teammates.Findings are discussed in light of the Social Identity model of Deindividuation Effects(SIDE)and the stereotypes-as-explanations account.

当校园SNS照进现实——校内网的人际传播模式探讨

SNS是Web2.0应用的典型模式之一,而人际传播是SNS最主要的传播形态。本研究以校内网注册用户为研究对象,通过对两所高校的校内网用户网络调查搜集的多项数据,结合7W传播模式,从传者、内容、媒介、受者、效果、动机、情境七个方面分析校园SNS的传播特征。通过与博客等媒介的比较,归纳出传者的自组织性及去中心化、以隐私性和自主性为前提的高分享度微内容传播、传播符号的多元化、对象群体的同龄化及指定性、传播主体的交互性、真实性和社会性的回归、动机的目的性、直接性和非功利性等校内网的传播特征。参照使用与满足、弱连带优势等理论,探讨在实名制规则下校园SNS的人际传播与受者需求、个人形象、性别、物理世界的人际关系等的交互关系。并结合建设和谐校园的新形势,展望校园SNS的发展趋势。

计算机媒介传播与英语教学(英文)

本文探讨多媒体与互联网在英语教学中的两种综合运用模式，分析由此产生的关于计算机辅助语言教学的核心问题，阐述计算机媒介传播为媒体与网络的综合功能和运用趋势。

Relational Leadership:Promoting Lifelong Service and Meaningful Learning

In 2015,a university in rural Maryland offered an undergraduate service-learning leadership course,which collaborated with a service-learning community of practice.This interdisciplinary leadership course initiated and sustained personal and critical reflection and social interactions by integrating Computer-Medicated Communication(CMC)technology through Blackboard to provide support to students as they interpreted their service experiences.The design of this study was to describe the perceptions of the service-learning students’use of CMC technology to reflect on their service experience and social interactions within the service-learning community.In this descriptive case study,the in-depth content analyses of collected data from private journals and public discussions in Blackboard led to the distribution of a questionnaire to all participants and the execution of interviews regarding the participants’lived experiences.Once the participants responded,the researcher transcribed and assessed the results,coded emerging themes,and analyzed the trends.The triangulation of sources maintained the reliability of the findings,which demonstrated increased student engagement as result of social interactions and reflection in Blackboard.As the participants shared their lived experiences,they predominantly reflected on their personal growth and development,a strong community of practice,the value of relationships,and how technology enhanced their communication.

计算机远程教育实现

伴随着网络和远程教育的发展,教学资源的共享和教学系统的互操作成为了一个十分重要也十分迫切的问题,本文讲述的就是这种使我们当今社会上的教与学发生了革命性变化的教育方式:远程教育,它的存在意义,远程教育系统及其实施结构。

The Assessment of Interpersonal Attraction and Group Identification in Virtual Group Network

This study investigates the measurement of social identification, interpersonal attraction, and cohesiveness in virtual groups. Different theoretical claims about relationships in computer-mediated groups rely on measurement strategies that are shown to reflect dramatically inconsistent semantic and administration features. A review of conceptual approaches and definitions for these constructs is presented. Data were collected from groups working asynchronously via the Internet under different geographic distributions, whose members completed a variety of measures related to these constructs. Analyses generated three likely dimensions of attraction. The research highlights the need for greater specificity in reports of the actual measures used in group research, and additional conceptual concerns regarding the contested relationships among these constructs.

Learning L2 English in Tandem Partnerships On-Line

Tandem learning via email and computer-mediated communication activities flanked standard frontal English lessons for Italian adult learners in Italy. It is here suggested that the combination of tandem learning, various communication activities performed on-line, and standard courses help mature students to boost their self-esteem, give them more autonomy, and enhance their motivation. Tandem learning, which is based on the principles of reciprocity and autonomy, is ideally suited for adult students. It helps overcome the problems connected to the affective reactions of adults, and at the same time, being content driven, offers a more natural setting to learn an L2 （second language） on a mutual supportive basis.

The Influence of Memetic Primers in Online Comments in Video Game Blogs

Through investigating a particular blog, several factors were found which have significant influence on reader actions. This study uses the term “memetic primers” for those styles that most often cause readers to take notice of a particular comment, remember information included in it, and take action. The memetic primers were derived in a discourse analysis. The study discovered the memetic primers using logic-of-inquire approach to the online comments. While evidence indicated that the usefulness of some primers was low, it emerged those negatively written comments where the most common impact on a comment’s volume.

Cyber Spatiotemporal as Media Culture： A Cognitive Level Study of Time （Tempo） and Space （Spatial） Based on Media Types

This research explores media users＇ cognition of ＂time＂ and ＂space＂ across different media platforms, and conducts a comparison among media genres including mass media and intemet media based on user＇s interactivities. Especially, this research focused on the internet＇s space and time perception based on communication genres such as e-mail, Blogs, portals, news-media, e-commerce, and social media （SNS）. The research adopted two theories （construal level theory of time and space）. The time related theory is ＂temporal distance theory＂. The space related theory is ＂media space＂. The research is designed to measure user＇s perception of interactivity, time-construal level and its media space cognition while using the media. There are two independent variables： Interactivities （contents, user, and media levels） and user involvement （CMC-user vs. user, HCI-user vs. media）; there are two dependent variables： Cognition of spatial and temporal levels. This research also seeks the associated variables relationship among those variables through the structural equation model （SEM）. The 307 data was collected and analyzed to test the research question. The results show that the dimension of the media side＇s interactivity affected media＇s usage time and space perception. There are 2 ~ 2 factors variables to affect time and space. One is human and media interaction （HC1） and human to human communication （CMC）; the other is traditional mass media （one-way communication） and interuet media （two-ways communication）. The results prove the user＇s perception for media time and space is based on the levels of interactivity. The levels of interactivities depend on media usage： one-one, one-many, synchronous, asynchronous, interpersonal, and social network communication. Online media provides greater social space; while traditional media tends toward para-space perception. On the other hand, the users＇ time cognitions between online media are different such as fixed time versus cyber-time.

New Approach to Chinese Writing:an Exploratory Study of Writing Performance on Social Q&A Online Community

Many studies have investigated how the online community has informed language acquisition and teaching.In the scholarship of Computer-Mediated Communication Theory(CMC),while most of the studies have emphasized second language English writing using the CMC framework,evidence is shown to support CMC in foreign language instruction.However,there is a lack of research on how feedback from native speakers of Chinese influences Chinese learners'writing in a web environment.In response to the research gap,drawing on sociocultural and CMC,the current exploratory study probes the nature of feedback on Zhihu,the largest Chinese social question-and-answer website,and how feedback affects advanced Chinese learners'writing performance.Eight American university students learning Chinese as second language participated by completing two writing tasks on Zhihu.After posting essays on the website,these participants read and responded to online feedback within two weeks,followed by a revision of their original posts.Tokens of feedback,revised language items and learners'response to feedback were coded by the researcher.Findings reported feedback types from Zhihu users,exchanges between learners and feedback providers,and correlations between first and second drafts.Feedback on Zhihu is proven to be beneficial to advanced Chinese learners'writing performance,and pedagogical implication is suggested for the inclusion of Zhihu in advanced Chinese curriculum.

实现计算机远程教育

伴随着网络和远程教育的发展,教学资源的共享和教学系统的互操作成为了一个十分重要也十分迫切的问题,这篇文章就来论述这种使我们当今社会上的教学发生了革命性变化的教育方式:远程教育。

Towards designing telepresence robot navigation for people with disabilities

Purpose–The authors believe that people with cognitive and motor impairments may benefit from using of telepresence robots to engage in social activities.To date,these systems have not been designed for use by people with disabilities as the robot operators.The paper aims to discuss these issues.Design/methodology/approach–The authors conducted two formative evaluations using a participatory action design process.First,the authors conducted a focus group(n¼5)to investigate how members of the target audience would want to direct a telepresence robot in a remote environment using speech.The authors then conducted a follow-on experiment in which participants(n¼12)used a telepresence robot or directed a human in a scavenger hunt task.Findings–The authors collected a corpus of 312 utterances(first hand as opposed to speculative)relating to spatial navigation.Overall,the analysis of the corpus supported several speculations put forth during the focus group.Further,it showed few statistically significant differences between speech used in the human and robot agent conditions;thus,the authors believe that,for the task of directing a telepresence robot’s movements in a remote environment,people will speak to the robot in a manner similar to speaking to another person.Practical implications–Based upon the two formative evaluations,the authors present four guidelines for designing speech-based interfaces for telepresence robots.Originality/value–Robot systems designed for general use do not typically consider people with disabilities.The work is a first step towards having our target population take the active role of the telepresence robot operator.