Pre-service Teachers’ perceptions on instant messaging and orthographic competence

Francisco Núñez-Román; Alejandro Gómez-Camacho; María Constanza Errázuriz-Cruz; Juan Antonio Núñez-Cortés

doi:10.35699/1983-3652.2021.34141

Autores

Francisco Núñez-Román University of Seville, Faculty of Education Sciences, Department of Language and Literature Teaching, Seville, Spain https://orcid.org/0000-0002-2943-1037
Alejandro Gómez-Camacho University of Seville, Faculty of Education Sciences, Department of Language and Literature Teaching, Seville, Spain http://orcid.org/0000-0002-6431-6405
María Constanza Errázuriz-Cruz Pontificia Universidad Católica de Chile, Campus Villarrica, Villarrica, Chile https://orcid.org/0000-0001-7976-9397
Juan Antonio Núñez-Cortés Autonomous University of Madrid, Faculty of Teacher Training and Education, Department of Philologies and its Didactics, Madrid, Spain https://orcid.org/0000-0003-0494-3850

DOI:

https://doi.org/10.35699/1983-3652.2021.34141

Palavras-chave:

Espanhol, Ortografia, Formação de professores, Redes sociais

Resumo

Este trabalho examina a percepção que os professores espanhol em formação no Chile e na Argentina têm da norma escrita digital em mensagens instantâneas, juntamente com sua opinião sobre a influência dos textismos na aquisição de competência ortográfica por parte dos alunos do ensino médio. O estudo utiliza uma abordagem transacional baseada em pesquisas e usos e aplica um design descritivo não experimental. Os resultados, quando comparados com estudos da variante espanhola européia, mostraram que professores de pré-serviço no Chile e na Argentina consideraram o uso de textos como prejudicial ao desenvolvimento da competência ortográfica dos alunos do ensino médio, apesar de seu próprio uso frequente de textos. Entretanto, uma das principais conclusões é um certo grau de tolerância de tipos específicos de textos na escrita digital, assim como uma abordagem mais integrativa dessas variáveis escritas por parte dos participantes na Argentina.

Downloads

Não há dados estatísticos.

Referências

ALONSO, Elena; PEREA, Manuel. SMS: impacto social y cognitivo. Escritos de psicología, v. 2, n. 1, p. 24–31, 2008. Available from: https://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1989-38092008000300004&lng=es&nrm=iso&tlng=es. Visited on: 4 July 2021.

ANDROUTSOPOULOS, Jannis; BUSCH, Florian. Digital punctuation as an interactional resource: the message-final period among German adolescents. Linguistics and Education, v. 62, p. 100871, 2021. DOI: https://doi.org/10.1016/j.linged.2020.100871. Visited on: 4 July 2021.

BERNICOT, Josie et al. How do skilled and less-skilled spellers write text messages? A longitudinal study. Journal of Computer Assisted Learning, v. 30, n. 6, p. 559–576, 2014. DOI: 10.1111/jcal.12064.

BETTI, S. La jerga juvenil de los SMS. Cuadernos del Lazarillo, v. 31, p. 68–76, 2006.

BORG, Ingwer; GROENEN, Patrick J. F; MAIR, Patrick. 2013. ed. [S.l.]: Springer, 2013.

BOUILLAUD, Céline; CHANQUOY, Lucile; GOMBERT, Jean-Emile. Cyberlangage et orthographe : quels effets sur le niveau orthographique des élèves de CM2, 5e et 3e ? Bulletin de psychologie, Numéro 492, n. 6, p. 553, 2007. DOI: 10.3917/bupsy.492.0553.

BUSHNELL, Catherine; KEMP, Nenagh; MARTIN, Frances Heritage. Text-messaging practices and links to general spelling skill: A study of australian children. Australian Journal of Educational and Developmental Psychology, v. 11, n. 03, p. 27–38, 2011.

CALERO, Maria Luisa. El Discurso del Whatsapp: entre el Messenger y el SMS. Oralia, v. 17, p. 85–114, 2014.

CANTAMUTTO, Lucía. Aperturas y cierres en la interacción digital escrita. Tonos digital: Revista de estudios filológicos, n. 37, p. 14, 2019. Available from: http://www.tonosdigital.es/ojs/index.php/tonos/article/view/2246/1072. Visited on: 4 July 2021.

CANTAMUTTO, Lucía. Variación y adaptabilidad: los tratamientos en la comunicación por SMS en español bonaerense. Onomázein. Revista de lingüística, filología y traducción, add 04, p. 01–25, 2018. DOI: 10.7764/onomazein.add.04.

CANTAMUTTO, Lucía; VELA DELFA, Cristina. Emojis frecuentes en las interacciones por whatsapp. Círculo de Lingüística Aplicada a la Comunicación, v. 77, 0 SE - Artículos, Feb. 2019. DOI: 10.5209/CLAC.63282.

CANTAMUTTO, Lucía; VELA DELFA, Cristina. Fórmulas de tratamiento en la mensajería instantánea: mecanismos de apelación en las conversaciones escritas de dos variedades de español. Onomázein. Revista de lingüística, filología y traducción, add 05, p. 142–160, 2018. DOI: 10.7764/onomazein.add.05.

CAURCEL DÍAZ, Andrés; ÍÑIGUEZ DEL RÍO, Yovan; GÓMEZ HIDALGO, José. Un método de análisis de lenguaje tipo SMS para el castellano. Linguamática, v. 5, n. 1, p. 31–39, 2013. DOI: 10.21814/lm.5.1.156.

CHEVALIER, Stéphanie. ¿Qué tan popular es WhatsApp en Latinoamérica? [S.l.: s.n.], 2019.

CORPORACIÓN LATINOBARÓMETRO. Informe 2018. [S.l.: s.n.], 2018. Available from: https://www.latinobarometro.org/latContents.jsp. Visited on: 4 July 2021.

COUGNON, Louise Amelie et al. Social media, spontaneous writing and dictation. Spelling variation. Journal of French Language Studies, v. 27, n. 3, p. 309–327, Nov. 2017. DOI: 10.1017/S095926951600020X.

CREMADES, Raúl et al. The influence of mobile instant messaging in language education: perceptions of current and future teachers. Interactive Learning Environments, Routledge, 2019. DOI: 10.1080/10494820.2019.1612451.

CRYSTAL, David. Txting the gr8 db8. [S.l.]: Oxford university press, 2008.

DE JONGE, Sarah; KEMP, Nenagh. Text-message abbreviations and language skills in high school and university students. Journal of Research in Reading, v. 35, n. 1, p. 49–68, Feb. 2012. DOI: 10.1111/j.1467-9817.2010.01466.x.

DOMÍNGUEZ CUESTA, Carmela. El lenguaje de los SMS y del chat en las aulas. Cuadernos de pedagogía, n. 343, p. 65–69, 2005.

DROUIN, Michelle; DRIVER, Brent. Texting, textese and literacy abilities: A naturalistic study. Journal of Research in Reading, v. 37, n. 3, p. 250–267, 2014. DOI: 10.1111/j.1467-9817.2012.01532.x.

DROUIN, Michelle A. College students’ text messaging, use of textese and literacy skills. Journal of Computer Assisted Learning, v. 27, n. 1, p. 67–75, 2011. DOI: 10.1111/j.1365-2729.2010.00399.x.

ESCOBAR-MAMANI, Fortunato; GÓMEZ-ARTETA, Indira. WhatsApp for the development of oral and written communication skills in Peruvian adolescents. Comunicar, v. 28, n. 65, p. 111–120, 2020. DOI: 10.3916/C65-2020-10.

FLORES-SALGADO, Elizabeth; CASTINEIRA-BENITEZ, Teresa A. The use of politeness in WhatsApp discourse and move ‘requests’. Journal of Pragmatics, v. 133, p. 79–92, 2018. DOI: 10.1016/j.pragma.2018.06.009.

GALÁN RODRÍGUEZ, Carmen. En los arrabales de la comunicación: los mensajes SMS. Anuario de estudios filológicos, n. 25, p. 103–117, 2002.

GANN, Rosalind Raymond; BARTOSZUK, Karin; ANDERSON, Jillian H. If u txt 2 much, duz it mean u cant spell. International Journal of the Book, v. 7, n. 2, p. 69–78, 2010. DOI: 10.18848/1447-9516/cgp/v07i02/36807.

GIRALDO GIRALDO, Camilo; RÍOS LONDOÑO, Dora Miryam; CARDONA CIFUENTES, Fabio Andrés. La gramática al margen de la norma: la escritura en WhatsApp. Lenguaje, v. 46, n. 2, p. 311, 2018. DOI: 10.25100/lenguaje.v46i2.6585.

GOMÉZ-CAMACHO, Alejandro. La ortografía del español y los géneros electrónicos. Comunicar, v. 15, n. 29, p. 157–164, 2007. DOI: https://doi.org/10.3916/26025. Visited on: 4 July 2021.

GOMÉZ-CAMACHO, Alejandro; HUNT-GÓMEZ, Coral Ivy; VALVERDE-MACÍAS, Andrés. Textisms, texting, and spelling in Spanish. Lingua, v. 201, p. 92–101, 2018. DOI: https://doi.org/10.1016/j.lingua.2017.09.004. Visited on: 4 July 2021.

GOMÉZ-CAMACHO, Alejandro; LOPES, Antonio. Texting, textisms and teaching Portuguese. Porta Linguarum. Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, Monográfico II, p. 43–55, 2017. DOI: https://doi.org/10.30827/digibug.54108. Visited on: 4 July 2021.

GOMÉZ-CAMACHO, Alejandro; NÚÑEZ-ROMÁN, Francisco; PERERA-RODRÍGUEZ, Víctor Hugo. Testismi, messaggistica e didattica dell’italiano: percezioni degli studenti universitari. Cadmo, v. 2, n. 2016, p. 57–74, 2016. DOI: http://dx.doi.org/10.3280/Cad2016-002006. Visited on: 4 July 2021.

GONZÁLEZ-SAMÉ, Héctor; ROMERO-ROMERO, Jhison E. Incidencia de las redes sociales en el proceso de escritura de los estudiantes universitarios. In: AGUADED, I.; VIZCAÍNO VERDÚ, A.; SANDOVAL ROMERO, Y. (Eds.). Competencia mediática y digital: Del acceso al empoderamiento. [S.l.]: Grupo Comunicar, 2019. p. 75–84.

GUTIÉRREZ BOHMER, Sofía; BORZI, Claudia. Beliefs and attitudes of young Rioplatense university students towards the educated varieties of Spanish. Boletin de Filología, v. 53, n. 2, p. 263–292, 2018. ISSN 07189303. DOI: 10.4067/s0718-93032018000200263.

HUNT-GÓMEZ, Coral I.; NÚÑEZ-ROMÁN, Francisco; GÓMEZ-CAMACHO, Alejandro. Textisms and spelling. Perception of pedagogy students of the Z generation. Formacion Universitaria, v. 13, n. 2, p. 143–152, 2020. DOI: 10.4067/S0718-50062020000200143.

JOHNSON, Genevieve Marie. The Invention of Reading and the Evolution of Text. Journal of Literacy and Technology, v. 16, n. 1, p. 107–128, 2015.

KEMP, Nenagh; BUSHNELL, Catherine. Children’s text messaging: Abbreviations, input methods and links with literacy. Journal of Computer Assisted Learning, v. 27, n. 1, p. 18–27, 2011. DOI: 10.1111/j.1365-2729.2010.00400.x.

KEMP, Nenagh; GRACE, Abbie. Txting across time: undergraduates’ use of ‘textese’ in seven consecutive first-year psychology cohorts. Writing Systems Research, v. 9, n. 1, p. 82–98, 2017. DOI: 10.1080/17586801.2017.1285220.

LANCHANTIN, Tonia; SIMOËS-PERLANT, Aurélie; LARGY, Peirre. Good spellers write more textism than bad spellers in instant messaging: The case of French. PsychNology Journal, v. 12, n. 1-2, p. 45–63, 2014.

LLISTERRI, Joaquim. Marcas fonéticas de la oralidad en la lengua de los chats: elisiones y epéntesis consonánticas. Revista de Investigación Lingüística, v. 5, n. 2, p. 61–100, 2002.

LLOPIS-SUSIERRA, Mireia; ANDRÉS-SEBASTIÁ, María de El Puig. La ortografía en las redes sociales y los chats: una nueva herramienta de aprendizaje entre los adolescentes. Tonos digital: Revista de estudios filológicos, v. 38, p. 1–23, 2020.

LLULL, Gabriela; PINARDI, Lilián Carolina. Actitudes lingüísticas en la Argentina. El español en Buenos Aires: Una aproximación a las representaciones de sus hablantes. Bergen Language and Linguistics Studies, v. 5, n. 0, 2014. DOI: 10.15845/bells.v5i0.676.

LYDDY, Fiona et al. An analysis of language in university students’ text messages. Journal of Computer-Mediated Communication, v. 19, n. 3, p. 546–561, 2014. DOI: 10.1111/jcc4.12045.

MANCERA RUEDA, Ana. Usos lingüísticos alejados del español normativo como seña de identidad en las redes sociales. Bulletin of Spanish Studies, v. 93, n. 9, p. 1469–1493, 2016. DOI: 10.1080/14753820.2016.1181435.

MARTÍN, Rosa. La conversación guasap. Pragmática Sociocultural / Sociocultural Pragmatics, v. 4, n. 1, p. 108–134, 2016. DOI: 10.1515/soprag-2015-0010.

MAS ÁLVAREZ, Inmaculada; ZAS VARELA, Luz. De lo necesario a lo inevitable: casi dos décadas de código SMS. In: CUM corde et in nova grammatica: estudios ofrecidos a Guillermo Rojo. [S.l.: s.n.], 2012. p. 585–595.

O’HARE, David. An Introduction to the Concepts and Methods of Multidimensional Scaling. British Educational Research Journal, v. 6, n. 1, p. 29–42, 1980. DOI: 10.1080/0141192800060104.

PLESTER, Beverly; WOOD, Clare; BELL, Victoria. Txt msg n school literacy: Does texting and knowledge of text abbreviations adversely affect children’s literacy attainment? Literacy, v. 42, n. 3, p. 137–144, 2008. DOI: 10.1111/j.1741-4369.2008.00489.x.

PLESTER, Beverly; WOOD, Clare; JOSHI, Puja. Exploring the relationship between children’s knowledge of text message abbreviations and school literacy outcomes. British Journal of Developmental Psychology, v. 27, n. 1, p. 145–161, 2009. DOI: 10.1348/026151008X320507.

POWELL, Daisy; DIXON, Maureen. Does SMS text messaging help or harm adults’ knowledge of standard spelling? Journal of Computer Assisted Learning, v. 27, n. 1, p. 58–66, 2011. DOI: 10.1111/j.1365-2729.2010.00403.x.

ROJAS, Darío. Actitudes lingüísticas de hispanohablantes de santiago de chile: Creencias sobre la corrección idiomática. Onomazein, v. 26, n. 2, p. 69–93, 2012.

SABARIEGO PUIG, Marta. La investigación educativa: génesis, evolución y características. In:

RAFAEL, Bizquerra Alzina (Ed.). Metodología de la investigación educativa. [S.l.]: La Muralla, 2004. p. 52–87.

THURLOW, Crispin. Generation Txt ? The sociolinguistics of young people ’ s text-messaging. Discourse Analysis Online, v. 1, p. 1–31, 2003. Available from: http://extra.shu.ac.uk/daol/articles/v1/n1/a3/thurlow2002003-paper.html. Visited on: 4 July 2021.

THURLOW, Crispin; POFF, M. The language of text-messaging. In: HERRING, S.C.; STEIN, D.; VIRTANEN, T. (Eds.). Handbook of the Pragmatics of CMC. [S.l.]: Mouton de Gruyter, 2013. p. 163–190.

TURNER, Kristen Hawley. Digitalk: A new literacy for a digital generation. Phi Delta Kappan, v. 92, n. 1, p. 41–46, 2010. DOI: 10.1177/003172171009200106.

TURNER, Kristen Hawley et al. Demystifying digitalk: The what and why of the language teens use in digital writing. Journal of Literacy Research, v. 46, n. 2, p. 157–193, 2014. DOI: 10.1177/1086296X14534061.

VÁZQUEZ-CANO, Esteban; MENGUAL-ANDRÉS, Santiago; ROIG-VILA, Rosabel. Análisis lexicométrico de la especificadad de la escritura difital del adolescente en WhatsApp. RLA. Revista de lingüística teórica y aplicada, v. 53, n. 1, p. 83–105, 2015. DOI: 10.4067/s0718-48832015000100005.

VERHEIJEN, Lieke; SPOOREN, Wilbert; KEMENADE, Ans van. Relationships between Dutch Youths’ Social Media Use and School Writing. Computers and Composition, v. 56, p. 1–26, 2020. DOI: 10.1016/j.compcom.2020.102574.

VEYTIA-BUCHELI, María Guadalupe; GÓMEZ-GALÁN, José; VERGARA, Diego. Presence of new forms of intercultural communication in higher education: Emojis and social interactions through whatsapp among graduate students. Education Sciences, v. 10, n. 11, p. 1–17, 2020. DOI: 10.3390/educsci10110295.

WALDRON, Sam; WOOD, Clare; KEMP, Nenagh. Use of predictive text in text messaging over the course of a year and its relationship with spelling, orthographic processing and grammar. Journal of Research in Reading, v. 40, n. 4, p. 384–402, 2017. DOI: 10.1111/1467-9817.12073.

WOOD, Clare et al. Grammatical understanding, literacy and text messaging in school children and undergraduate students: A concurrent analysis. Computers & Education, v. 70, p. 281–290, Jan. 2014. DOI: 10.1016/j.compedu.2013.09.003. Available from: https://linkinghub.elsevier.com/retrieve/pii/S036013151300256X. Visited on: 4 July 2021.