Tuesday, 21 April 2015
CLA PEE Paragraph
In Text F, Tania begins to pronounce the concrete noun "Sherlock" which is shown as an illustration in the book she is reading (Text G), however, she does not pronounce the whole word and stops at "Sher". This may be because she is able to see that in the book there is an illustration of a TV saying "Sherlock Holmes Detective' and may feel like she is supposed to read it out. However, there is a sentence break up of "she was watching the telly when suddenly..." and "...she had a brilliant idea" which is broken up by the TV illustration which therefore may have caused confusion to Tania. Due to this, Tania may have started reading "Sherlock Holmes Detective" as she is able to see it on the page, but it breaks the flow of the sentence which she is able to notice and therefore may have been the reason as to why she had stopped reading it out loud, waiting for a response from Nilem to help her.
Thursday, 12 March 2015
Reasons for language change
English has changed greatly, and English speaker of year 1300 wouldn't have understood the English of 500 years nor the English of today. Changes of every sort have taken place, along with sounds (phonetics), in their distribution (phonemics) and in grammar (morphology and syntax).
Large-scale shifts often occur in response to social, economic and political pressures. The needs of speakers drive language change. New technologies, industries, products and experiences simply require new words. For example, 'plastic', 'cell phones' and 'the internet' didn't exist in Shakespeare time. By using new and emerging terms, we all drive language change. But the unique way that individuals speak also fuels language change.
Vocabulary can change quickly as new words are borrows from other languages, or as words get combines or shortened. Some words are even created by mistake, such as 'pea'. Up until 400 years ago, 'pease' referred to a single pea or many peas. At some point, people mistakenly assumed that the word 'pease' was the plural form of 'pea' and a new word was formed.
'To google' has become universally known and many countries are developing their own internet slang. 'Text speak' is a mixture of often vowel-free abbreviations and acronyms, and is questioned whether 'text speak' is becoming a new language. People fill texts with abbreviations, however it is believed that only 10% of the words in average are not written in full.
Large-scale shifts often occur in response to social, economic and political pressures. The needs of speakers drive language change. New technologies, industries, products and experiences simply require new words. For example, 'plastic', 'cell phones' and 'the internet' didn't exist in Shakespeare time. By using new and emerging terms, we all drive language change. But the unique way that individuals speak also fuels language change.
Vocabulary can change quickly as new words are borrows from other languages, or as words get combines or shortened. Some words are even created by mistake, such as 'pea'. Up until 400 years ago, 'pease' referred to a single pea or many peas. At some point, people mistakenly assumed that the word 'pease' was the plural form of 'pea' and a new word was formed.
'To google' has become universally known and many countries are developing their own internet slang. 'Text speak' is a mixture of often vowel-free abbreviations and acronyms, and is questioned whether 'text speak' is becoming a new language. People fill texts with abbreviations, however it is believed that only 10% of the words in average are not written in full.
Monday, 26 January 2015
Analysis Paragraph
Emoticons are visually simple and can have a direct relation
to actual facial expressions. This is shown throughout the data that I have
collected, where the majority of users on this Facebook page have used
emoticons as a way of expressing how the Facebook user is feeling in accordance
to the status update, comment, post, etc. Emoticons may be the simplest method
of clarifying ton of message. An example of this would be, “moves better than
you (1)! 😂”,
this is a comment from an OFBU that has given me permission to use their data.
Having these visual cues has a very high importance in online communication as
they help to convey or enhance underlying emotional aspects of communication,
which is shown in the above quote. The laughing face emoticon indicated that
the message is supposed to be read in a funny and joke-like manner. Therefore,
this will avoid any confusion over what tone the message is meant to be intended.
If the user decided to not include the laughing face emoticon, the comment
could have been taken in an insulting way. For example, the subjects Facebook
may have read the comment and took offense to what they have said to him.
Consequently, using this emoticon helps the MFBU to read the message in a
non-offensive way and take it as a funny comment.
(1)= the subject’s Facebook
OFBU= other Facebook user
MFBU= main Facebook user
OFBU= other Facebook user
MFBU= main Facebook user
Monday, 5 January 2015
How Children Learn to Read
“Between the
ages of four and nine, your child will have to master some 100 phonics rules,
learn to recognize 3,000 words with just a glance, and develop a comfortable
reading speed approaching 100 words a minute. He must learn to combine words on
the page with a half-dozen squiggles called punctuation into something – a
voice or image in his mind that gives back meaning.” (Paul Kropp,
1996)
Through play and interaction, children learn how
to talk, listen, read, and write. At the same time as they are gaining
listening and speaking skills, young children are learning about reading and
writing. Listen to a story, then talking with their family, teachers,
and each other about the plot, characters, what might happen next, and what
they liked about the book can help the child’s ability to read as they enjoy
read-aloud sessions. They learn that books can introduce people, places, and ideas
and describe familiar experiences. Listening and talking helps children build
their vocabularies. They have fun while learning basic literacy concepts such
as: print is spoken words that are written down, print carries meaning, and we
read from left to right, from the top to the bottom of a page, and from the
front to the back of a book. Also, reciting rhyming poems introduced by
a parent, teacher, etc. and making up new rhymes on their own creates awareness
of phonemes to children which are the smallest units of sounds that make up
words. This awareness leads to reading and writing success.
Research has shown that phonemic awareness is the best predictor of early readying skills. Phonemes, the smallest units of sounds, forms syllables, and words made up of syllables. Children who understand that spoken language is made up of discrete sounds - phonemes and syllable - find it easier to learn to read. To learn to read English, the child must figure our the relationship between sounds and letters. Therefore, the beginning reader must learn the connections between the approximately 44 sounds of spoken English (phonemes) and the 26 letters of the alphabet. If children cannot perceive the sounds in spoken words (for example, if they cannot "hear" the 'at' sounds in 'fat' and 'cat') and percieve that the difference lies in the first sound, they will have difficulty decoding or "sounding out" words in a rapid and accurate fashion. As well as this, the development of these critical early reading-related skills, such as phoneme awareness and phonics, are fostered when children read at home and during the preschool years, when they learn their letter and number names, and when they are introduced at very early ages to concepts of print and literacy activities, In addition to learning how to "sound out" new and/or unfamiliar words, the beginning reader must eventually become proficient in reading at a fast pace larger units of print such as syllable patterns, meaningful roots, suffixes and whole words.
An
effective reading program
From long-term studies conducted by the National Institutes of Health, it is known that an effective reading program should include the following components:
From long-term studies conducted by the National Institutes of Health, it is known that an effective reading program should include the following components:
- Recognize
that students learn to read in a certain order: first they must understand that
words are made up of different sounds, then associate sounds with written
words, and finally they can decode words and read groups of words
- Students who have trouble learning to
read need to be specifically taught the relationships of letters, words and
sounds. (Awareness of letter/sound relationships is the main tool good readers
use to decode unfamiliar words)
- Each
child needs a different amount of practice to be a fluent reader
- Phonics
instruction should be based on individual student needs and taught as part of a
comprehensive, literature-based reading program
- Abundant
opportunities for children to read at their own reading level help them to
learn to read for meaning and enjoy reading
- Highly
trained teachers can help children develop good, overall literacy skills: good
vocabularies, knowledge of correct syntax and spelling, reasoning skills and
questioning skills
Reading
Schemes
Primary school have a range of reading schemes to choose from. The most popular are Oxford Reading Tree, Collins Big Cat and Rigby Star. But other schemes are also used, such as Lighthouse, Storyworlds, New Reading 360, Ginn and New Way. Reading schemes are developed in conjunction with literacy experts. For example, Oxford Reading Tree is supported by Debbie Hepplewhite (creator of the synthetic phonics programme used in schools). Most schemes begin in the Foundation Stage and progressively become more difficult, for example, Key Stage 1 books are written with a mix of high-frequency and decodable words to develop a range of reading strategies. Key Stage 2 books cover a wide range of genres and subjects that link to the curriculum.
The number of books at each level depends on how much practice children need at that stage.
Primary school have a range of reading schemes to choose from. The most popular are Oxford Reading Tree, Collins Big Cat and Rigby Star. But other schemes are also used, such as Lighthouse, Storyworlds, New Reading 360, Ginn and New Way. Reading schemes are developed in conjunction with literacy experts. For example, Oxford Reading Tree is supported by Debbie Hepplewhite (creator of the synthetic phonics programme used in schools). Most schemes begin in the Foundation Stage and progressively become more difficult, for example, Key Stage 1 books are written with a mix of high-frequency and decodable words to develop a range of reading strategies. Key Stage 2 books cover a wide range of genres and subjects that link to the curriculum.
The number of books at each level depends on how much practice children need at that stage.
Children learn to read at their own pace, but as a guide, the most popular reading schemes are broke down as follows:
Oxford
Learning Tree: Stage 1 – 3.5 to 4.5 years, stage 1+ - 4.5 to 5 years, stage 2 –
4.5 to 5 years, stage 3 – 5 to 5.5 years, stage 4 – 5 to 5.5 years, stage 5 –
5.5 to 6 years, stage 6 – 6 to 6.5 years, stage 7 – 6.5 to 7 years, stage 8 – 7
to 7.5 years, stage 9 – 7.5 to 8 years
Collins
Big Cat, Rigby Star and Lighthouse: Reception - pink A/B, red A/B
Year 1 - yellow, blue, green
Year 2 - orange, turquoise, purple, gold, white, lime
Year 1 - yellow, blue, green
Year 2 - orange, turquoise, purple, gold, white, lime
Monday, 3 November 2014
Phonological Development
Phonological
development (or phonemic development) is the gradual development of an ‘organised’,
adult-like system of sound contrasts. Phonological development is thought to
have three aspects which include the way the sound is stored in the child’s
mind, the way the way the sound is actually said by the child and the
phonological rules or processes that ‘map’ the two above.
Phonetic development is the gradual acquisition of the ability to articulate speech sounds (e.g. ‘p’, ‘b’, ‘t’, etc.) and structures (e.g. consonant clusters such as ‘fl’ and ‘skw’). It’s often referred to as articulation development.
Phonetic development is the gradual acquisition of the ability to articulate speech sounds (e.g. ‘p’, ‘b’, ‘t’, etc.) and structures (e.g. consonant clusters such as ‘fl’ and ‘skw’). It’s often referred to as articulation development.
Acquiring
the sound system of language is an on-going and complex task in the first five
years of life. It works at two different levels. First, they need to gain
mastery over the nerves that control their vocal tract in order to produce
their words accurately (phonetic ability). Second, children need to learn what
sounds and combination of sounds are permissible in their language
(phonological knowledge).
The
course of phonetic ability
1. At birth, infants:
- discriminate their native language from a foreign language
- discriminate between two foreign languages
- can count syllables and thus vowels in a word
- perceive accent
2. At 1 month, infants discriminate between consonants
3. At 6-8 months, infants start to babble (vocally or manually)
4. At 8-10 months, infants:
- vowels quality is influenced by the ambient language
- sensitivity to foreign consonantal contracts starts to decline
5. At 10-12 months, infants:
- cannot discriminate consonant contracts belonging to a foreign language
- use a repertoire of consonants during babbling that is influence by their native language
- produce their first words
1. At birth, infants:
- discriminate their native language from a foreign language
- discriminate between two foreign languages
- can count syllables and thus vowels in a word
- perceive accent
2. At 1 month, infants discriminate between consonants
3. At 6-8 months, infants start to babble (vocally or manually)
4. At 8-10 months, infants:
- vowels quality is influenced by the ambient language
- sensitivity to foreign consonantal contracts starts to decline
5. At 10-12 months, infants:
- cannot discriminate consonant contracts belonging to a foreign language
- use a repertoire of consonants during babbling that is influence by their native language
- produce their first words
Patterns in
phonological development: at first, children tend to make simplifications that
allow them to reduce the number of sounds and contrasts between sounds that
they have to deal with. These simplification processes fall into three main
types; substitution processes, assimilatory processes and syllable structure
processes. Substitution processes involve substituting one sound segment with
another which includes stopping (a fricative or affricative consonant is
replaced by a stop consonant. The child will usually try to keep the place of
articulation as similar to the target as possible, however, it’s easier for
children to produce fricatives with stops), fronting (back consonants are
replaced with ones that are articulated further forward in the mouth), gliding
(liquid sounds ‘I’ or ‘r’ are replaced by glides ‘w’ or ‘j’) and vocalisation
(a vowel replaces a syllable consonant).
Assimilatory processes where one sound segment are made more similar to or sometimes exactly the same as another one. Including consonant voicing (voiceless consonants followed by vowels, especially at the beginning of a word, will tend to become voiced like vowels), consonant de-voicing (consonants at the ends of words to become voiceless, assimilating to silence) and consonant harmony (a consonant will assimilate to another consonant in the word. More often, it is an early consonant that assimilates to a later one, although the reverse can also happen).
The syllable structure process is where the child adds or removes sounds or alters the structure of the syllable in some way. They reflect a preference by young children for CVCV (consonant vowel, consonant vowel) patterns. This includes consonant cluster reduction (where two or more consonants occur in a cluster, the child will reduce this to a single consonant), vowel epenthesis (children sometimes break up consonant clusters by deleting one of the consonants, but by adding a vowel to separate them), deletion of final consonants, syllable deletion (this usually involves deletion of the unstressed syllable(s) in a word, but can occasionally involve the deletion of a stressed syllable), reduplication (in a multi-syllable word, the child will repeat a CV syllable, usually the initial syllable). These simplification processes are quite systematic and can be observes in children all over the world, regardless of the language they are acquiring.
Assimilatory processes where one sound segment are made more similar to or sometimes exactly the same as another one. Including consonant voicing (voiceless consonants followed by vowels, especially at the beginning of a word, will tend to become voiced like vowels), consonant de-voicing (consonants at the ends of words to become voiceless, assimilating to silence) and consonant harmony (a consonant will assimilate to another consonant in the word. More often, it is an early consonant that assimilates to a later one, although the reverse can also happen).
The syllable structure process is where the child adds or removes sounds or alters the structure of the syllable in some way. They reflect a preference by young children for CVCV (consonant vowel, consonant vowel) patterns. This includes consonant cluster reduction (where two or more consonants occur in a cluster, the child will reduce this to a single consonant), vowel epenthesis (children sometimes break up consonant clusters by deleting one of the consonants, but by adding a vowel to separate them), deletion of final consonants, syllable deletion (this usually involves deletion of the unstressed syllable(s) in a word, but can occasionally involve the deletion of a stressed syllable), reduplication (in a multi-syllable word, the child will repeat a CV syllable, usually the initial syllable). These simplification processes are quite systematic and can be observes in children all over the world, regardless of the language they are acquiring.
Jakobson
(1941/68) proposed that infants babble the sounds of all language, also that
there is discontinuity between babbling and first words and that phonemes are
acquired in a universal order.
Transitional probabilities for within-word phonemes or syllable sequences are necessarily higher than for sequences across word boundaries. Therefore, recurrent pairs of sounds or syllables are likely to form part of the same word. Adults can learn the transitional probabilities and therefore segment out the “words” of a nonsense language presented aurally with no prosodic information. Their performance improves with the addition of one prosodic cure, final syllable lengthening (Saffran, Newport and Aslin, 1996).
Transitional probabilities for within-word phonemes or syllable sequences are necessarily higher than for sequences across word boundaries. Therefore, recurrent pairs of sounds or syllables are likely to form part of the same word. Adults can learn the transitional probabilities and therefore segment out the “words” of a nonsense language presented aurally with no prosodic information. Their performance improves with the addition of one prosodic cure, final syllable lengthening (Saffran, Newport and Aslin, 1996).
Phonological
delay: when a child is continuing to simplify their speech (using phonological
processes) beyond the typical ages of use. A child with a severe phonological
delay may be simplifying his speech so much that they are only producing a few
different sounds when they should be able to produce many sounds (which is when
the “classes” of sounds can come in handy). Children with phonological delays
tend to be quite hard to understand, especially to strangers as parents or
caregivers often learn their child’s patterns and therefore can understand them
better.
According to Speech-Language Pathologist Caroline Bowen, who has done research and written books on the subject, there are five possible causes for phonological delay based on the research to date:
According to Speech-Language Pathologist Caroline Bowen, who has done research and written books on the subject, there are five possible causes for phonological delay based on the research to date:
Phonological
development (or phonemic development) is the gradual development of an ‘organised’,
adult-like system of sound contrasts. Phonological development is thought to
have three aspects which include the way the sound is stored in the child’s
mind, the way the way the sound is actually said by the child and the
phonological rules or processes that ‘map’ the two above.
Phonetic development is the gradual acquisition of the ability to articulate speech sounds (e.g. ‘p’, ‘b’, ‘t’, etc.) and structures (e.g. consonant clusters such as ‘fl’ and ‘skw’). It’s often referred to as articulation development.
Phonetic development is the gradual acquisition of the ability to articulate speech sounds (e.g. ‘p’, ‘b’, ‘t’, etc.) and structures (e.g. consonant clusters such as ‘fl’ and ‘skw’). It’s often referred to as articulation development.
Acquiring
the sound system of language is an on-going and complex task in the first five
years of life. It works at two different levels. First, they need to gain
mastery over the nerves that control their vocal tract in order to produce
their words accurately (phonetic ability). Second, children need to learn what
sounds and combination of sounds are permissible in their language
(phonological knowledge).
The
course of phonetic ability
1. At birth, infants:
- discriminate their native language from a foreign language
- discriminate between two foreign languages
- can count syllables and thus vowels in a word
- perceive accent
2. At 1 month, infants discriminate between consonants
3. At 6-8 months, infants start to babble (vocally or manually)
4. At 8-10 months, infants:
- vowels quality is influenced by the ambient language
- sensitivity to foreign consonantal contracts starts to decline
5. At 10-12 months, infants:
- cannot discriminate consonant contracts belonging to a foreign language
- use a repertoire of consonants during babbling that is influence by their native language
- produce their first words
1. At birth, infants:
- discriminate their native language from a foreign language
- discriminate between two foreign languages
- can count syllables and thus vowels in a word
- perceive accent
2. At 1 month, infants discriminate between consonants
3. At 6-8 months, infants start to babble (vocally or manually)
4. At 8-10 months, infants:
- vowels quality is influenced by the ambient language
- sensitivity to foreign consonantal contracts starts to decline
5. At 10-12 months, infants:
- cannot discriminate consonant contracts belonging to a foreign language
- use a repertoire of consonants during babbling that is influence by their native language
- produce their first words
Patterns in
phonological development: at first, children tend to make simplifications that
allow them to reduce the number of sounds and contrasts between sounds that
they have to deal with. These simplification processes fall into three main
types; substitution processes, assimilatory processes and syllable structure
processes. Substitution processes involve substituting one sound segment with
another which includes stopping (a fricative or affricative consonant is
replaced by a stop consonant. The child will usually try to keep the place of
articulation as similar to the target as possible, however, it’s easier for
children to produce fricatives with stops), fronting (back consonants are
replaced with ones that are articulated further forward in the mouth), gliding
(liquid sounds ‘I’ or ‘r’ are replaced by glides ‘w’ or ‘j’) and vocalisation
(a vowel replaces a syllable consonant).
Assimilatory processes where one sound segment are made more similar to or sometimes exactly the same as another one. Including consonant voicing (voiceless consonants followed by vowels, especially at the beginning of a word, will tend to become voiced like vowels), consonant de-voicing (consonants at the ends of words to become voiceless, assimilating to silence) and consonant harmony (a consonant will assimilate to another consonant in the word. More often, it is an early consonant that assimilates to a later one, although the reverse can also happen).
The syllable structure process is where the child adds or removes sounds or alters the structure of the syllable in some way. They reflect a preference by young children for CVCV (consonant vowel, consonant vowel) patterns. This includes consonant cluster reduction (where two or more consonants occur in a cluster, the child will reduce this to a single consonant), vowel epenthesis (children sometimes break up consonant clusters by deleting one of the consonants, but by adding a vowel to separate them), deletion of final consonants, syllable deletion (this usually involves deletion of the unstressed syllable(s) in a word, but can occasionally involve the deletion of a stressed syllable), reduplication (in a multi-syllable word, the child will repeat a CV syllable, usually the initial syllable). These simplification processes are quite systematic and can be observes in children all over the world, regardless of the language they are acquiring.
Assimilatory processes where one sound segment are made more similar to or sometimes exactly the same as another one. Including consonant voicing (voiceless consonants followed by vowels, especially at the beginning of a word, will tend to become voiced like vowels), consonant de-voicing (consonants at the ends of words to become voiceless, assimilating to silence) and consonant harmony (a consonant will assimilate to another consonant in the word. More often, it is an early consonant that assimilates to a later one, although the reverse can also happen).
The syllable structure process is where the child adds or removes sounds or alters the structure of the syllable in some way. They reflect a preference by young children for CVCV (consonant vowel, consonant vowel) patterns. This includes consonant cluster reduction (where two or more consonants occur in a cluster, the child will reduce this to a single consonant), vowel epenthesis (children sometimes break up consonant clusters by deleting one of the consonants, but by adding a vowel to separate them), deletion of final consonants, syllable deletion (this usually involves deletion of the unstressed syllable(s) in a word, but can occasionally involve the deletion of a stressed syllable), reduplication (in a multi-syllable word, the child will repeat a CV syllable, usually the initial syllable). These simplification processes are quite systematic and can be observes in children all over the world, regardless of the language they are acquiring.
Jakobson
(1941/68) proposed that infants babble the sounds of all language, also that
there is discontinuity between babbling and first words and that phonemes are
acquired in a universal order.
Transitional probabilities for within-word phonemes or syllable sequences are necessarily higher than for sequences across word boundaries. Therefore, recurrent pairs of sounds or syllables are likely to form part of the same word. Adults can learn the transitional probabilities and therefore segment out the “words” of a nonsense language presented aurally with no prosodic information. Their performance improves with the addition of one prosodic cure, final syllable lengthening (Saffran, Newport and Aslin, 1996).
Transitional probabilities for within-word phonemes or syllable sequences are necessarily higher than for sequences across word boundaries. Therefore, recurrent pairs of sounds or syllables are likely to form part of the same word. Adults can learn the transitional probabilities and therefore segment out the “words” of a nonsense language presented aurally with no prosodic information. Their performance improves with the addition of one prosodic cure, final syllable lengthening (Saffran, Newport and Aslin, 1996).
Phonological
delay: when a child is continuing to simplify their speech (using phonological
processes) beyond the typical ages of use. A child with a severe phonological
delay may be simplifying his speech so much that they are only producing a few
different sounds when they should be able to produce many sounds (which is when
the “classes” of sounds can come in handy). Children with phonological delays
tend to be quite hard to understand, especially to strangers as parents or
caregivers often learn their child’s patterns and therefore can understand them
better.
According to Speech-Language Pathologist Caroline Bowen, who has done research and written books on the subject, there are five possible causes for phonological delay based on the research to date:
According to Speech-Language Pathologist Caroline Bowen, who has done research and written books on the subject, there are five possible causes for phonological delay based on the research to date:
1. The child find the sound patterns of language totally confusing and cannot make out sound details from the overall pattern of sounds in language
2. The child's speech maturation may be severely delayed
3. The restricted speech system become "habit", suppressing further speech maturation
4. The child has poor perception and awareness of how speech sounds, and the difficulty other people have understanding them when they talk
5. The child has a specific difficulty initiating changes in their sound system, and knowing how to organise their sound in a consistent way
Table showing phonological development:
http://www.srsdeaf.org/Downloads/SpeechLanguage_Development_Chart.pdf
Bibliography:
http://www.playingwithwords365.c y/om/2011/09/phonological-processes-and-phonological-dela
http://www.playingwithwords365.c y/om/2011/09/phonological-processes-and-phonological-dela
Friday, 10 October 2014
Zach's Transcript
Zach's Language Transcript:
“I
cutting around the edge” – omission
“don’t
want to eat skins” – missing determiners
“we
had some banana didn't we” and “you did just have some biscuits didn't you” –
tag questions. Used to encourage him to answer the question even though she
already knows the answer
“I
think I don’t” – said in the wrong tense. Imitating what he hears other people
saying
“I
think you don’t” – repeating what he has already said for positive
reinforcement
“frough”
– this mispronunciation may be a result of trying to imitate what he has heard others saying as they have pronounces the 'th' as an 'f'
“what’s
the lasagne” – over extension by category
“dose”
– fis phenomenon. Instead of pronouncing the word correctly, Zach has said the
word wrong as it’s easier for him to pronounce those sounds, so instead of ‘those’,
he has said ‘dose’
“star”
– by giving him praise, it encourages him to continue with what he had done or
said correctly
“you
did just have some biscuits didn't you? (1) what happened?” – closed/open
questions allows him to answer the question in a more descriptive way
Monday, 22 September 2014
Coursework Ideas
My first idea is to look at various women's magazines with different price brackets. I would look at the more expensive magazines, such as Vogue and Elle, as well as cheaper ones such as Look and Take A Break. I would be comparing the advice columns in the magazines, looking at possible gender stereotypes and how/if they refer to men. The language may vary in the different price brackets.
My second idea would be to look at an archive of the social networks. This includes more outdated networking sites as well as what it used more currently, for example, Bebo, Facebook, Myspace, Twitter and Tinder. I would investigate whether or not people communicate differently over the various social networking sites. Also, I could perhaps look at how communication has differed over time on these websites. The same person may be needed in order to carry out the investigation.
My second idea would be to look at an archive of the social networks. This includes more outdated networking sites as well as what it used more currently, for example, Bebo, Facebook, Myspace, Twitter and Tinder. I would investigate whether or not people communicate differently over the various social networking sites. Also, I could perhaps look at how communication has differed over time on these websites. The same person may be needed in order to carry out the investigation.
Subscribe to:
Posts (Atom)