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The Development of E-Mail Literacy: From Writing to
Peers to Writing to Authority Figures
Presenter: Ji-Jhen LiInstructor:Dr. Pi-Ying Hsu May 4, 2011
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Citation
Chen, C-F. E. (2006). The development of E- mail literacy: From writing to peers to writing to authority figures. Language Learning and Technology, 10 (2), 35-55.
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Content
Findings & Conclusions
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Introduction1
Methodology2
Reflection4
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E-mail has been widely used for both personal communication and institution. However, there are not paralinguistic
cues in using e-mail for status-unequal communication.
Introduction
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Definition of Term
A shared mental Paralinguistic
cues
GesturesFacial
expression
Vocalinflection
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Literature Review
Chinese students structure their request e-mails in an indirect sequence.
They transfer the request strategies in Chinese into the English request e-mails written to US professors.
(Kirkpatrick,1991; Nash,1983; Zhang,1955)
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Purpose of the Study
to uncover the complexity of an L2 learner’s developing e-mail practice
to explore sociocognitive and sociopsychological factors affecting participant’s language use via e-mail
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Methodology
Oneparticipant
3 in-depth interviews
266 e-mails
Online interview via mail
Online chat
Ling
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Research Questions
1 Did Ling’s language use differ between the e-mails sent to peers and the e-mails sent to professors?
2Did her use of these discourse forms and strategies change over time in her e-mail practice?
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Research Questions
3 From Ling’s perspective, what made her change or remain unchanged in her language use in e-mail communication?
4How can change or resistance to change in her e-mail practice be explained from sociocultural perspectives?
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Data Analysis
Ling’s e-mail
discourse features
Discourse style
Message length
Message structure
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Discourse Style
Easy and fluentA sense of
belongSolidarity
Informal
E-mails during master study
E-mails to
peers
E-mails during doctoral
study FormalPower relation
Showing respectGood impression
Familiarity
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Message Length
Long entries
Stating purposesA sense of
personal touch
Shorter
E-mails during master study
E-mails to
peers
E-mailsduring
doctoral study
E-mail experience
Time Saving
Face-to-face interaction
Improved oral English
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Message Structure
E-mails to
peers
E-mails during master study
E-mails during
doctoral study
Inductive Inductive Inductive
Indirect person
Native culture practice
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Data Analysis
Request strategies
Request acts
Supportive moves
QueryPreparatory
Want Statement
sMitigating Aggravatin
g
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Request Acts
Query Preparatory Want Statements
E-mails to peers
E-mails during master
E-mails duringdoctoral study
Mostly
Sometimes
Never
may
Supportive Moves
Mitigatingsupportive
moves
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E-mails to
peers
Smalltalk
apologizing
Self-humbling
Reluctance to impinge
availability
E-mails during Master study
E-mails during doctoralstudy
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Supportive Moves
Aggravating supportive
moves
E-mails to
peers
Personal detailreasons
Student-oriented reasons
Urgency
Institutionalreasons
Ability
E-mails during Master study
E-mails during doctoralstudy
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Conclusions
L2 learner’s frequent use of e-mail to
peers
Effectively for institutional
status-unequal communicatio
n
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Conclusions
Ling’s e-mail writing
Subculture language
Common
Chinese culture
L1 writing style
Self-cognitio
n
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Reflection
168 e-mailsto peers
98 e-mailsto US professors
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Reflection
Over 2 .5 years
3 in-depth interviews
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Reflection
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Thanks for your listening.