The views of teachers and students on slang in teaching Turkish as a foreign language

Boylu, Emrah; Kardaş, Demet

doi:10.17263/jlls.712655

Cited by 13 publications

(12 citation statements)

References 2 publications

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“…students who did not know the meaning of certain slang words made them felt insecure in online class communication. This finding is in line with (Boylu & Kardaº, 2020) that slang words Does not known the meaning of slang words may cause problem in social life.…”

Section: Teachersupporting

confidence: 88%

The use of slang words in online learning context of EFL class

Lutviana

Mafulah

2021

EnJourMe

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During Covid-19 pandemic teachers and students in Indonesia adapt to continue learning by implementing online learning. Online learning creates a new way of communication between teacher and students in online classroom context. This way of communication makes both teacher and students employ new strategy in communication, one of which is by using slang words in online class. This study aimed at investigating the use of slang words by 34 EFL students in Translation online class during 1 semester. This study employed descriptive qualitative in which the source of data is the transcript of students’ chat in WhatsApp Group (WAG) during 6 months. Additionally, questionnaire was used to collect the data about students’ attitudes toward the use of slang words. It is found that students used 32 slang words from both English and Indonesian, most slang words used were influenced by popular slang words used in social media. Students mostly used slang words when (1) chatting with friends in discussing informal topic such as holiday, make up class, and connection problem; (2) expressing feeling; (3) addressing their friends’ names; (4) discussing lesson; (5) responding teacher’s question, and (6) greeting the teacher. Students’ attitude toward the use of slang was positive, they explained that they used slang words in online class to make learning atmosphere more alive and relaxed and those make them easier to understand the lesson. However, students limit the use of slang words when chatting with teacher, most students consider impolite to use slang words as freely as when they chatted with their classmates.online learning, slang words, EFL class

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Section: Teachersupporting

confidence: 88%

The use of slang words in online learning context of EFL class

Lutviana

Mafulah

2021

EnJourMe

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“…These findings generally confirm Boylu and Kardaş [3], although their study was about the use of slang in Turkish as a foreign language. Similar to Boylu and Kardaş, the findings also indicate that slang should not be regarded only as an informal aspect of language and thus should be distanced or ignored from the formal process of teaching and learning of a foreign language.…”

Section: Resultssupporting

confidence: 84%

“…In other words, the teaching and learning of EFL, in general, can be enhanced through the use of slangs. Besides, limited awareness of English slang hinders EFL learners from engaging in effective communication with native speakers of English because people often use slang as part of their culture, especially in real and natural communication contexts [3][4][5][6].…”

Section: Introductionmentioning

confidence: 99%

“…Despite this potential, only a few studies [e.g., 3,4,7] were reported about the use of slangs by learners in facilitating their foreign language learning, particularly within Indonesian EFL contexts. Considering the popularity of internet-based social media use, particularly among Indonesian young people and EFL students, the study on the use of slang on social media and its contribution to the students' English language learning is worth pursuing.…”

Section: Introductionmentioning

confidence: 99%

“…The results of the study generally show that the students' familiarity with English slangs was relatively low due to the assumption that slangs were less important, and the participants were more focused on learning and mastering the standard variety of English. Another study was also done by Boylu and Kardaş [3]. The main purpose of this research is to understand the perception of teachers and students about the teaching and learning of slang in Turkish as a foreign language.…”

Section: Introductionmentioning

confidence: 99%

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The Use of Slang on EFL Students’ Instagram Statuses

Kurniati¹,

Rusfandi²

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

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Slangs are commonly associated with informal ways of communication and used both in direct and indirect conversations, such as to communicate and express emotions on social media like Instagram. The question is how the use of slang may support and help improve students' EFL learning through social media like Instagram. The purpose of this study was to investigate the types, social functions, and whether the use of slang on the students' Instagram statuses contributed to their English language learning. This study was conducted using a descriptive qualitative design by employing 20 students who regularly posted statuses on Instagram at least once a week from January to March 2020 as participants. The data were collected through documentation and interview with the participants. The study found that the most widely used type of slang was an acronym constituted approximately 30%, and the pursuit of selfidentity was the most dominantly used social function of slang. The participants also perceived that they gained advantages through the use of slang on their Instagram statuses. Posting statuses and engaging in communication online through Instagram enabled the students to practice vocabularies they have learned and improved their writing skills. These findings show the usefulness of slang and social media in facilitating students' EFL learning that needs to be considered by teachers for teaching English.

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El concepto de “argot” en el discurso de la comunicación juvenil por internet en inglés y chino

Kravchenko

Vakaliuk²,

Kuzmych³

et al. 2022

Apunt. univ.

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El presente artículo tuvo como objetivo estudiar los aspectos funcionales, lingüístico-pragmáticos y semánticos de la jerga juvenil en la comunicación por internet en inglés y chino. Para ello, se utilizaron los siguientes métodos empíricos, componentes discursivos, comparativos, lingüísticos y pragmáticos, asi como elementos estadísticos y descriptivos; a fin de lograr los objetivos de la investigación. El estudio identificó los conceptos predominantes de la jerga en el espacio de Internet para jóvenes en inglés. Estos son “educación”, “Descanso”, “amor”, “apariencia”, “emoción”, “beber”, “características de personalidad”, “internet”; siendo los más numerosos “educación” y “recreación”. El discurso en chino en la comunicación por internet se presenta con menos claridad que en inglés. El uso de muchas jergas en el espacio de internet se debe a la necesidad de expresar la individualidad y el deseo de concisión en la comunicación verbal entre los jóvenes. Asimismo, existe una tendencia creciente hacia el surgimiento, la difusión y el uso de la jerga de internet para denotar los medios y las herramientas del aprendizaje a distancia. Los resultados y conclusiones del estudio se pueden utilizar en clases de lexicología, sociología, comunicación intercultural, lingüística culturalmente orientada y lecciones de inglés.

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The views of teachers and students on slang in teaching Turkish as a foreign language

Cited by 13 publications

References 2 publications

The use of slang words in online learning context of EFL class

The use of slang words in online learning context of EFL class

The Use of Slang on EFL Students’ Instagram Statuses

El concepto de “argot” en el discurso de la comunicación juvenil por internet en inglés y chino

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