Searching for safe text: spotting dangerous crossings and transfers on the Infobahn

Citation

Pasqualini, R. (1999), "Searching for safe text: spotting dangerous crossings and transfers on the Infobahn", Internet Research, Vol. 9 No. 3. https://doi.org/10.1108/intr.1999.17209caf.003

Searching for safe text: spotting dangerous crossings and transfers on the Infobahn

Searching for safe text: spotting dangerous crossings and transfers on the Infobahn

Principal researcher: Rita PasqualiniPostal address: Institute of Education, Murdoch University, Western Australia 6150.E-mail: rpasqual@central.murdoch.edu.au

Introduction

This research aims to explore the field of trans-cultural computer-mediated communication, collect and classify examples of problems that appear associated with transfer from different background languages, analyze their causes to select those most suitable for remedial action, recommend steps to increase (meta-) linguistic awareness, and develop a prototype resource suitable for training.

Research focus

From among the many existing and potential forms of computer-mediated communication (CMC), this research focuses on electronic text exchanges; those that utilise mainly written text, and that allow interaction between participants. English is predominantly used in electronic text exchanges and this brings to the fore a number of issues, ranging from principles of access and equity in multicultural societies, to problems of competitiveness and effectiveness in the international arena. Some commentators on computer-mediated communication mention the issue of English users in terms of access and equity (Snyder, 1997; Spender, 1995), while researchers in inter-cultural communication (e.g. Clyne, 1994) include e-mail and computers among the new channels in use. In dealing with communication breakdown, typologies derived from conflict resolution can be linked to some classifications in linguistics, although most works on the former tend to disregard the latter, and vice-versa. The overlap between these areas appears under-explored, and constitutes the field of this research.

Of primary concern are interaction difficulties attributable to linguistic interference, or negative transfer, involving different users of a supposedly "common" language. What are the characteristics of trans-culturally "safe" text? The chosen domain for this investigation of electronic text exchanges in English is online instruction, because it offers potential for mutual training in trans-cultural communication skills between native and non-native users, teachers and students, at various levels of competence and complexity, both academic and linguistic.

Australia is the spatial and socio-cultural focus of the research, not only because English is the dominant language, but also because the form of English used within the country does not correspond exactly to the USA variety, that appears to predominate internationally in computer mediated communication. Thus, awareness of language transfer is likely to benefit native users of the local English in their contacts with relatively marginal non-native users, and also with potentially dominant non-local native users of English.

Significance of the research

Short-sighted decisions may have far-ranging consequences, as shown by Y2K, and it is never too soon to look for remedies. The twin values and constraints of global intelligibility and local identity (Crystal, 1997, p. 110) are crucial to interpersonal word-based interaction. Because English is fast becoming the global language, its use on the Infobahn complicates trans-cultural communications with risks of unintended but damaging collisions. The US-based ASCII hampers efforts to use even proper nouns with diacritics unknown in English (cf. Pargmann, 1998). It may be replaced by a code that includes many more characters. Similarly, language forms and formulas that may lead to undesirable results need to be reconsidered, if the aim is "safe" text on the Web.

The substantive focus of this research, as noted in the previous section, is on difficulties in interaction associated with differences in background languages, when using English for text exchanges. Awareness of such risks should reduce their incidence and consequences. It may be promoted through meta-linguistic awareness, mainly of those areas where conflict potential appears highest. These may be identified on the basis of pragmatics, socio- and psycho-linguistics, and more generally cognitive science and conflict resolution studies, with suitable links to findings in computer-mediated communication. Given the increasing number of courses offered online and the opportunities that the Internet presents for globalisation of education particularly at the tertiary level, the context of this research includes educational activities. The outcomes of the research are intended to serve as a resource, suitable for training purposes.

The use of text, particularly in written form, has a long tradition in education at all levels, but takes on particular significance at the higher end. Tertiary students are trained, and expected, to produce academic writings at an appropriate standard, from essays to theses. Electronic text processing represents an important contribution to this function, even in a traditional (off line) educational setting. Electronic text exchange is also available in such settings, and may be seen as a first step in going online. Teaching roles associated with written production, such as supervisory feedback on research, but also corrections in adult literacy exercises, may find an appropriate online equivalent, and need to take into account the risk of negative transfer, also known as cross-linguistic interference (CLI). Online instruction offers considerable potential for the exploration and design of possible alternatives in CMC, particularly using English, allowing direct comparison of outcomes with those obtainable with older means or with newly developing tools.

The other focus for this research is linguistic transfer (Odlin, 1989). Particularly for text-based exchanges, online education using English needs to consider how perception and production by different users may be affected by interference and language transfers of various types. The notion of transfer can be applied to a variety of levels and aspects of language use, from morphology, syntax and lexicon to semantics and pragmatics. It is important to note that these phenomena may also involve monolingual native users, mainly across social groups and geographic areas.

It is also important to note that language differences between individuals and groups are a matter of degree, with endless possible combinations in the background (Clyne, 1997), particularly within the wide and varied English-speaking world. The risk of "errors" caused by interference across languages may put at a disadvantage both native and non-native users of English, as senders and recipients of trans-cultural messages. In other words, "safe text" is not only a concern for groups in a recognised (and often marginal) position. Accidents can happen to anyone on the Net.

There is a difference between the study of a spoken living language, where rules are largely arbitrary lines drawn around a varied and changing reality, and that of written forms for specific purposes. Educational institutions tend to provide communication models, based on established conventions. Some elements are openly taught, but in the case of electronic media this tends to be limited to technological aspects, rather than communicative functions. There is a need to develop formal and procedural agreements about what is acceptable or appropriate. Such new uses have no established usage rules, and reduce the gap between novices and experts.

As noted above, there is a unique window of opportunity for selecting with care what is likely to work, before what is in "common" use becomes, by default, the "native-like" use of the medium. Consideration of trans-cultural communication needs, and solutions of potential problems, could be incorporated in the rules to be generally accepted and applied, and diffused through the medium itself.

Methods

This research study is in its early stages. The methods that will be followed are yet to be completely resolved. The main efforts envisaged for 1999 include a continuation of the preparatory work already commenced with a continued search for sources and examples of electronic interaction problems; contact with potential participants and contributors to the research; and the completion of a baseline survey of available technology, including training technologies. The aim is to describe and explain the phenomena under investigation based on analysis and comparative evaluation. The methods will focus on techniques for developing a prototype training resource that will make for safer text-based communication on the Internet.