To explore the interaction between speech recognition dictation technology and language use, four different types of literacy users from diverse ethno-linguistic backgrounds were asked to orally compose a series of college-level writing tasks using the technology. The interactions between the participants and the software were videotaped and transcribed; the transcriptions include the participants’ verbal and non-verbal behaviors, and the actions of the participants and the computer. The analysis of the transcripts draws on David Crystal's (2001) conceptual framework of Netspeak, emphasizing the differences between spoken and written langauge.
The findings indicate the manner in which the technology influenced the development of text and patterns of interaction. With respect to the mode of discourse, participants used a novel combination of spoken and written features of language, indicating a distinct skill-set associated with speech recognition-mediated literacy.
The conclusions of this study offer a better understanding as to the influences of the situational features associated with speech recognition technology on spoken and written language.
|Keywords:||Language, Literacy and Technology, Sociolinguistics, Speech Recognition Technology, Technology in Education|
The City University of New York (CUNY), USA
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