Abstract
This chapter explores how French language learners in three different second and third year French courses (intermediate and advanced levels) understand and interpret hashtags using the popular microblogging tool Twitter. The present study highlights how this social media service may provide an authentic and dynamic platform that enhances the language learning experience, while developing students' multiliteracy skills in a second language (L2). Data from 18 students at a large southeastern university were examined via 579 analyzed tweets, 171 of which contained hashtags. In this project, we investigate the relationship between students' ability to access information in the hashtags and to understand the nature of the larger tweet in which it appears. The results of this study suggest that language learners have a tendency to glance over the hashtags and make guesses based on the information contained therein. The incorporation of cultural and linguistic elements linked to microbloggers' social tagging is an interesting and important aspect to add in foreign language classes.
Original language | English (US) |
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Title of host publication | Handbook of Research on Foreign Language Education in the Digital Age |
Publisher | IGI Global |
Pages | 33-58 |
Number of pages | 26 |
ISBN (Electronic) | 9781522501787 |
ISBN (Print) | 1522501770, 9781522501770 |
DOIs | |
State | Published - Jul 13 2016 |
Externally published | Yes |
Bibliographical note
Publisher Copyright:© 2016 by IGI Global. All rights reserved.