Introduction
The Social character Ingredients of Passive Construction in English of language makes it amenable to change that is largely occasioned by social forces across spatial and temporal frames. Recall, for instance, that the introduction of the printing press (though a technological feat) in 1476 by William Caxton greatly influenced the development of Modern English. So it is in the 21st century with the wave of globalisation and the attendant driving force of Information and Communications Technologies (ICTs). In this respect, the English language has developed further with the Internet technology and its associated linguistic practices playing very remarkable roles. In this chapter, therefore, my main concern is to describe the kind of language that typifies the Internet and its uses, and how such a language could enhance or hamper the teaching and learning of English in a second language environment, particularly among students of tertiary institutions.
The Internet and Its Uses
The words ‘internet’ and ‘net’ are usually used interchangeably. According to Naughton (1999), the net is really a system which links together a vast number of computers and the people who use them. To Berners-Lee (1999), the Internet is not just a technological fact; it is a social fact. In his own submission, Uduk (2009) defines it as a network of networks whereby each computer exchanges information with every other computer by virtue of connectivity in spite of its location in time and space.
The Internet remains that New Age innovation that has revolutionalised the storage, speed, exchange as well as dissemination of information in virtually all fields of the world via the World Wide Web (www) which originated in 1989.
World Wide Web is that aspect of the Internet and also the liquid pages of information filled with different colourful graphics, texts, sounds, animations and advertisements from different parts of the globe.
And through these pages, known as website, we can link to other pages that have related information. When doing this, it is said that one is ‘surfing the Net/web’ – a technical form of negotiating through a large pool of information. Little wonder Crystal (2006) asserts that, ‘language is at the heart of the Internet, for Net activity is interactivity.’
According to Crystal (2006), given the speed of technological change, there are different Internet situations which have salient distinctive linguistic features. Some of them are e-mail, audio and video conferencing, instant messaging, chatgroups, world wide web, virtual worlds, blogging, twitter, facebook, virtual world, etc. All of these form part of a live feature of the Internet (Uduk, 2009) and they all have their own linguistic properties accordingly. However, we will not separate different lexicon employed in each of these situations but give a general list of some of them under one umbrella in this chapter. The umbrella coverage for such Internet neologisms or terms is Netspeak, Cyberspeak, Netlish, Cyberspace or Net linguistics which has been used in various texts to describe the variety of English utilised on the Internet.
It is instructive that Netspeak is more than just a hybrid of speech and writing, or the result of contact between two long standing mediums (Baron, 2000). It is a new species of communication with permeable boundaries. It is an emerging novel medium of communication that combines spoken, written and electronic properties of communication.
Internet English: Its Genesis
Internet English emerged over the past years as young people tried to shorten (words) written messages on the Internet and mobile phone, just to be informal and save energy, time, space, and money. However, as time went on, it metamorphosed into a unique language that spawned new words and phrases.
The phenomenon of cyber language (that is, a situation whereby new words are being created to add to the existing vocabulary of a language) can be described as a natural response of young people to social issues. Before, it was only teenagers who drove everyone crazy, as if they spoke a different kind of language. Now, however, even the older generations have had to come to terms with new word meanings, as words create a sub-culture of language. Hence, as new words are being formed, the existing ones continue to take on new meaning based on the context of use within the Internet environs.
The Rationale behind Internet English
Considering our discussion so far, in simple words, Internet English/Cyber language demonstrates people’s ability and willingness to adapt to a digital lifestyle. Therefore, it is a phenomenon and a tool that the young and old will want to identify with due to its convenience. The community of Internet users known as Netizens prefers the language so much for the following reasons:
– It is easier for them and makes the trend of communication interesting and familiar.
– It diffuses every form of tension with the community.
– It relieves children and wards of their strict parents’/guardians’ watchful eyes (i.e., the coded messages become a mystery beyond the grasp of parents).
– It serves a common platform (a leverage) where people of different ages, cultures and colours can interact comfortably.
– It creates a free atmosphere for expression compared to the language of hippies, decades ago.
– It is unique to the younger generation and also easier to do. Just few older people who are ICT compliant can really identify with most of the linguistic features of the Internet especially in most developing countries like ours (Nigeria).
– Cyber terminologies make English language lively and interesting.
MEMORY: Not so long ago memory was something you lost only with age. Now you can lose it simply by pushing the wrong button.
APPLICATION: An application was used to apply for things such as government benefits, employment or a bank loan.
A PROGRAMME: It used to be something you watched on a TV set, or a fancy piece of paper you were handed at the opera or ballet.
A CURSOR: It used to be a person who swore to be avidly avoided, or ignored in polite company.
KEYBOARD: This was solely found in the world of music before, but now is a key hardware to the functionality of a PC (Personal Computer).
WEB: A spider used to catch its prey in a web. Now the ‘web’ catches a different kind of species.
POSTMAN: This used to be your postmaster from the Post-office, but now a postman is happy to deliver your mail no matter what the weather is like.
VIRUS: A virus was just the flu that gave you a few days of work. Now it is to be avoided at all costs.
MOUSE: A mouse was a little furry grey creature that made women scream and jump on chairs.
FORUMS: Forums were held at conferences where well known speakers expressed their opinions and knowledge.
NET: A net was used for catching fish or butterflies.
SCREEN: A screen was used to generate privacy.
MONITOR: A monitor was a bossy kid at school, or a South American iguana.
MOTHER BOARD: A mother board involved ironing and washing.
CD : You put your money into a CD account at the bank.
HARD DRIVE: When you take a long trip on a bumpy road.
SOCIAL NETWORKING: This was something you enjoyed being involved at parties.
Internet English and Its Effects on L2 Learning
Although the Internet has greatly encouraged a dramatic expansion in the variety and productivity of the English language, it is not without demerits. Hence, a looming danger is evident in the educational sector!
It is evident that Internet English/Cyber language has become an integral aspect of human communication which must be factored into the school syllabus in order to give it a right perspective. A conscious effort should be made by ESL teachers to call students’ awareness to the extensions of the Cyber lexis that students use freely in their spoken communication, which have subtly crept into their academic writings. More often than not, there is no indication in the students’ academic writings that they know the difference between academic language and everyday language use. This affects their choice of words and language constructions, which can adversely affect their academic performance. Even at the university level, there are instances of the examples given under Cyber lexis above in the academic write-up of many students. This is an unacceptable non-formal way of writing in the academic world.
Hence, language teachers should endeavour to explain different situations of language use as well as the required choice of words for each of these situations. With this, there will be a tremendous improvement in the poor academic writings of ESL learners, and this will enhance their opportunities for national and international examinations. Therefore, incorporating Internet English/Cyber language into the school syllabus is needed for its academic relevance so that students will have a better orientation about the appropriate situations in which they can use it.
In addition, it is very imperative for English L2 teachers to tame Internet language and channel its course so that ESL learners will be aware of certain Internet terms that are not acceptable for their academic writing. The use of ellipsis, acronyms, abbreviations, colloquial language, slang, etc., used on Facebook, E-mail, Yahoo Messenger, Skype, etc., should be discussed in the ESL classroom by teachers as an informal way of writing.
Conclusion
Given the foregoing, it is then important that ESL teachers bring the cyber world into their classroom by creating awareness in the ESL learners about the usefulness of Internet English in terms of situation, purpose, style, audience, and usage. Arguably, it is high time language experts salvaged the situation so that instead of Internet English being a curse to the students’ academic performance, it will be a blessing.
