Abstract:
This thesis explored age and gender influence on linguistic features and
politeness strategies in SMS messaging among trainee teachers in Ada College
of Education using Crystal’s (2008) and House & Kasper’s (1981) analytical
frameworks. The data were collected from 400 first and second-year trainee
teachers via user diaries, and semi-structured face-to-face interviews. A total
of 200 SMS messages were analyzed both qualitatively and quantitatively.
The data revealed contractions and non-standard spellings as dominant
linguistic features in the trainees’ messaging. Again, it was established that
there was marginal age difference within the age groups in relation to
politeness strategies. Another aim of this study was to determine whether men
and women were different with respect to the use of politeness strategies. The
results showed no significant difference between the groups. Thus, the
findings did not confirm the previous studies regarding age and gender-bound
language. The study has both pedagogical and theoretical implications as the
results have certain flair and authenticity to influence researchers who may
wish to undertake similar study as well as undergraduate and postgraduate
students who are taking formal courses in English language. For stakeholders
in education, this research offers a means of not just reading and condemning
students’ writings, but heightens the awareness of the need to scrutinize SMS
texts and educate students accordingly.
