The impact of age and gender on linguistic and politeness choices in sms messaging: a case of trainee teachers in Ada College of Education

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.