LANGUAGE, ICT, AND EMOTION: HOW DIGITAL LANGUAGE AND ITS COMMUNICATION CONTEXT AFFECT TEACHERS’ EMOTION, BEHAVIOUR AND LEARNING
Abstract
Language is more than symbols to communicate. Behind those symbols, language carries certain emotion. It can comfort or hurt. The meaning behind language can make people happy, sad, be motivated or boil in anger. However, to send its meaning, these symbols can not operate independently, it is tied to context and media of communication. Recently, the rapid development of ICT, as one form of communication media, contributes to the growth of language varieties and evolution/changes of language. ICT may soften or harshen meaning of certain language and arise one’s emotion. One of many issues relating to ICT, language and emotion occurs in everyday life of teachers, especially when they communicate with their students through online. Some of students’ short messages may hurt teachers’ feeling, stir their emotion or lead them to think “what’s wrong with my students, why they do this?” this indicates that how students communicate with their teachers, what languages they use may affect how their teachers feel, think and respond. To be able to communicate appropriately and maintain social relationship with their students, teachers should be able to manage their emotion. Thus, this study aims to examine how ICT-mediated interaction and its communication context may affect teachers’ behaviour, how teachers feel, think and respond to their students’ technology-mediated messages. This study is underpinned by phenomenology stance and grounded on sociocultural perspective on interrelatedness of human’s social and individual nature of Vygostky (1978, cited in John-Steiner & Mahn, 1996). The language/communication context is viewed from implicational perspective which considers language as having implied meaning depending on the hearer (Schweder, 1991, cited in Kövecses, 1995.). The data are collected from our teaching practices, daily communication with our students. The data show that language and context of communication plays significant impact on teacher-student interaction. Through language/communication, teachers can assess their students’ character, values, social character and cognition (understanding). Students’ ICT-mediated communication may stimulate teachers’ certain emotion which lead them to respond by answering the message even silencing. The teachers are expecting that today’s students should display appropriate online language behavior. Teachers’ language behavior may also influence students’ feeling, relationship with their students and students’ social capital and competencies. How teachers’ respond to their students’ ICT-mediated language/communication can also be part of students’ learning process and teachers’ emotion regulation.
Keywords: emotion, ICT-mediated language/communication, teacher-student relationship, teachers’ behaviour
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