In the Western world in this day and age, it has become impossible to imagine things without mass media. They are omnipresent and frequently keep us company in our daily routine. Media products could not be more diverse: they range from newspapers and countless other written products over radio- and television broadcasting to the internet, video games, and motion pictures. Their diversity as well as their consistent further development make mass media a fascinating field of investigation, and there are more and more schools and universities across the globe which concentrate on mass media, its history, its future prospects, and various other aspects. The influence attributed to media constitutes a controversial topic. While fulfilling numerous valuable functions, such as circulating information and thereby contributing to education, there might also be some negative effects resulting from exposure to certain means of mass communication, which at this point can only be speculated. In recent years, following some shocking high school shoot-outs , media effects have become a widely-discussed topic and hence attracted lots of public attention. Do acts of violence seen on television or depicted in video games have a wider impact on adolescents than on adults? As a matter of fact, the media themselves contribute to their own disreputability by making trivialised statements about their direct influence on youths’ demeanour (Bonfadelli 2004: 9).
But aside from this rather explosive issue, how do media influence adolescents’ daily life, e.g. their language use? Schlobinski and his research fellows Kohl and Ludewigt raise this question in their essay’s introduction (1993: 149). In the past, media were frequently accused of having an enormous influence on adolescent language use: Neil Postman’s works (1982; 1985) are mentioned, which basically blame the media for ‘polluting’ young people’s language, causing intense discussions about this topic (Schlobinski/Kohl/Ludewigt 1993: 149).
Table of Contents
- 1. Introduction
- 2. Media effects research
- 2.1. Defining media effects
- 2.2. 'Mediating factors'
- 2.3. 'Uses and Gratifications'
- 2.4. Lobbies interested in research findings
- 3. Research
- 3.1. Qualitative Sociolinguistics
- 3.2. Methodology
- 3.3. The recipient(s): Groups and individuals
- 3.4. Stages of communication
- 4. Findings
- 4.1. Media preferences
- 4.2. Categories of media references
- 4.3. Sources for references
- 4.3.1. Advertising
- 4.3.2. Music
- 4.3.3. Movies
- 4.4. Social functions
- 4.4.1. Group formation and manifestation
- 4.4.2. Identity formation
- 4.4.3. Entertainment
- 4.5. Other functions
- 4.6. General findings
- 5. Conclusion
- 6. References
Objectives and Key Themes
This paper aims to provide an overview of research findings and perspectives on the influence of mass media on adolescents' everyday speech. It examines existing studies to understand how media references manifest in adolescent language, avoiding simplistic causal connections between media consumption and language use.
- The impact of mass media on adolescent language.
- Methods for researching media influence on speech.
- The role of various media (advertising, music, film) in shaping adolescent language.
- Social functions of media references in adolescent communication.
- Limitations of previous research on media effects.
Chapter Summaries
1. Introduction: This introductory chapter establishes the pervasiveness of mass media in the modern world and introduces the controversial topic of media influence, particularly on adolescents. It highlights the debate surrounding media's impact on youth, referencing previous research that often oversimplifies the issue and neglects crucial factors like peer influence. The chapter positions the current work as an alternative approach focusing on media references in adolescent speech, outlining the studies to be analyzed.
2. Media effects research: This chapter provides a foundational overview of media effects research, challenging the simplistic notion of a passively manipulated audience. It introduces the complexities of defining and measuring media effects, outlining the three phases of the communication process (pre-communicative, communicative, and post-communicative) as defined by Bonfadelli, and showcasing the methodological challenges faced by researchers in this field.
Keywords
Mass media, adolescents, language use, media effects research, qualitative sociolinguistics, media references, social functions, identity formation, methodology, peer influence.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main focus of this research?
This research focuses on the influence of mass media on adolescents' everyday speech. It investigates how media references appear in adolescent language, avoiding simplistic causal links between media consumption and language use. The study analyzes existing research to understand this complex relationship.
What are the key themes explored in this paper?
The key themes include the impact of mass media on adolescent language, the methodologies for researching this influence, the role of various media (advertising, music, film) in shaping adolescent language, the social functions of media references in adolescent communication, and the limitations of previous research on media effects.
What aspects of media effects research are discussed?
The paper delves into the complexities of defining and measuring media effects, moving beyond simplistic notions of a passively manipulated audience. It addresses the challenges of research methodology in this field and examines the three phases of the communication process (pre-communicative, communicative, and post-communicative).
What types of media are examined in relation to their influence on adolescent language?
The research analyzes the influence of advertising, music, and movies on adolescents' language use, exploring how references to these media are integrated into their everyday speech.
What are the social functions of media references in adolescent communication, according to this research?
The research explores the social functions of media references, including their role in group formation and manifestation, identity formation, and entertainment.
What are the limitations of previous research on media effects that are highlighted in the paper?
The paper points out that previous research often oversimplifies the issue of media influence, neglecting crucial factors like peer influence and failing to account for the complexities of media effects.
What kind of research methods are employed or discussed in the study?
The study utilizes a qualitative sociolinguistic approach to analyze the data. The methodology employed is described in detail in a dedicated chapter.
What are the key findings of the research?
The key findings relate to adolescents' media preferences, categories of media references used in their speech, sources for these references (advertising, music, movies), the social functions served by these references (group formation, identity, entertainment), other functions of media references, and overall conclusions regarding the research.
What is the structure of the paper?
The paper is structured into six chapters: an introduction, a chapter on media effects research, a chapter on research methodology and analysis, a chapter presenting the findings, a conclusion, and a section dedicated to references.
What are the keywords associated with this research?
Key words include mass media, adolescents, language use, media effects research, qualitative sociolinguistics, media references, social functions, identity formation, methodology, and peer influence.
- Quote paper
- Anonym (Author), 2007, Mass media's influence on everyday speech amongst adolescents: Research findings and perspectives, Munich, GRIN Verlag, https://www.grin.com/document/76212
