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Дата создания 2010
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Содержание

Introduction
Chapter 1. The ways that new words come into English
1.1 Words from other languages: loanwords
1.2 New words
1.3 Word formation processes
Chapter 2. The Internet as the main source of creating and spreading of new words
Conclusion
References

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Brainstorming refers to group discussions devoted to the assignment of blame; the acronym kiss means keep it simple stupid; and ego-surfing alludes to Internet searches for someone's own name.
Cyberland has been heavily influenced by pop culture and it boasts its share of counterculture phrases drawn from comic books, children's stories, sci-fi movies and New Age movements. Deep magic (meaning "an awesomely arcane technique central to a program or system") comes from C. S. Lewis's "Narnia" books; the online abbreviation TTFN (meaning "ta-ta for now") comes from "Winnie the Pooh"; and "fear and loathing" (meaning the state of mind "inspired by the prospect of dealing with certain real-world systems and standards that are totally brain-damaged but ubiquitous") comes, of course, from Hunter S. Thompson.
But for all its playful love of puns and cool disdain for suits, the high-tech world is, at heart, a cruel, unforgiving place ruled by the merciless dynamics of the marketplace. There are multiple terms for success (including winnage, winnitude).
Electronic communication (or e-communication) places new demands on language that lead to interesting variations in written language use. The language of e-mail, chats, Web-based discussions and SMS messages is marked by features of both informal speech and formal writing, a host of text-based icons and acronyms for managing social interaction, and changes in spelling norms. In addition, the electronic medium (e-medium) provides a new context for the writing process and to the language as a part of it.
Hailed as a powerful educational resource, the e-medium has not only revolutionized the composing process but has also been found to encourage participation in writing activity. One reason for this is that e-mail and online chats provide a non-threatening atmosphere in which writers feel less inhibited about expressing themselves, encouraging even timid students who usually refuse to speak in face-to-face discussions to actively participate in online chats. Another reason is that the Web provides an arena for writers to present their work to a real and larger audience that extends beyond classroom and school boundaries. When students realize that they are going to put their work on the Web for readers in the real world, they are motivated to write.
The e-medium has been found to increase collaborative writing activity, although there are mixed views on whether it has had a similar effect on the quantity and quality of writing done by individuals. Because the e-medium reduces the intimidation factor  and offers attractive features, it improves one’s attitudes towards writing and practicing the language and encourages to produce more text.
E-communication requires some special environment and processes which are named both as by specialists so by inexperienced (but regular) users. You can notice that people do not necessarily use the type of English that you learned in class! In fact, the Web is full of constantly changing colloquial expressions that are very difficult to understand. E-language brings to life new types of word-formation, especially in slang.
While it has many nicknames, information-age slang is commonly referred to as leetspeak, or leet for short. Leet (a vernacular form of elite) is a specific type of computer slang where a user replaces regular letters with other keyboard characters to form words.
 Leet, usually written as "1337" in Leetspeak, is an online culture and/or attitude, as well as a language code, among the Internet population. The word itself is derived phonetically from the word "elite", and is a cipher, or cryptic form of spelling replacing letters with numbers, symbols, and other letters that look or sound alike. Leetspeak was first used by hackers on Bulletin Board Systems, and then later adopted by users of Online Multiplayer Games and other Internet communities. Leet first appeared in the demoscene of the 1980s, applying to people belonging to large groups who had access to a (then rare) 28.8k baud modem and would be allowed to use "elite BBSes".
   The first example of leetspeak is known to be the 1981 Journey album "Escape" spelled E5C4P3.
 Spelling variation does not always follow a set convention. The same word may be spelled differently by different people, or even by the same person to confuse others even more. This is symptomatic of the desire or affected desire to elude comprehension by others unfamiliar with the foreign art form.
Many consider it a pointless affectation, and as it has become widely used it is less useful as a way of showing membership of an "elite" group. It is nonetheless a cultural phenomenon well-known amongst hackers and many other Internet users, especially gamers.
Leet words can be expressed in hundreds of ways using different substitutions and combinations, but once one understands that nearly all characters are formed as phonemes and symbols, leetspeak isn't difficult to translate. Also, because leet is not a formal or regional dialect, any given word can be interpreted differently, so it is important to use discretion when evaluating terms. The following serves as a brief (and by no means definitive) introduction to leet through examples.
Key points for leetspeak interpreting:
- numbers are often used as letters; the term "leet" could be written as "1337," with "1" replacing the letter L, "3" posing as a backwards letter E, and "7" resembling the letter T. Others include "8" replacing the letter B, "9" used as a G, "0" (zero) instead of O, and so on;
- non-alphabet characters can be used to replace the letters they resemble. For example, "5" or even "$" can replace the letter S. Applying this style, the word "leetspeak" can be written as "133t5p33k" or even "!337$p34k," with "4" replacing the letter A;
- letters can be substituted for other letters that may sound alike. Using "Z" for a final letter S, and "X" for words ending in the letters C or K is common. For example, leetspeakers might refer to their computer "5x1llz" (skills);
- rules of grammar are rarely obeyed. Some leetspeakers will capitalize every letter except for vowels (LiKe THiS) and otherwise reject conventional English style and grammar, or drop vowels from words (such as converting very to "vry");
- mistakes are often left uncorrected. Common typing misspellings (typos) such as "teh" instead of the are left uncorrected or sometimes adopted to replace the correct spelling;
- non-alphanumeric characters may be combined to form letters. For example, using slashes to create "/\/\" can substitute for the letter M, and two pipes combined with a hyphen to form "|-|" is often used in place of the letter H. Thus, the word ham could be written as "|-|4/\/\";
- the suffix "0rz" is often appended to words for emphasis or to make them plural. For example, "h4xx0rz," "sk1llz0rz," and "pwnz0rz," are plural or emphasized versions (or both) of hacks, skills, and owns.
Thus leetspeak community encourages new forms and awards individual creativity, resulting in a dynamic written language that eludes conformity or consistency. The special type of presenting words in an above analysed form can be termed puzzling, as it presupposes introducing some special elements making the new word a little like a riddle.
The digital age arrives with a set of big communication challenges: new relations with audiences (Interactivity), new languages (Multimedia) and a new grammar (Hypertext). But this media revolution not only changes the communication landscape for the users, most importantly, it opens the mass communication system to a wide range of new participants.
Conclusion
In this research work we have briefly looked upon the ways new words enter the vocabulary of the Contemporary English language. As we could see almost all of them are very well known in the history of the English language. For example the history of English knows several periods of active borrowings from the other langusges. Nowadays this process stil exists but it does not play such a crucual role in the formation of the vocabulary as it used to. Todays most of the borrowed words denote cultural specification, such as, for example, food.
Another conclusion we have come to is that English uses its own resourses more actively to enrich its vocabulary. Among them the most popular ways are the usage of affixes and blending. The last is a relatively new way as it was not known until the 19. century and became widely used only in the last decades.
We think that the fact that English finds such rich resourses for vocabulary enrichment in itself is due to the fact that English is the second most spoken language in the world (the first is Chinese), and it is the most widely spread languahe in the world. It has become the language of diplomatics and business, and as such it strongly influences the other languages.
Moreover the speed of scientific and technological progress has accelerated enourmously through the recent decades, new objects and new phenomena need new names. And due to this speed new words are adapted more quickly.
In our research we have found out that there is one means that has never existed before and that has a tramendous influence upon the vocabulary of Contemporary English, especially its written variant. We mean here the Internet, which has created the language of its own, and this language in turned influences the young generation most of all. The point is that when these young people become older they still use the vocabulary that they have learned being teenagers. Besides the Internet language is based on the English one, namely, its American version. The words created there are widely used not only in English itself but in all the other languages. And it seems that this tendency continues. We consider that these phenomena should be studied in a separate research.
But the problems of the language of the Internet is out of the boundaries of this research, and should be studied separately.
In the conclusion we would like to say that although it may seem that the process of the development of language has exausted its resources and stoped, we can seen gradual but constant changes in it. Vocabulary has ever been and remains the layer that reacts on the changes most quickly.
References
Abdullah M. H. Electronic discourse: Evolving conventions in online academic environments. Bloomington: ERIC Clearinghouse on Reading, English, and Communication. -1998
Adams V. An Introduction to Modern English Word Formation. – London. – 1973.
Bauer L. English Word Formation. – Cambridge. – 1983.
Biesenbach-Lucas S., Wiesenforth D. E-mail and word processing in the ESL classroom: How the medium affects the message. Language Learning and Technology, 5 (1) - 2001.
Carstairs - McCarthy A. Current Morphology. – London – New York. – 1992.
Encyclopaedia Britannica 2004 Ultimate Reference CD-ROM
Karchmer R.A. Gaining a new, wider audience: Publishing student work on the Internet.http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/karchmer/index.html. – (2001, May).
Kupelian M. The use of e-mail in the L2 classroom: An overview. Second Language Learning & Teaching: Newbury: Express Publishing. – 2001.
Leibowitz W. R. Technology transforms writing and the teaching of writing. Chronicle of Higher Education. 46 (14). – 1999.
Lieber R. Deconstructing Morphology. – Chicago. – 1992.
Mufrene Sallkoko The Ecology of Langauge Evolution. – New York. - 2001.
McCrum R. The Story of English. – NewYork. - 1987.
Selkirk E. The Syntax of Words. – Cambridge. – 1982.
Trupe A. Academic Literacy in a Wired World: Redefining Genres for College Writing Courses.  –  New York: McGraw Hills. – 2002
Longman Dictionary of Contemporary English 5th Edition. – 2009.
Зыкова И. В. Практический курс английской лексикологии. – М., 2006.
Biesenbach-Lucas S., Wiesenforth D. E-mail and word processing in the ESL classroom: How the medium affects the message. Language Learning and Technology, 5 (1). - 2001. -135-165 pp.
Kupelian M. The use of e-mail in the L2 classroom: An overview. Second Language Learning & Teaching: Newbury: Express Publishing. – 2001. p. 56
Karchmer R.A. Gaining a new, wider audience: Publishing student work on the Internet.http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/karchmer/index.html [EJ662523]. – (2001, May)
Leibowitz W. R. Technology transforms writing and the teaching of writing. Chronicle of Higher Education. 46 (14). [EJ597490].  – 1999. – p.p.67-68.
Trupe A. Academic Literacy in a Wired World: Redefining Genres for College Writing Courses.  –  New York: McGraw Hills. – 2002, p.73
Abdullah M. H. Electronic discourse: Evolving conventions in online academic environments. Bloomington: ERIC Clearinghouse on Reading, English, and Communication. [ED422593]. -1998, p.104
3

Список литературы [ всего 16]

1.Abdullah M. H. Electronic discourse: Evolving conventions in online academic environments. Bloomington: ERIC Clearinghouse on Reading, English, and Communication. -1998
2.Adams V. An Introduction to Modern English Word Formation. – London. – 1973.
3.Bauer L. English Word Formation. – Cambridge. – 1983.
4.Biesenbach-Lucas S., Wiesenforth D. E-mail and word processing in the ESL classroom: How the medium affects the message. Language Learning and Technology, 5 (1) - 2001.
5.Carstairs - McCarthy A. Current Morphology. – London – New York. – 1992.
6.Encyclopaedia Britannica 2004 Ultimate Reference CD-ROM
7.Karchmer R.A. Gaining a new, wider audience: Publishing student work on the Internet.http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/karchmer/index.html. – (2001, May).
8.Kupelian M. The use of e-mail in the L2 classroom: An overview. Second Language Learning & Teaching: Newbury: Express Publishing. – 2001.
9.Leibowitz W. R. Technology transforms writing and the teaching of writing. Chronicle of Higher Education. 46 (14). – 1999.
10.Lieber R. Deconstructing Morphology. – Chicago. – 1992.
11.Mufrene Sallkoko The Ecology of Langauge Evolution. – New York. - 2001.
12.McCrum R. The Story of English. – NewYork. - 1987.
13.Selkirk E. The Syntax of Words. – Cambridge. – 1982.
14.Trupe A. Academic Literacy in a Wired World: Redefining Genres for College Writing Courses.  –  New York: McGraw Hills. – 2002
15.Longman Dictionary of Contemporary English 5th Edition. – 2009.
16.Зыкова И. В. Практический курс английской лексикологии. – М., 2006.
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