5/20 G3 Leading Class Discussion

The reason we chose classroom A102 as our meeting place is because we have slideshows and videos in our presentation to enrich the content. We believe with the assistance of multimedia facilities the discussion will be more interesting.

Topic: Habitus in Transition?
The author wants to see if the culture of the nation will be recast through use of CMC. Therefore, he did a research on UAE national university students in Dubai, who use CMC technology, that is, emails, to communicate with the students in England. Then, the author finds out that UAE women students are more affected by consumerism as a culture dominating the Internet and that the users can consciously choose what elements of global cultures they wish to appropriate while they simultaneously insist on preserving their own cultural values.

Discussion Questions:
1. Do you have experiences of using computer mediated communication with foreigners? Which tools do you use?
2. If you are communicating with foreigners through CMC, do you think the use of CMC is challenging or reinforcing your habitus and culture? Share your opinions and give examples.

G1: They use Second Life as a tool for CMC. Olivia shared her experience that her culture was challenged when she was communicating with Chinese born in America. Because this girl was born in America, she learned Pin-Ying and simplified Chinese characters instead of BoPoMoFo and traditional Chinese characters. Therefore, when Olivia chatted with her in BoPoMoFo system, that girl complained that she could not understand and wondered why she would not learn Pin-Ying. She even said “Poor you” to Olivia. Olivia thought her own culture was challenged at that moment.

G2: The group 2 uses MSN and emails as a tool of CMC. They think the use of CMC is not challenging their habitus and culture but reinforcing instead. Gracie shared her experience when she communicated with her French friend. Her French friend sometimes used basic Chinese to communicate with her. Because her French friend was interested in Taiwanese culture, during the conversation, her friend even used Pin-Ying to describe “台客”, which makes Gracie think that CMC is reinforcing her own culture.

G4.5: The Group 4 and 5 both use Second Life as the tool of CMC. Lin shared her experience that she encountered cultural shock in Sl. Through the CMC, it helped her break some stereotypes toward other cultures. For example, originally she thought English people are all serious, but after getting know each other, she found out that English people are also funny and love joking, which makes her beak the stereotype and reinforce English culture.

Topic: Islam and Online Imagery on Malaysian Tourist Destination Websites
Amada & Doris
This article mainly aims to analyze if those websites of Malaysian DMOs use Islam imagery to promote their destination and how they alter their homepages during festival season as well as off-festival season.

Discussion Questions:
If you are about to set up a website which introduces Taiwan, what will you focus on? How do you promote your destination?

G1: They would focus on Taiwanese snacks as well as nature and humanity part. They also want to emphasize on that though Taiwan is a small island, it got everything. Tourists could experience various kinds of things during their short stay here.

G2: They plan to devise a set of tour guides according to different festivals and events in Taiwan, such as the great Taoism events for Muzo.

G4: They would focus on local cultures and events, such as the storm of firecrackers in Yan-shui, sky lantern and etc.

G5: They would focus on features such as night market, tropical fruits, beautiful beaches, and natural resources like Taroko National Park.

Topic: Language Choice Online: Globalization and Identity in Egypt
This paper combines linguistic analysis, a survey, and interviews to examine English and Arabic language use in online communications by a group of young professionals in Egypt. English is overwhelmingly used Web and in formal e-mail communication. Romanized version of Egyptian Arabic is used extensively in informal e-mail messages and online chats. This online use of English and Arabic is analyzed in relation to broader social trends of language technology, globalization, and identity.

Discussion Question:
Taiwan is also a multi-lingual country; please give an example of using one language to express the other language in online communication or an example of language co-switching in online communication

G1: Sometimes we use English to spell out Japanese such as “soga” which literally means “understood” in online chatting
G2: We also use Chinese to spell out Taiwanese in order to express our feelings.
G4: We like to use both English and Chinese in discussing homework with class mates.
G5: We like to use the same sound Chinese character to type Taiwanese dialect. By using the Taiwanese dialect, we could express our personal emotions more directly.