Language, Culture, and Identity in Online Fanfiction
By Rebecca W. Black. 2006
254 citations recorded by the source corpus.
Subfields: Communication, Literature and Literary Theory, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/debf889a568b793a2f26273571559c29912c7561
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In Communication
In Literature and Literary Theory
In Sociology and Political Science
Citations in the corpus
- Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming (2009, background): “In a series of articles and a book-length treatment examining fan fiction, Black (2005, 2006, 2008) described the processes through which her focal participants used their L2 of English to compose, and publicly post, fictional narratives on the Web site fanfiction.net.”
- Fostering Learner Autonomy in English for Science: A Collaborative Digital Video Project in a Technological Learning Environment (2011, background): “Indeed, a number of existing studies highlight the motivating potential of writing for an authentic audience in such spaces (Black, 2005, 2006, 2007; Lam, 2000, 2004, 2006).”
- Language learning through social networks: Perceptions and reality (2016, background): “In addition to linguistic accuracy, other aspects of L2 play important roles in language learning in a CMC environment, including language fluency (Ellis, 2003, 2008), communicative competence (Blake, 2009; Smith, 2003), intercultural awareness (Bauer, deBenedette, Furstenberg, Levet, & Waryn, 2006;”
- Self-regulated out-of-class language learning with technology (2011, background): “Similarly, Black's ( 2006 ) ethnographic study on adolescent English language learners' out-of-class activities on a pop fiction sharing and critiquing site, Fanfiction, showed that these learners exploited the social, textual, and technological elements in this networked community to scaffold and p”
- Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom (2015, background): “Michael-Luna and Canagarajah (2008) argue that students shuttle back and forth between languages in written compositions to communicate to different audiences, convey subtle nuances of meaning, and build proximity and distance between the author and the reader, among other rhetorical functions. Simi”