Reduction in and out of context

Abstract

Abstract This article investigates reduced language in academic textchat. Previous work has suggested that frequency and context play a role in whether items can be reduced. It is demonstrated that students reduce more depending on the pedagogical set-up of the course, in that more reduction took place when the teacher-less pre-seminars came early in the course. Also, it was clear that high frequency items are more subject to reduction. When the topic is clear, items salient in such a discussion can be reduced. Also, the linguistic context of a full form of an item means that subsequent mentions can be reduced. Technical items vary in their behavior, and can be reduced or not. Another main conclusion, though, is that individuals also vary, and, when the context allows for it, can choose to reduce or not.