“Media. Til va madaniyat. Tarjima” talabalar ilmiy-amaliy konferensiyasi - 2023
283
LANGUAGE AND THE MEDIA
Gulasal HOJIQURBONOVA
Student of UzSWLU
Abstract.
Even though researchers cannot agree on basic definitions,
materiality in one way or another frequently serves as the foundation for many
theorists' analytical process of separating language from media. The materiality of
the medium
itself—aspects like participant structure, remediation, and
entextualization—is the main topic of this chapter. By focusing on materiality, one
can start to examine some facets of entextualization as a process where a text's ability
to be both integrated into and removed from its surroundings depends on its capacity
as a material form. The primary analytical contradiction in this chapter is between
co-presence and mediated communication. It covers the analyses that arise when one
views mediated communication as the antithesis of immediacy. It also emphasizes
how materiality has the power to change the definition of a mediator and how
humans and non-humans could be framed in novel ways when it comes to mediating
communication.
Key words
: process, communication, media studies, media scholars,
communication, media intertwine, relationship of language.
Introduction.
If we begin to think about the relationship of language and
media, materiality is often at stake. In the past, media as a category has frequently
only become apparent as an analytical object when one removes themselves from a
scenario that is co-present, and consequently, when the materiality of media helps
set it apart from language. The "default" scenario of a purportedly pure spoken
language is one in which language manifests itself through a single channel, namely
auditory. We refer to "media" mostly when language materializes in another material
medium (spoken language being viewed as one unmarked media among others, at
times being treated as unmediated)
72
. According to Eisenlohr, the fact that the
mediality of language is rarely explored in media studies is partly due to a view of
language in which "language becomes a seemingly transparent medium of sense, not
because...the linguistic sound was considered to be the most 'immaterial' of all
media".
73
This might lead to thinking of language's semiotic "essence" as belonging
to whatever remains once analysts figure out various materializations in different
media, as belonging entirely to a dematerialized Saussurean langue, Peircean types
72
Agha, Asif, ed.2011.Mediatized communication in complex societies. Special Issue of Language and
Communication (31)3.
73
Abercrombie, N. (1996). Television and Society. Cambridge: Polity Press
284
or legisigns, or Jakobsonian code. Thus, media in this sense may be reduced to an
epiphenomenal or incidental issue of varying material realizations of the code,
Saussurean parole, Peircean sinsigns, and Jacobsonian message.
Unsurprisingly, media is not regarded as an epiphe-nomenal representation of
code by media academics. Indeed, media is so polysemous that media researchers
and current linguistic anthropologists only seldom consider it to be the inverse of
language. For language learners, social media can sometimes be a distraction. With
so many options for activities, students may quickly become sidetracked and lose
concentration on their language studies. It is crucial that language learners
understand this and maintain their attention on their learning objectives. Language
learners today have access to a limitless supply of learning materials and tools
because to the rise of social media, including online forums, audio and video
recordings, and language-specific websites.
Media can be an effective medium for language learning and practice. Social
networking sites offer language learners the opportunity to interact with native
speakers, hone their language abilities, and discover helpful resources to further their
language study. There are many positive effects of media on language learning. One
of the main advantages of media is its ability to provide language learners with access
to a wide range of resources. With social media, language learners can access a range
of language-specific websites, audio recordings, and video tutorials, which all help
to support their language learning.
Language learners can also practice their language abilities with the help of
social media. Learners can use social media sites to connect with native speakers and
discover language exchange partners to develop their language abilities. Language
learners can also communicate with native speakers and other language learners
through a range of language-specific groups and communities on social media.
Furthermore, social media can be used to help language learners stay motivated.
Many language learners struggle with motivation and social media can be used to
help them stay motivated and on track. By joining languagespecific communities and
groups, learners can stay connected with others who are learning the same language,
“Media. Til va madaniyat. Tarjima” talabalar ilmiy-amaliy konferensiyasi - 2023
285
which can be a great source of motivation.
74
People are positioned, or place themselves, in relation to a deluge of pictures
and information about both the world nearby and the world far away in space or time
through the media. Over the past century, a sizable div of study from a variety of
disciplines has documented the nuanced and intricate ways in which the media has
shaped our daily routines, social interactions, and essential aspects of our identity.
At a larger scale, an increasing amount of scholarly work is delineating the expanding
significance of the media in wider socio-cultural, even global, communication and
information flows. Thus the media play a key role in how, in our everyday lives, we
understand the world around us and our place within it, while that very ‘we’ is
becoming more culturally dispersed because of those same media processes.
Drawing on the resources of several disciplines across the social sciences and
humanities, this field has established itself as a more or less autonomous discipline
in recent years, more so in some countries (e.g. America, the Nordic countries) than
in others, developing a rich and diverse panoply of theories and methods concerning
the media and recently, information and communication technologies more
broadly.
75
Social psychology played a key role in the establishment of this new field. Most
significantly, social psychology bequeathed to media studies from the 1940s onwards
an emphasis on ‘effects’ and on ‘uses and gratifications’, both of which dominated
media and communications research in the following decades.
76
However, social
psychology has a history of marginalizing the media in a number of ways since then.
The media is seldom mentioned either in social psychology textbooks or journals, or
it is discussed in passing in a different chapter, as though its influence on social
construction, social influence, and social identity could be controlled without any
issues. A more nuanced version of this tactic can be seen in more linguistically or
discursively oriented social psychology research, where the media is either viewed
74
Bin-Hady, R. A., & Mubarak Altamimi, N. O. (2021). The use of technology in informal English language
learning:
evidence from Yemeni undergraduate students. http://dx.doi.org/10.1108/LTHE-09-2020-003
75
Bakhtin, M. M. (1981). The dialogic imagination. In M. Holquist, C. Emerson, & M. Holquist (Eds.), The Dialogic
Imagination: Four essays. Austin, Texas: University of Texas Press.
76
Billig, M. (1991). Talking of the Royal Family. London: Routledge.
286
as a conspicuously significant source of social influence or, ironically, as a useful
source of data for understanding public perception. On the other hand, the driving
force behind intellectual advancements in a wide range of fields, chief among them
media and communication itself, is the recognition of media as complex,
multifaceted artifacts that are a part of a highly intricate cycle of production and
consumption that is itself a part of the political, cultural, psychological, and economic
structures of contemporary society. In this chapter, we want to explore the
implications of this realization for social psychology, with a particular emphasis on
the issue of language in the media.
Within media studies, an analysis of the role and significance of the media
involves a focus on the three core components of media systems (institutional
production, text, and audience), on the interrelations among these components, and
last but not least, on locating these processes and interrelations within their social
contexts.
77
It is undeniable that the study of language and the media is at the forefront of a
revival of social psychological interest in media and communications, even though
the debate over whether an analysis of language alone is sufficient or whether a non-
linguistic account of the context (institutional, cultural, situational, and
psychological) must also be included will continue. While little synthesized work on
language and the media has yet appeared in the social psychological literature, partly
because disciplinary lines between social psychology and media studies are difficult
to draw, the questions, debates, methods, and insights are undeniably intriguing and
likely to be productive of further development.
References
1.
Agha, Asif, ed.2011.Mediatized communication in complex societies.
Special Issue of Language and Communication (31) three.
2.
Abercrombie, N. (1996). Television and Society. Cambridge: Polity Press
3.
Бакиева, Х. В., Караева, Б. Х., Коршунова, Е. Н., Краева, И. А.,
Тешабаева, Д. М., & Фролова, Г. М. (2012). Узбекский язык для стран СНГ.
4.
Teshaboeva, D. M. "Ommavij ahborot vositalari tilining nutk madanijati
aspektida tadkiki (ЎzR OAV misolida): Filol. fan. dok.. dis. avtoref." (2012).
5.
Bin-Hady, R. A., & Mubarak Altamimi, N. O. (2021). The use of technology
in informal English language learning: evidence from Yemeni undergraduate
students. http://dx.doi.org/10.1108/LTHE-09-2020-003
77
Carey, J. W. (1989). Communication as Culture: Essays on media and society. New York: Routledge.
“Media. Til va madaniyat. Tarjima” talabalar ilmiy-amaliy konferensiyasi - 2023
287
6.
Bakhtin, M. M. (1981). The dialogic imagination. In M. Holquist, C.
Emerson, & M. Holquist (Eds.), The Dialogic Imagination: Four essays. Austin,
Texas: University of Texas Press.
7.
Тешабаева, Д. М. "ментальность языка в медиапространстве." Вестник
Московского
государственного
лингвистического
университета.
Гуманитарные науки 2 (818) (2019): 192-198.
8.
Teshabaeva, Dilfuza. "ELEKTRON GAZETA TILINING AKSIOLOGIK-
MENTAL TADQIQI." Namangan davlat universiteti Ilmiy axborotnomasi 8 (2023):
368-373.
9.
Billig, M. (1991). Talking of the Royal Family. London: Routledge
10.
Carey, J. W. (1989). Communication as Culture: Essays on media and
society. New York: Routledge.
