Centre de Recherches sur I'Apprentissage et la Cognition (CeRCA), Université de Poitiers-CNRS, Poitiers, France.
Br J Dev Psychol. 2009 Mar;27(Pt 1):163-81. doi: 10.1348/026151008x368884.
The aim of this study was to determine the extent to which the linguistic forms used by adolescents in electronic mail (e-mail) differ from those used in standard written language. The study was conducted in French, a language with a deep orthography that has strict, addressee-dependent rules for using second person personal pronouns (unfamiliar and familiar forms). Data were collected from 80 adolescents ages 12 to 15 in a natural situation where they had to introduce themselves by e-mail to two addressees (peer/teacher). Participants were divided into two groups (skilled/unskilled in computer-mediated communication). Their emails contained a large number of orthographic deviations (the most frequent being neographic forms). Participants skilled in computer-mediated communication (CMC) deviated more than unskilled ones did. The number of orthographic deviations was not linked to the participants' standard writing ability. The personal-pronoun data clearly showed that adolescents used the familiar form of 'you' (tu) to address the peer and the unfamiliar form (vous) to address the teacher. We conclude that, for adolescents, e-mail constitutes a distinct written-language register. Nevertheless, the e-mail register seems to follow the pragmatic rules of standard spoken and written interaction.
本研究旨在确定青少年在电子邮件 (e-mail) 中使用的语言形式与标准书面语言使用的语言形式有何不同。该研究用法语进行，法语是一种具有深厚正字法的语言，对使用第二人称人称代词（不熟悉和熟悉的形式）有严格的、取决于收件人的规则。数据是从 80 名 12 至 15 岁的青少年在自然情况下收集的，他们必须通过电子邮件向两个收件人（同龄人/老师）自我介绍。参与者被分为两组（熟练/不熟练于计算机中介交流）。他们的电子邮件包含大量的正字法偏差（最常见的是新拼法形式）。熟练于计算机中介交流 (CMC) 的参与者比不熟练者的偏差更大。正字法偏差的数量与参与者的标准写作能力无关。人称代词数据清楚地表明，青少年使用熟悉的“你”（tu）来称呼同龄人，而用不熟悉的“你”（vous）来称呼老师。我们得出结论，对于青少年来说，电子邮件构成了一种独特的书面语言语域。然而，电子邮件语域似乎遵循标准口语和书面互动的语用规则。
