关键词

年轻人、社交网络、数字写作、WhatsApp、文本主义、拼写能力

摘要

集成到智能手机中的即时消息应用程序有利于新数字书写系统的出现,这些系统的特点是使用称为 textisms 的特定拼写。本研究分析了学术文本中文本主义的使用与拼写错误之间的关系。基于对定向内容的分析,我们所应用的方法具有描述性。研究样本由 270 名来自安达卢西亚自治区 12 所公立中学的三年级和四年级的学生组成。数据是从参与研究的学生提供的真实文本中获得的,一方面是从他们智能手机的 WhatsApp 消息中提取的,另一方面是从作为中学课堂活动准备的学术文本中提取的。从描述性分析和双变量相关分析(Pearson 系数)获得的结果使我们能够确认样本中 WhatsApp 的平均文本数远高于学校教科书的拼写错误数;这证实了文本主义是与数字环境中的学术规范的故意差异。因此,它们不能被视为由于缺乏西班牙语知识而导致的拼写错误,而是由于使用数字技术而产生的新语言形式。

查看信息图

参考资料

Androutsopoulos, J. (2011). Language change and digital media: A review of conceptions and evidence. In N. Coupland, & T. Kristiansen (Ed.), Standard languages and language standards in a changing Europe (pp. 145-160). Novus Press. https://bit.ly/451KARH

Link Google Scholar

Androutsopoulos, J., & Busch, F. (2021). Digital punctuation as an interactional resource: the message-final period among German adolescents. Linguistics and Education, 62, 100871. https://doi.org/10.1016/j.linged.2020.100872

Link DOI | Link Google Scholar

Bernicot, J., Goumi, A., Bert-Erboul, A., & Volckaert-Legrier, O. (2014). How do skilled and less-skilled spellers write text messages? Journal of Computer Assisted Learning, 30(6), 559-576. https://doi.org/10.1111/jcal.12064

Link DOI | Link Google Scholar

Cenoz, J., & Bereziartua, G. (2016). Is instant messaging the same in every language? A Basque perspective. Reading and Writing, 29, 1225-1243. https://doi.org/10.1007/s11145-016-9634-z

Link DOI | Link Google Scholar

Colás, P. (1998). Los métodos descriptivos. In P. Colás, & L. Buendía (Ed.), Investigación educativa (pp. 177-200). Ediciones Alfar. https://bit.ly/456lsJu

Link Google Scholar

Cougnon, L.A., Maskens, L., Roekhaut, S., & Fairon, C. (2017). Social media, spontaneous writing and dictation. Spelling variation. Journal of French Language Studies, 27(3), 309-327. https://doi.org/10.1017/S095926951600020X

Link DOI | Link Google Scholar

Cremades, R., Onieva-López, J.L., Maqueda-Cuenca, E., & Ramírez-Leiton, J.J. (2021). The influence of mobile instant messaging in language education: Perceptions of current and future teachers. Interactive learning environments, 29(5), 733-742. https://doi.org/10.1080/10494820.2019.1612451

Link DOI | Link Google Scholar

Danet, B., & Herring, S.C. (2007). The multilingual Internet: Language, culture, and communication online. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195304794.001.0001

Link DOI | Link Google Scholar

De-Jonge, S., & Kemp, N. (2012). Text-message abbreviations and language skills in high school and university students. Journal of Research in Reading, 35(1), 49-68. https://doi.org/10.1111/j.1467-9817.2010.01466.x

Link DOI | Link Google Scholar

Escobar-Mamani, F., & Gómez-Arteta, I. (2020). WhatsApp for the development of oral and written communication skills in Peruvian adolescents. [WhatsApp para el desarrollo de habilidades comunicativas orales y escritas en adolescentes peruanos]. Comunicar, 65, 111-120. https://doi.org/10.3916/C65-2020-10

Link DOI | Link Google Scholar

Finkelstein, S., & Netz, H. (2023). Challenging folk-linguistics: Grammatical and spelling variation in students’ writing in hebrew on WhatsApp and in essays. Applied Linguistics, 1-22. https://doi.org/10.1093/applin/amac072

Link DOI | Link Google Scholar

Flores-Salgado, E., & Castineira-Benitez, T. (2018). The use of politeness in WhatsApp discourse and move ‘requests’. Journal of Pragmatics, 133, 79-92. https://doi.org/10.1016/j.pragma.2018.06.009

Link DOI | Link Google Scholar

Gleason, B. (2016). New literacies practices of teenage Twitter users. Learning, Media and Technology, 41(1), 31-54. https://doi.org/10.1080/1743988 4.2015.1064955

Link DOI | Link Google Scholar

Gómez-Camacho, A., & Gómez-del-Castillo, M. (2017). La norma escrita en las conversaciones de WhatsApp de estudiantes universitarios de posgrado. Revista Mexicana de Investigación Educativa, 22(75), 1077-1094. https://bit.ly/4590c5N

Link Google Scholar

Gómez-Camacho, A., Hunt-Gomez, C.I., & Valverde-Macías, A. (2018). Textisms, texting, and spelling in Spanish. Lingua, 201, 92-101. https://doi.org/10.1016/j.lingua.2017.09.004

Link DOI | Link Google Scholar

Grace, A., & Kemp, N. (2014). Text messaging language: A comparison of undergraduates’ naturalistic textism use in four consecutive cohorts. Writing Systems Research, 7(2), 220-234. https://doi.org/10.1080/17586801.2014.898575

Link DOI | Link Google Scholar

Hsieh, H., & Shannon, S. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687

Link DOI | Link Google Scholar

Ibarra-Rius, N., Ballester-Roca, J., & Marín-Martí, F. (2018). Encrucijadas de la competencia mediática y la ciudadanía: Uso y consumo de aplicaciones educativas. Prisma Social, 20(2), 92-113. https://doi.org/10.17561/ae.v20i2.3

Link DOI | Link Google Scholar

INTEF (Ed.) (2022). Marco de Referencia de la Competencia Digital Docente. Ministerio de Educación y Formación Profesional. http://bit.ly/3YtHUrM

Link Google Scholar

Johnson, G. (2015). The invention of reading and the evolution of text. Journal of Literacy and Technology, 16(1), 107-128. https://bit.ly/3WdV9x5

Link Google Scholar

Kejriwal, M., Wang, Q., Li, H., & Wang, L. (2021). An empirical study of emoji usage on Twitter in linguistic and national contexts. Online Social Networks and Media, 24, 100149. https://doi.org/10.1016/j.osnem.2021.100149

Link DOI | Link Google Scholar

Kemp, N., & Grace, A. (2017). Txting across time: Undergraduates’ use of ‘textese’ in seven consecutive first-year psychology cohorts. Writing Systems Research, 9(1), 82-98. https://doi.org/10.1080/17586801.2017.1285220

Link DOI | Link Google Scholar

Kemp, N., Graham, J., Grieve, R., & Beyersmann, E. (2021). The influence of textese on adolescents’ perceptions of text message writers. Telematics and Informatics, 65, 101720. https://doi.org/10.1016/j.tele.2021.101720

Link DOI | Link Google Scholar

Lanchantin, T., Simoës-Perlant, A., & Largy, P. (2015). The amount of French text messaging related to spelling level: Why some letters are produced and others are not? PsychNology Journal, 13(1), 7-56. https://bit.ly/3Byaq21

Link Google Scholar

Li, X., Zhang, J., Du, Y., Zhu, J., Fan, Y., & Chen, X. (2022). A Novel deep learning-based sentiment analysis method enhanced with emojis in microblog social networks. Enterprise Information Systems, 17(5), 1-22. https://doi.org/10.1080/17517575.2022.2037160

Link DOI | Link Google Scholar

Mancera, A. (2016). Usos lingüísticos alejados del español normativo como seña de identidad en las redes sociales. Bulletin of Spanish Studies, 93(9), 1469-1493. https://doi.org/10.1080/14753820.2016.1181435

Link DOI | Link Google Scholar

Martín, R. (2016). La conversación guasap. Sociocultural Pragmatics, 4(1), 108-134. https://doi.org/10.1515/soprag-2015-0010

Link DOI | Link Google Scholar

Martínez-Parejo, R. (2016). Desarrollo de la competencia escrita en la enseñanza de lenguas extranjeras a través del uso de dispositivos móviles. Revista Complutense de Educación, 27(2), 779-803. https://doi.org/10.5209/rev_RCED.2016.v27.n2.48317

Link DOI | Link Google Scholar

Narbona, A., Cano, R., & Morillo, R. (2022). El español hablado en Andalucía. Editorial Universidad de Sevilla. https://bit.ly/3Oi6vhh

Link Google Scholar

Núñez-Román, F., Gómez-Camacho, A., Errázuriz-Cruz, M.C., & Núñez-Cortés, J.A. (2021). Pre-service Teachers’ perceptions on instant messaging and orthographic competence. Texto Livre 14(3), e34141. https://doi.org/10.35699/1983-3652.2021.34141

Link DOI | Link Google Scholar

Pérez-Rodríguez, A., Delgado-Ponce, A., Marín Mateos, P., & Romero-Rodríguez, L.M. (2019). Media competence in spanish secondary school students. Assessing instrumental and critical thinking skills in digital contexts. Educational Sciences: Theory & Practice, 19(3), 33-48. https://doi.org/10.12738/estp.2019.3.003

Link DOI | Link Google Scholar

Pérez-Rodríguez, A., Jaramillo-Dent, D., & Alencar, A. (2022). Culturas digitales en las redes sociales: Nuevos modelos de creatividad, (auto)representación y participación. Icono14, 20(2). https://doi.org/10.7195/ri14.v20i2.1928

Link DOI | Link Google Scholar

Pérez-Sabater, C. (2022). Mixing Catalan, English and Spanish on WhatsApp: A case study on language choice and code-switching. Spanish in Context, 19(2), 289-313. https://doi.org/10.1075/sic.19033.per

Link DOI | Link Google Scholar

Pinto, G., Tarchi, C., & Bigozzi, L. (2015). The relationship between oral and written narratives: A three?year longitudinal study of narrative cohesion, coherence, and structure. British Journal of Educational Psychology, 85(4), 551-569. https://doi.org/10.1111/bjep.12091

Link DOI | Link Google Scholar

Plester, B., Wood, C., & Joshi, P. (2009). Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes. British Journal of Developmental Psychology 27(1), 145-161. https://doi.org/10.1348/026151008X320507

Link DOI | Link Google Scholar

Rodrigo-Segura, F., & Ibarra-Rius, N. (2022). Educación literaria y competencia digital mediante metodologías activas para la formación de los futuros docentes. Educatio Siglo XXI, 40(3), 37-60. https://doi.org/10.6018/educatio.486381

Link DOI | Link Google Scholar

Rodríguez-Ortega, D. (2015). Un bien necesario para la escritura: la competencia ortográfica. Ocnos, 13, 85-98. https://doi.org/10.18239/ocnos_2015.13.05

Link DOI | Link Google Scholar

Rosenberg, H., & Asterhan, C. (2018). “WhatsApp, teacher?” Student perspectives on teacher-student WhatsApp interactions in secondary schools. Journal of Information Technology Education: Research, 17, 205-226. https://doi.org/10.28945/4081

Link DOI | Link Google Scholar

Statista (Ed.) (2022). Panorama mundial de las redes sociales. Statista. https://bit.ly/3RKyLsA

Link Google Scholar

Takkac, A. (2019). WhatsApp as a tool for sustainable glocal linguistic, social and cultural interaction. Turkish Online Journal of Distance Education, 20(3), 17-28. https://doi.org/10.17718/tojde.598198

Link DOI | Link Google Scholar

Thurlow, C. (2018). Digital discourse: Locating language in new/social media. In J. Burgess, T. Powell, & A. Marwick (Ed.), The SAGE handbook of social media (pp. 135-145). Sage. https://doi.org/10.4135/9781473984066.n8

Link DOI | Link Google Scholar

Tragant, E., Pinyana, A., Mackay, J., & Andria, M. (2022). Extending language learning beyond the EFL classroom through WhatsApp. Computer Assisted Language Learning, 35(8), 1946-1974. https://doi.org/10.1080/09588221.2020.1854310

Link DOI | Link Google Scholar

Turner, K. (2010). Digitalk: A new literacy for a digital generation. Phi Delta Kappan 92(1), 41-46. https://doi.org/10.1177/003172171009200106

Link DOI | Link Google Scholar

van-Dijk C., van Witteloostuijn, M., Vasi?, N., Avrutin, S., & Blom, E. (2016). The Influence of texting language on grammar and executive functions in Primary School children. PLoS ONE, 11(3), 1-22. https://doi.org/10.1371/journal.pone.0152409

Link DOI | Link Google Scholar

Vázquez-Cano, E., Mengual-Andrés, S., & Roig-Vila, R. (2015). Análisis lexicométrico de la especificidad de la escritura digital del adolescente en WhatsApp. RLA. Revista de Lingüística Teórica y Aplicada, 53(1), 83-105. https://doi.org/10.4067/s0718-48832015000100005

Link DOI | Link Google Scholar

Verheijen, L., & Spooren, W. (2021). The impact of WhatsApp on Dutch youths' school writing and spelling. Journal of Writing Research 13(1), 155-191. https://doi.org/10.17239/jowr-2021.13.01.05

Link DOI | Link Google Scholar

Verheijen, L., Spooren, S., & Kemenade, A. (2020). The relationship between Dutch youths’ social media use and school writing. Computers & Composition, 56, 1-26. https://doi.org/10.1016/j.compcom.2020.102574

Link DOI | Link Google Scholar

Von-Suchodoletz, A., Fäsche, A., & Skuballa, I. T. (2017). The role of attention shifting in orthographic competencies: cross-sectional findings from 1st, 3rd, and 8th grade students. Frontiers in Psychology, 8, 1665. https://doi.org/10.3389/fpsyg.2017.01665

Link DOI | Link Google Scholar

Wood, C., Kemp, N., & Waldron, S. (2014). Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks. British Journal of Developmental Psychology, 32(4), 415-429. https://doi.org/10.1111/bjdp.12049

Link DOI | Link Google Scholar

Yus, F. (2022). Smartphone communication. Interactions in the app ecosystem. Routledge. https://doi.org/10.4324/9781003200574

Link DOI | Link Google Scholar

Zebroff, D. (2018). Youth texting: Help or hindrance to literacy? Education and Information Technologies, 23(1), 341-356. https://doi.org/10.1007/s10639-017-9606-1

Link DOI | Link Google Scholar

Crossmark

技术信息

收到: 23-02-2023

修订: 06-04-2023

公认: 02-05-2023

OnlineFirst: 30-06-2023

发布日期: 01-10-2023

文章修改时间: 41 天 | 期刊编号的平均时间修订 77: 31 天

文章接受时间: 67 天 | 期刊编号的平均接受时间 77: 75 天

预印本编辑时间: 174 天 | 期刊编号的平均编辑时间预印 77: 182 天

文章编辑时间: 219 天 | 期刊编号的平均编辑时间 77: 227 天

度量

这篇文章的度量

浏览次数: 37625

对摘要的解读: 36503

PDF下载: 1122

的全部指标 77

浏览次数: 450448

对摘要的解读: 437745

PDF下载: 12703

被引用

引述 Web of Science

目前没有引用这个文件

引述 Scopus

目前没有引用这个文件

引述 Google Scholar

目前没有引用这个文件

下载

替代指标

如何引用

Gómez-Camacho, A., de-Pablos-Pons, J., Colás-Bravo, P., & Conde-Jiménez, J. (2023). Youth digital writing on WhatsApp and the teaching of spelling. [Escritura digital juvenil en WhatsApp y enseñanza de la ortografía]. Comunicar, 77, 59-69. https://doi.org/10.3916/C77-2023-05

分享

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul United Kingdom

行政管理

编辑部

Creative Commons

本网站使用cookies来获取用户导航的统计数据。如果您继续浏览,我们认为您接受其使用。 +info X