Internet English used for online communication influences spoken and written language forms. However, little analysis on the question of electronic English can be found – it is studied in a superficial way in literary sources present. The purpose of this study was to explore the language of English chat room messages as a variety of Electronic English. The objectives of the research included the analysis of chat room English in comparison to speech and writing as well as the study of graphological, morphological, and syntactic features of the language of online communication. Qualitative content analysis, comparative analysis, and descriptive method were chosen for the study. To support the scientific data discussed 1100 of chat room sentences were surveyed and 153 presented as practical examples. The research demonstrated that English used for online communication is a separate mode of language possessing features different from the ones of spoken and written forms of language. / Elektroninė anglų kalba įtakoja sakytinę bei rašytinę kalbos formas. Tačiau informacijos susijusios su internetinės anglų kalbos analize galima rasti vos keliuose šaltiniuose. Šio darbo tikslas yra analizuoti pokalbių svetainėse naudojamą anglų kalbą kaip elektroninės anglų kalbos rūšį. Remiantis darbo tikslu, iškelti uždaviniai analizuoti pokalbių svetainių anglų kalbą lyginant ją su sakytine bei rašytine anglų kalba, tirti grafologinius, morfologinius bei sintaksinius ypatumus pokalbių svetainių anglų kalboje. Atliekant tyrimą naudojama turinio analizė, literatūros analizė bei aprašomasis metodas. Analizuojama 1100 praktinių pavyzdžių, 153 pateikiami kaip empirinis darbo pagrindas. Tyrimo rezultatai parodė, kad elektroninė anglų kalba negali būti laikoma nei sakytine, nei rašytine ir turi būti pripažinta kaip atskiras anglų kalbos porūšis, turintis specifinių bruožų.

This dissertation focuses on social interaction patterns between young people in an online chat room, analyzing how social order is displayed and constituted. An overall issue concerns when and how the participants manage to co-create social communities within this setting. The data draw on an ethnographic study, where chat room observations and online recordings were carried out during three years. Methodological guidelines from discursive psychology and conversation analysis have been used in making detailed sequential analyses of chat room interactions. The thesis builds on social practice theories, including sociocultural theorizing and studies of language socialization, and work on positionings. The findings show that familiarity with chat language, including the use of emoticons and leet speak, as well as familiarity with netiquette and conversational routines such as greeting- and parting routines, are vital for the participants in order to become parts of local groups and alignments. Playful improvisation is an important feature in the chat room intercourse. Moreover, full participation requires involvement in the lives of co-participants and extended dialogues over time. In the process of moving from peripheral to more central participation, the participants formed alignments with other participants and positioned themselves and their co-participants in the chat room. Such alignments were often founded on a shared taste in, for example musical genres and everyday consumption patterns. Shared views on school, sex and relationships, as well as age or gender alignments also played a role in the creation of local communities. Conversely, issues of exclusion were recurrent features of chat room interplay. All considered this created participation patterns that formed local hierarchies which were not fixed or static, but rather fleeting and dynamic. And yet, the participants generally did not transcend or challenge contemporary age and gender boundaries.

This dissertation reports on an investigation of corrective feedback provided by instructors to learners in sixteen online asynchronous and synchronous interactions. The overarching objective of this study was to examine the provision of corrective feedback in computer-mediated communication (CMC) environments. This study also sought to examine the frequency of corrective feedback types and the relationship between learner error and corrective feedback provision. Finally, this study investigated what types of corrective feedback led to repaired learner responses.Over the course of one university semester, the instructors and students in four second-semester Spanish courses participated in bulletin board and chat room discussions and a detailed analysis of the transcripts revealed that instructors do provide learners with corrective feedback in online asynchronous and synchronous environments. The results also reveal that corrective feedback is more prevalent in the asynchronous environment than in the synchronous environment. A total of six corrective feedback typesexplicit correction, recasts, metalinguistic feedback, clarification request, elicitation, and repetitionwere found in these environments. All corrective feedback types were present in the asynchronous environment while repetition was not observed in the synchronous environment. The results indicate instructors overall preference for explicit correction in the asynchronous environment and preference for recasts in the synchronous environment. In the synchronous environment, different types of learner errors are followed by different types of corrective feedback. Recasts most often follow grammatical and lexical errors, while an opportunity to negotiate form is most often provided for multiple errors.

The 21st century can be defined as the fast paced information age wherein people establish another dimension to living; existing and interacting as multiple pseudopersonalities in cyberspace. The main aim of the study is to provide a description of a group of people known as 'Generation Xers', who develop cyberspace culture whilst interacting in chat-rooms. It is a two-fold process; firstly they create on-line 'pseudopersonalities' different from their off-line ‘normal’ personalities, and secondly they share unique values that characterise cyberspace culture globally. The research process starts at the microlevel where individuals interact with each other in chat-rooms. On the mesolevel unique interaction patterns develop in chat-rooms that differ from traditional face-to-face interaction patters. On the macrolevel, cyberspace culture and specific values develop that Generation Xers share on a global basis. During the research process quantitative and qualitative methods were combined in order to compliment the limitations imbedded in each methodology. Summarising relevant theories, on a microlevel the developmental process of pseudopersonalities is described by starting with its manifestation in the off-line world. The Johari-window and Roger's person-centred approach are used to describe the same process in the on-line world. On a mesolevel, differences between computer-mediated communication and face-to-face communication are discussed within the Cyber Psychology paradigm. On the macrolevel, the Internet experience is described by means of the Symbolic Action Theory. The All Media and Product Survey (AMPS) database forms the basis of the longitudinal, statistical profile of the South African Internet-user population. Currently Internet access figures remain low at around 7-8% of the total population. South African Generation Xers, aged 16-49, are the richer and more affluent part of South African society, living in major metropolitan areas, earning R12 000+. A qualitative content analysis of chat room behaviour in 384 chat-rooms sheds light on the dynamics behind their usage patterns. The .co.za-dictionary reflects the creative way in which .co.za-emotion and memory are expressed and negotiated. Pseudopersonalities that are at play in the borderless world of cyberspace continuously reflect issues, problems and struggles of everyday life in South Africa such as racial tension, political struggles and sexual interaction governed by the following cultural values: -- Respect -- An openness to the unknown -- Looking towards to the self (not governing bodies) for direction, resulting in; -- Liberty with responsibility towards the common good, the core of every society across the globe. Finally the applicability of the Internet chat-room as a psychological research tool is explored within the South African context. It seems that although an effective tool for international surveys on sensitive topics, the South African research market is not ready for this tool to be implemented. South African Generation Xers perceive themselves as part of a global cyberspace culture and any distinction between the virtual and the real, does not imply a privilege to either, but rather a connection between the two. In this digital era, cyberspace is an electronic reflection of the way people communicate, interact, share and live life. / Thesis (PhD (Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

本研究中學生網際網路使用行為的主要目的有三：在瞭解中學生網路使用行為特性、中學生使用聊天室的互動特性，網路聊天室與學習的關係。文獻探討方面，本研究以資訊社會為背景，探討資訊素養問題，然後使用者與環境兩方面進行探討。從網路空間，鎖定在聊天室的網路環境下，使用者從青少年、匿名性到虛擬社群角度，經由使用符號在聊天室產生互動的分析，包括互動禮儀等相關主題。研究方法分調查與質性研究兩方面，調查方面針對台北市內外中學生經由網頁網路調查，質化部分分為觀察法，觀察聊天室的環境、訪談法，訪談中學生中學教師以及空大使用聊天室環境進行教學的教師。 研究結果發現：一、中學生網路使用的特性方面，使用經驗主要「半年至三年」，使用時段為18：00-21：00，最常從事的活動為聊天交友，上網地點以「家中」最多。2.使用網路交友動機主要為：想交新朋友、排遣寂寞感、打發時間、好奇等。3.中學生學會使用電腦網路與聊天室的都以朋友為主要來源。4.中學生選擇聊天室的條件包括：功能較豐富，畫面多采多姿，人數適中，主題相符，與室內對象的互動感覺不錯的人數越多等。 二、中學生使用聊天室的互動特性：1.聊天室互動與面對面互動皆需語言與非語言符號，但呈現方式不同。中學生使用者在「追求速度」以及「夠炫」的價值觀驅使下，產生當前的網路次級語言。2.使用匿名主要原因是「保護自己、隱密」，匿名產生兩極化現象，化名的命名包括：與姓名有關、與自己的表徵相關、自己想的理想名字、戲劇或故事角色中的名字、比較奇特沒有重複的名字等。化名以自己的考量為出發，而非為以吸引聊天對象，而除了化名外，在性別、年齡、職業。學歷上，大多數不使用假身份。3.互動對象上，「男女都有」最多，幾乎都為學生，以15-18歲高中生最多。網友數量上，十位以上最多。在網友與面對面情境的朋友差異上，大部分傾向認為面對面情境的朋友瞭解較深，而對網友持半信半疑的態度，但仍有認為網友較能無所顧忌的聊天，及交往容易而較能認同網友。 4.聊天社群遵循的互動禮儀，主要分為三個層次：第一層次為「基本原則」，以不造成身心傷害或不愉快的基本規則，大都屬於網路禮貌（netquette）的範圍，包括不暴露真實身份，不激怒對方，不羞辱對方，及自我保護等。第二層次為「順利原則」，不讓雙方產生誤解或困窘的規則，包括：1.成員發言權利平等，2.同時多人對談，3.「插話」行為的正常，4.高度的流動性，5.主題規範言論範圍，6.「舉止」文雅卻開放，7.關係的速成與脆弱，8.聊天室的社群關係（「我們一體」）。第三層次為「愉快原則」：此為更高的層次即是讓對方在互動中覺得愉快，包括：1.儘速的回應，2.善用聊天室的功能，3.使用網路次級用語。 三、網路聊天室與學習的關係方面：使用聊天室所習得的資訊素養上，在操作能力方面，是網路的操作熟練度；在技能上主要在「打字速度」，並且有較多的機會從中學習表達自我，抒發內在的情感，對網路的資訊採「半信半疑」的「後設處理」態度。適法性與倫理問題，則與聊天室的禮儀有關。使用聊天室的缺點在：1對資訊類科學生，可能無心學習程式設計等基礎課程2.網路次級用語，對傳統的國文教育，影響使用錯別字，不會斷句等。3.下課時間上網聊天，容易將聊天時後無論正向或負向的情緒，帶到下一堂課。4沈迷者無法自拔，影響功課。使用聊天室的好處在：1.相關的網路使用更為順手。2.機會學習電子郵件的使用、ICQ聊天，等相關軟體環境。3.短期內的「記憶」能力可能較佳。 教學的作法與注意事項方面，就環境特性而言包括：1.空間解放，2.時間解放，3.使用化名，4.兩極化現象，5.善用聊天室功能。就互動特性而言：1.輕鬆的氣氛，2.創造學習社群的「我們一體」感，3.社會建構主義式教學，4.協同教學，5.教師扮演導引的角色，6.教師仍擁有的絕對權力，7.人數的限制，8.善用「面子」問題，9.鼓勵正向自我坦露，10.激發集體智慧。11.先以閒聊開場。 建議方面，對中學生學校教育的建議：1.資訊素養的培養，2.與人交往的技巧，3..多元化的休閒活動，4.教師應親自使用網路，5.網路使用行為良好習慣的培養，6.多元使用教學管道，7.網路在學習上的運用。對中學生網路使用行為的輔導建議：1.對同學平時的關心與瞭解，2.傾聽多於建議，施以適時的輔導，3.注意交友狀況，4. 指導學生正當的情緒抒發行為，提供多重的抒發管道，5.多與他人接觸，學習人際相處之道，6.建立網路使用行為的責任，7.使用網路自我保護行為的教導。 / There are there main purposes of the research:1. To understand the characteristics of behavior of secondary school student using Internet, 2.the characteristics of interaction of secondary school student using chat room, 3.and the relationship of the chat room with learning. The research begins with the information society and information literacy. Then it analyzes the human interaction through Internet from two aspects: the environment and the people in it. The environment started with the human-computer interaction (HCI) , then it is based on the characteristics of cyberspace and further focused on the chat room. The user of the Internet discussed including 'anonymity', 'virtual community' and the 'youth'. The research methods include survey, observation and interview. The research results are found as follows: Most secondary school students using Internet at home at 18:00-21:00, and they have been using Internet for half to three years. The motivation of using Internet to make friends for: 1.making new friends,2. to let go of the loneliness,3. playing around and 4.curiosity etc. The interaction in chat room takes both language and non-language symbol. For the purpose of 'speed' and to 'show off', youth create and use sub-language in the Internet, it represented a kind of 'collective intelligence'. The anonymity is served to protect and conceal the users themselves. But except alias most youth user show their real status in chat room. The people they interact with including both sexes and most are students. Most users think their classmates are more familiar with than net friends, but still others think net friends are easier to talk any secrets without worrying they might tell other people users know around. There are three levels about ritual in the internet: 1.basic principle；2.smooth principle；3.pleasure principle. Every principle and its rules contain are also discussed. The negative effect of using chat room includes: 1. For students major in computer too early to use Internet may let them disconcentrate on program design, 2. Chatters of chat room always use bad Chinese grammar, 3.When chatting between two courses, the mood will affected even next course begins,4. Users who indulge in it will badly affect their learning. The positive effect of using chat room including: 1.they can use Internet more smoothly, 2. They Have more chances to learn to use e-mail, ICQ etc., 3.they may remember things better for a short period of time. When teaching through chat room, it will help teachers to achieve the aim by noticing following notes: 1.create the easy atmosphere, 2.forming 'we-us' learning community, 3.social constructivism teaching, 4.corporate teaching. 5.the leading role of teacher, 6.absolute power for teacher, 7.limitating the number participators, 8.make best of 'face value', 9.encouraging positive self-expression, 10.arousing collective intelligence, 11. courses begin with chatting. Suggestions for secondary school, for secondary school student and for further study are also described.

In 1987, computer programmer and linguist Larry Wall authored the general-purpose, high-level, interpreted, dynamic Unix scripting language, Perl. Borrowing features from C and awk, Perl was originally intended as a scripting language for text-processing. However, with the rising popularity of the Internet and the advent of Tim Berners-Lee’s World Wide Web (Web), in the 1990s, Perl soon became the glue-language for the Internet, due in large part to its relationship to the Hypertext Transfer Protocol (HTTP) and the Common Gateway Interface (CGI). Perl was the go-to language for on the fly program writing and coding, gaining accolades from the likes of publisher Tim O’Reilly and hackers alike. Perl became a favorite language of amateur Web users, whom net artist Olia Lialina calls barbarians, or the indigenous. These users authored everything from database scripts to social spaces like chatrooms and bulletin boards. Perl, while largely ignored today, played a fundamental role in facilitating those social spaces and interactions of Web 1.0, or what I refer to as a Perl-net. Thus, Perl informed today’s more ubiquitous digital culture, referred to as Web 2.0, and the social web. This project examines Perl’s origin which is predicated on postmodern theories, such as deconstructionism and multiculturalism. Perl’s formal features are differentiated from those of others, like Java. In order to defend Perl’s status as an inherently cultural online tool, this project also analyzes many instances of cultural artifacts: script programs, chatrooms, code poetry, webpages, and net art. This cultural analysis is guided by the work of contemporary media archaeologists: Lialina and Dragan Espenschied, Erkki Huhtamo and Jussi Parikka. Lastly, the present state of digital culture is analyzed in an effort to re-consider the Perl scripting language as a relevant, critical computer language, capable of aiding in deprogramming the contemporary user.