L’un des aspects les plus percutants des avancées de la technologie des quinze dernières années a trait à la communication médiée par ordinateur : clavardage, messagerie instantanée, courrier électronique, forums de discussion, blogues, sites de réseautage social, etc. En plus d’avoir eu un impact significatif sur la société contemporaine, ces outils de communication ont largement modifié les pratiques d’écriture. Notre objet d’étude est le clavardage en groupe qui offre la possibilité aux scripteurs de communiquer simultanément entre eux. Cet outil de communication présente deux caractéristiques importantes aux plans discursif et communicationnel. Premièrement, on admet de façon générale que le clavardage est une forme de communication hybride : le code utilisé est l’écrit, mais les échanges de messages entrent dans une structure de dialogue qui rappelle l’oral. Deuxièmement, le caractère spontané du clavardage impose la rapidité, tant pour l’encodage que pour le décodage des messages. Dans le cadre d’une étude comparative réalisée sur les pratiques scripturales des clavardeurs francophones (Tatossian et Dagenais 2008), nous avons établi quatre catégories générales pour rendre compte de toutes les variantes scripturales de notre corpus : procédés abréviatifs, substitutions de graphèmes, neutralisations en finale absolue et procédés expressifs. Nous voulons maintenant tester la solidité de notre typologie pour des langues dont le degré de correspondance phonético-graphique diffère. En vertu de l’hypothèse de la profondeur de l’orthographe (orthographic depth hypothesis [ODH]; Katz et Frost 1992) selon laquelle un système orthographique transparent (comme l’italien, l’espagnol ou le serbo-croate) transpose les phonèmes directement dans l’orthographe, nous vérifierons si nos résultats pour le français peuvent être généralisés à des langues dont l’orthographe est dite « transparente » (l’espagnol) comparativement à des langues dont l’orthographe est dite « opaque » (le français et l’anglais). Pour chacune des langues, nous avons voulu répondre à deux question, soit : 1. De quelle manière peut-on classifier les usages scripturaux attestés ? 2. Ces usages graphiques sont-ils les mêmes chez les adolescents et les adultes aux plans qualitatif et quantitatif ? Les phénomènes scripturaux du clavardage impliquent également l’identité générationnelle. L’adolescence est une période caractérisée par la quête d’identité. L’étude de Sebba (2003) sur l’anglais démontre qu’il existe un rapport entre le « détournement de l’orthographe » et la construction identitaire chez les adolescents (par ex. les graffitis, la CMO). De plus, dans ces espaces communicationnels, nous assistons à la formation de communautés d’usagers fondée sur des intérêts communs (Crystal 2006), comme l’est la communauté des adolescents. Pour la collecte des corpus, nous recourrons à des échanges effectués au moyen du protocole Internet Relay Chat (IRC). Aux fins de notre étude, nous délimitons dans chacune des langues deux sous-corpus sociolinguistiquement distincts : le premier constitué à partir de forums de clavardage destinés aux adolescents, le second à partir de forums pour adultes. Pour chacune des langues, nous avons analysé 4 520 énoncés extraits de divers canaux IRC pour adolescents et pour adultes. Nous dressons d’abord un inventaire quantifié des différents phénomènes scripturaux recensés et procédons ensuite à la comparaison des résultats. / One of the most sticking aspects of technological progress over the last fifteen years is computer- mediated communication (CMC): chatting, instant messaging, e-mail, discussion forums, blogs, social networking sites, etc. In addition to having significantly impacted contemporary society, these communication tools have greatly modified writing practices. The object of this study is group chatting which offers many writers the possibility of communicating simultaneous amongst themselves. This communication tool shows two important discursive and communicational characteristics. First, chatting is generally a hybrid form of communication: the code used is written, but the exchange of messages forms a dialogue structure resembling oral speech. Second, the spontaneous character of chatting imposes speed, both in encoding and decoding messages. Within the framework of a comparative study on writing practices in Francophone chatters (Tatossian and Dagenais 2008), four general categories for all writing variations in the corpus were established: abbreviatory processes, grapheme substitutions, word final neutralisations and expressive processes. Now we are interested in testing the rigueur of this classification in languages where the phonetico-graphical degree of correspondence differs. According to the Orthographic Depth Hypothesis [ODH] (Katz and Frost 1992), in which a transparent orthographic system (such as in Italian, Spanish or Serbo-Croatian) directly transpose phonemes into the orthographic system, we seek to verify whether our results for French can be generalised both to languages with a “transparent” orthographic system (Spanish) and to languages whose orthographic systems are “opaque” (French, English). For each language, two questions were asked: 1. How can attested scriptural practices be classified? 2. Are these graphic practices qualitatively and quantitatively similar amongst both adolescents and adults? The scriptural phenomena related to chatting also imply a generational identity. Adolescence is a period characterised by the quests for an identity. A study by Sebba (2003) on English shows that a relationship exists between “modified spelling” and the construction of identity in adolescents (i.e. graffiti, CMC). In addition, in these communication realms, we see the creation of a community of users based on common interests (Crystal 2006), such as in the adolescent community. A corpus was constructed from exchanges accessed through the Internet Relay Chat protocol. For each language in the study, two sociolinguistic distinct sub-corpora were defined: the first was made up of adolescent chat forums, the second, of a forum for adults. For each language, 4520 sentences, taken from various IRC channels for adolescents and adults, were analysed. First, a quantified inventory of the different scriptural phenomena collected was created and then the results were compared.

This thesis aims to map and describe how users of online dating servers use this medium. How do they self-present on dating sites and how do they create a profile. What is the motivation to use the online dating sites. For data collection, I chose qualitative research. As a qualitative method were used depth interviews with fourteen users of dating site Badoo. The work is divided into two parts. The first part will focus on theoretical concepts. Detail is devoted to the history of online dating, self-presentation, motivation to use online dating sites. Furthermore, the theoretical approaches discussed the relations in terms of evolutionary psychology and, ultimately, stereotypes. The second part is empirical. It deals with methodology, research questions, research strategies and especially the analysis of interviews. Based on interviews with respondents, I have developed several key categories, which are described in more detail the analytical part. This study describes the attitudes/ approach of respondents to categories such as motivation to use dating sites, self-presentation, communication and stereotypes which I have noticed in my research sample. The last part is devoted to a summary of findings and research results.

Cette thèse d'ingénierie des connaissances a pour objet la redocumentation de l'activité médiée informatiquement à base de fichiers traces. Au cours d’un tel processus, un utilisateur interprète et réécrit les traces dans un nouveau document, qui correspond à un genre particulier et décrit l'activité dans toute sa richesse ; il a notamment la possibilité de reformuler le contenu des traces, de l'enrichir avec d'autres informations (justification ou informations sur le contexte), de supprimer des parties, etc. Il s’agit ainsi de renforcer le statut documentaire des traces selon les trois dimensions de la lisibilité, de l’intelligibilité et de l’échange. Nous proposons une approche générique semi-automatique qui combine le contenu de traces de l’activité et les connaissances des utilisateurs dans des formes narratives, facilement échangeables, décrivant l’activité de façon personnalisée pour les utilisateurs. Celle-ci utilise des modèles formels pour les traces et les documents produits, ainsi que les principes de la théorie de la structure rhétorique (RST). Elle soutient la redocumentation à travers deux phases : une phase automatique pour générer un document initial fragmenté à partir de la trace d'activité comme une première description pour celle-ci et une phase interactive pour personnaliser cette description selon les besoins et les choix d'un utilisateur afin de produire un document. Nous proposons également la spécification de cette approche pour le cas particulier de la redocumentation par le texte et nous présentons ActRedoc, un outil auteur que nous avons développé pour implémenter cette approche spécifique en utilisant différentes technologies du Web Sémantique. Les résultats de notre travail ont été testés dans un environnement réel qui est celui de la redocumentation des traces de navigation dans un site d’archives de journaux du XIXème développé par la bibliothèque municipale de Lyon. Nous présentons ainsi les résultats d'une première évaluation de l'approche de redocumentation en texte et de l'outil ActRedoc auprès d'un groupe d'utilisateurs / This thesis is situated within the framework of knowledge engineering; it is particularly interested in the redocumentation of the computermediated activity from traces files. We suppose that during such a process, a user interprets and rewrites traces in a new document that corresponds to a particular genre and describes the traced activity in détails ; all this via the possibility to rewrite traces content, to enrich this content with other information (justifications or information on the context), to delete parts from it, etc. Therefore, we strengthen the documentary status of traces according to the three dimensions of legibility, comprehensibility and exchange. For implementing such a process, we propose a generic semi-automatic approach which combines the content of activity traces with users knowledge in narrative forms, easily exchangeable, to describe the traced activity in a personalized way for users. This Approach uses formal models for traces and documents (produced), as well as principles of the rhetorical structure theory (RST). It supports the redocumentation process through two phases: an automatic phase to generate an initial fragmented document from traces as a first description of the activity and an interactive phase to personalize this description according to the user needs and choices so that to produce an easily exchangeable document. We also propose a specification of this approach for the particular case of redocumentation by text and we present ActRedoc, an authoring tool that we developed by using different technologies of the Semantic Web in order to implement this specific approach. The results of our work were tested in a real environment which concerns redocumenting the activity of browsing a site of archives of newspapers of the XIXth century developed by the municipal library of Lyon. Thus, we present a first evaluation of the approach of redocumentation by text and of the authoring tool ActRedoc by a group of users

Made available in DSpace on 2016-04-28T18:23:18Z (GMT). No. of bitstreams: 1 teseSilviaMDamiao.pdf: 4267802 bytes, checksum: cfe10c50ff254139fce7804f2270a6d8 (MD5) Previous issue date: 2006-09-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aims of this research are to develop and monitor a two semester ESP course, and its teaching, for the first year undergraduate students of an Engineering course; and to have the course students construct a site which is accessible not only to them, but to all the undergraduate students at the Institution who are interested in using this virtual place to learn English. To reach these aims, the English course was monitored for a two year period. First, a teaching plan was prepared based on a Needs Analysis Questionnaire (Hutchinson e Waters, 1987; Dudley Evans & St. John, 1998) and on the teaching experience of the teacher-researcher at the Institution. This plan focused on a face-to-face ESP course mediated by the collective construction of a site. The course was based on progressive teaching and learning theories (Moraes, 1997, 2000; Giusta, 2003), which are grounded on the four pillars of knowledge (Delors et al 2001), and on issues concerning technology and education (Warschauer, 1996/98, 2000; Ramal, 2002; Chapelle, 2003). Furthermore, the course design was based on Graves (2000) framework of course development processes. Methodologically, this is an action research (Crookes, 1993; Burns, 2005) conducted in a Federal Engineering College and the participants were 70 students who attended the ESP course in the two years of the research, and the teacher-researcher. In the first year of the study, the course plan was modified due to the feedback given by the students by means of a Continued Needs Analysis process (Dudley Evans & St. John, 1998); a Rights Analysis process (Benesch, 1999; 2001); and also by means of negotiation (Breen & Littlejohn, 2001). The same happened to the site, which was uploaded and modified according to the students productions within the period. The course plan was then reformulated in the second year of the study in the light of the experience acquired in the first year, and tasks (Ellis, 2003; Chapelle, 2003) were introduced to attend the students academic and future professional needs, identified at the beginning of the study. At the end of the second year of the study, it was possible to confirm that the course plan, with the modifications that had been introduced, was adequate, and that the site reflected the tasks prepared by the students within the period, therefore reaching the objectives proposed at the beginning of the study. It was also possible to propose new directions for ESP teaching at the Institution / A presente pesquisa tem por objetivo desenvolver e acompanhar um curso instrumental de inglês de dois semestres, e sua docência, no currículo de graduação do primeiro ano de um Curso de Engenharia. Busca, ainda, a construção de um site, acessível a todos os discentes de graduação, interessados em utilizar esse ambiente virtual para a aprendizagem de inglês. Para atingir esses objetivos, o curso de inglês foi acompanhado por um período de dois anos. Primeiramente, foi feito um plano de ensino fundamentado em um levantamento de necessidades (Hutchinson e Waters, 1987; Dudley Evans e St, John, 1998) e na experiência docente da pesquisadora na Instituição. Esse plano previa um curso instrumental de língua inglesa, ministrado em ambientação presencial, mediado pela construção coletiva de um site. Previa, também, que os eixos teóricos norteadores do curso seriam as teorias de ensino-aprendizagem de cunho progressista (Moraes, 1997, 2000; Giusta, 2003), baseadas nos pilares do conhecimento (Delors et al., 2001) e questões voltadas à inserção do computador na educação (Warschauer, 1996/98; 2000; Ramal, 2002; Chapelle, 2003). O desenho do curso seguiria o modelo proposto por Graves (2000), de desenho de curso como um sistema. A linha metodológica escolhida foi a pesquisa-ação (Crookes, 1993; Burns, 2005). O contexto da pesquisa foi uma Instituição de Ensino Superior (IES) pública, e os participantes do processo foram a professora-pesquisadora e 70 alunos matriculados no curso de inglês nos dois anos em que se deu o acompanhamento do percurso. No primeiro ano da pesquisa, o plano de curso passou por modificações, decorrentes de um processo de análise continuada de necessidades (Dudley Evans e St John, 1998), de direitos (Benesch, 1999; 2001) e também de negociação (Breen e Littlejohn, 2001). O mesmo aconteceu com o site, que foi sendo construído e modificado, conforme a produção dos alunos no período. O plano de curso foi reformulado no segundo ano de pesquisa, à luz de um novo olhar teórico e passou a ser baseado em tarefas (Ellis, 2003; Chapelle, 2003), norteadas por temas definidos a partir das necessidades acadêmicas e das futuras necessidades profissionais dos alunos, identificadas desde o início do projeto. Ao final do segundo ano da pesquisa, foi possível confirmar que o plano de ensino, após as reformulações propostas, era adequado e que o site espelhava a produção dos alunos no período, atingindo, assim, os objetivos almejados no início do estudo. Foi possível, também, propor encaminhamentos para o ensino-aprendizagem de língua inglesa na Instituição, não previstos inicialmente

Made available in DSpace on 2016-04-28T19:34:08Z (GMT). No. of bitstreams: 1 ValterPinheiroRodrigues.pdf: 874579 bytes, checksum: f121695571d42d371d8d78a818a36a79 (MD5) Previous issue date: 2006-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The Internet belongs to the quotidian of the society and it brings communicative and social references that request studies that can explain the establishment of this new support in the human development. From the theme Discontinued in the conversation: the reformulations in the constitution of the dialogue in the chat this research investigates, in a synchronous perspective, in the exploration in the interaction by means the language produced during the computer-mediated communication. The corpus in this study consists of two documented samples as of the thematic chat named Brazilian problems in which the interectants, spontaneously, dialogue in written. We investigate some aspects of the computer-mediated communication with the intention of corroborating with the scientific records that point to some regularities in the processing of the synchrounous interaction that is accomplished by means of the written language with evident marks from orality. In this study, we base theoreticaly in the socialinteractionist tendency from the linguistic studies. We investigate the extracted corpus from the Internet as of the application of the built theories in the set of the works that involves Analysis of Conversation and that deals with the topic organization and of the strategies of textual reformulation used by the speakers. From the attempt of assuring the intercomprehension of the conversational text and the construction of the social relation in the virtual interaction environment , the users of the chat accomplish to the use of the language, basing on the linguistc knowledge from their experiences as speakers in several situations in the face to face communication / A Internet faz parte do cotidiano da sociedade e traz consigo relações comunicativas e sociais que requerem estudos que possam explicar o estabelecimento desse novo canal no desenvolvimento humano. A partir do tema Descontinuidades na conversação: as reformulações na constituição do diálogo do chat esta pesquisa fundamenta-se, numa perspectiva sincrônica, na sondagem da interação por meio da linguagem produzida durante a interação mediada pelo computador. O corpus desta pesquisa consta de duas amostras documentadas a partir da sala temática denominada Problemas brasileiros na qual os interactantes, espontaneamente, dialogam por escrito. Investigamos alguns aspectos da comunicação mediada pelo computador com o intuito de corroborar com registros científicos que apontem algumas regularidades no processamento da interação síncrona que é realizada por meio de uma linguagem escrita com evidentes marcas da oralidade. Nesta pesquisa, apoiamo-nos teoricamente na tendência sociointeracionista dos estudos lingüísticos. Buscamos estudar o corpus extraído da Internet a partir da aplicação de teorias levantadas no conjunto das obras que envolvem a Análise da Conversação e que tratam da organização tópica e das estratégias de reformulação textuais utilizadas pelos falantes. Na tentativa de garantir a intercompreensão do texto conversacional e a construção da relação social no ambiente de interação virtual, os usuários do chat procedem ao uso da língua, baseando-se em seus conhecimentos lingüísticos provenientes de suas experiências como falantes nas diversas situações de comunicação face a face

[pt] O presente estudo tem por objetivo investigar o processo de reflexão profissional co-construído por um grupo de profissionais de ensino de Inglês que se engajaram em um grupo de discussão on-line inserido no contexto profissional brasileiro no qual eles atuam: em um Instituto de Ensino de Línguas. A investigação deste processo é feita neste estudo interpretativo através da análise do discurso dos 64 enunciados produzidos pelos participantes em um período de um mês e dez dias. Como participante da comunidade discursiva institucional estudada, a professora - pesquisadora ressalta a importância da linguagem e da presença do outro - do interlocutor - no processo reflexivo profissional. A análise da negociação de significado e da construção do conhecimento permitiu mapear quatro processos reflexivos, a saber: a intensificação da observação, a descrição da prática para si e para o outro, a interação com o outro, e o questionamento da prática profissional. Constatou-se também a valiosa contribuição trazida pela Comunicação Mediada por Computador para a prática reflexiva como incentivo à educação continuada do professor. / [en] The aim of this research is to investigate how the process of professional reflection was co-developed by a group of English language teaching professionals who engaged in an On-line Discussion Group designed within a Brazilian professional environment at which those professionals work. The inquiry consists of an interpretative study, which analyzes 64 exchanges produced over the period of one month and ten days. As a participant of the institutional discourse community being focused, the teacher-researcher highlights the presence of the other - the interlocutor - in the process of professional reflection. The analysis of the negotiation of meaning and the construction of knowledge was useful to map four reflective processes, such as: intensification of observation, description of professional practice to oneself and to the other, interaction with the other and questioning of professional practice. The valuable contribution brought by Computer Mediated Communication to the reflective practice, as a way to foster in-service teacher education and professional development as well, was one of the greatest findings.

The main goal of this thesis is to find and describe the evidence of bilingual communication of English language among Czech users of the social network Facebook. A qualitative method of both text document and semi-structured interviews with six active users was used to describe the type of bilingualism which occurs in the social media environment, in what situations and what is the user's motivation behind it. Therefore the main theoretical approaches I focus on are bilingualism and its place in the Czech Republic and the role of the English language in this socio-culture context. Furthermore I study the communication in an online environment: what are the specifications and what role does the CMC (computer-mediated-communication) play in relationship of the language and the user. Finally, I search for previous studies in the field of online bilingualism, social media preferably. The results show not only the Czech users are well situated within the discourse of English as (online) lingua franca, moreover they seem to be very active in self-imposed code-switching into the English language. The data acquired through the interviews helped to identify bilingualism occurs on both levels of code-switching and code-mixing. Additionally, Anglicism's in the Czech language were reported widely.

本研究主要目的是探討現今人們透過電腦中介傳播系統(computer-mediated communication, CMC)發展出的人際情感親密關係。研究動機是基於網路目前的風行以及研究需要，並視網路為「虛擬情境」，稱此通道下之人際情感親密關係為「虛擬人際關係」，與親身接觸發展出的人際關係有相同與相異之處。 　　本研究整理1970年左右迄今「電腦中介傳播」從「媒介選擇」、「人際互動」到「人際關係」，從強調網路工作效益至人際效果的研究歷程。「媒介選擇」包括「去線索理論」中的社會臨場感理論、媒介豐富理論、缺乏社會情境線索假說等，以及強調社會影響的社會資訊處理觀點；「人際互動」則分為網路人際情感、網路中的語言與非語言線索、比較電腦中介傳播與面對面兩種人際互動等加以說明；另著重在網路人際關係的文獻探討，詳述walther以「社會資訊處理觀點」看電腦中介傳播人際關係的研究，並也說明可用在網路研究的人際傳播理論。文中提到電腦中介傳播人際情感親密關係研究之重要，並敘述與本研究－「虛擬人際關係」相關的理論與說法。 　　研究探討的重心有三：1. 欲了解「虛擬人際關係」的發展與組成，以及這種人際情感網絡對於現實生活中人際網絡具替代或互補作用；2. 了解「虛擬人際關係」與親身接觸人際情感關係的異同；3. 找出人們尋求「虛擬人際關係」的原因。 　　本研究以電子布告欄(Bulletin Board System, BBS)為研究情境，選擇清大電機BBS站心情類版為研究個案，採用俗民方法學的態度，以觀察、親身參與其人際互動、社會網絡分析、深度訪談、電子郵寄問卷等方式探討BBS中的人際親密關係與情感支持。 　　研究結果發現「虛擬人際關係」網絡對大多數使用者為人際網絡之擴大；其發展過程與親身傳播人際感情關係發展過程類似，也會有自我表白、分享、了解等親密關係與情感互動，但「匿名」、文字互動、想像與期待、與異性交往多、轉移傳播情境會有落差等，是兩人際關係發展不同之處。而「虛擬人際關係」的組成還必須要有電腦網路「匿名」、情感使用、虛擬情境等特質，以及使用者有電腦網路經驗、技巧、媒介接近性、學科背景、個人特質（個性、偏好）等條件，這些不同於親身接觸的人際情感關係的組成與發展因素，也是使用者去尋求「虛擬人際關係」，得到情感與親密之因。 　　因此，「虛擬人際關係」可以使人發展親密關係並有情感互動，它無法替代實際人際情感親密關係，人們也不可能脫離現實的人際互動，但即是如此，由電腦中介傳播媒介建構的情境卻可以是一處情感交流與宣洩的地方，科技進步也可有溫情的人際效果。 / The study mainly attempts to explore intimate and emotional interpersonal relationship through the computer-mediated communication(CMC) ,orthe Internet, which is regarded as a "Virtual context". The relationship is named as "virtual relationship" which is different from face-to-face(FTF) one. 　　The study examined several related researches from 1970s on "media choice theory" and "interpersonal interaction". The former includes social presence theory, media richness theory and social information processing(SIP) theory. The latter combs the differences in the interpersonal emotion, ve.rbal/nonverbal cues and human interaction between the CMC and FTF chanell. and interpersonal relationship .Besides, the author describes Walther's SIP theory a lot and suggests it can also be applied to the research of internet-based interpersonal communication. The study also suggests that the most important in the research of CMC is to undesrstand the connection among the users, especially in emotion and intimacy. 　　There are three points in the research:(1)the development and constitution of the virtual relationships, (2)the difference in between virtual and FTF relationships, (3)finding out the reasons why people come to virtual relationships. 　　The methods of the study include ethnographic participant observation, social network analysis, depth interview and E-mail questionnaire to discuss the internet- based interpersonal intimate relationships and emotion support. The "feeling", "manwoman" and "love" boards at NTHU were chosen to be the case study . 　　The results find that "virtual relationship" is most BBS-users's expansion of their social networks. The developing process of virtual relationship is similar to that of FTF relationship, including self-disclosure, sharing and understanding.The different, however, fall on nicknames, verbal interaction, image and anticipation in the BBS. In addition to the development, the constitution of virtual relationships is based upon nicknames, use of emotion, users' idiosyncrasy, BBS experiences and computer skills that are also the reasons why people need virtual relationships. 　　Virtual relationship, therefore, enables one to develop intimate relations and share each other's feelings. However, the interpersonal relationship under FTF remains unreplaceable. No one can do without the interaction. Even so, the "virtual context" still provides a space for the expression and sharing ones' emotions; therefore, technology progresses also promote the warmth in interpersonal relationships.

L’un des aspects les plus percutants des avancées de la technologie des quinze dernières années a trait à la communication médiée par ordinateur : clavardage, messagerie instantanée, courrier électronique, forums de discussion, blogues, sites de réseautage social, etc. En plus d’avoir eu un impact significatif sur la société contemporaine, ces outils de communication ont largement modifié les pratiques d’écriture. Notre objet d’étude est le clavardage en groupe qui offre la possibilité aux scripteurs de communiquer simultanément entre eux. Cet outil de communication présente deux caractéristiques importantes aux plans discursif et communicationnel. Premièrement, on admet de façon générale que le clavardage est une forme de communication hybride : le code utilisé est l’écrit, mais les échanges de messages entrent dans une structure de dialogue qui rappelle l’oral. Deuxièmement, le caractère spontané du clavardage impose la rapidité, tant pour l’encodage que pour le décodage des messages. Dans le cadre d’une étude comparative réalisée sur les pratiques scripturales des clavardeurs francophones (Tatossian et Dagenais 2008), nous avons établi quatre catégories générales pour rendre compte de toutes les variantes scripturales de notre corpus : procédés abréviatifs, substitutions de graphèmes, neutralisations en finale absolue et procédés expressifs. Nous voulons maintenant tester la solidité de notre typologie pour des langues dont le degré de correspondance phonético-graphique diffère. En vertu de l’hypothèse de la profondeur de l’orthographe (orthographic depth hypothesis [ODH]; Katz et Frost 1992) selon laquelle un système orthographique transparent (comme l’italien, l’espagnol ou le serbo-croate) transpose les phonèmes directement dans l’orthographe, nous vérifierons si nos résultats pour le français peuvent être généralisés à des langues dont l’orthographe est dite « transparente » (l’espagnol) comparativement à des langues dont l’orthographe est dite « opaque » (le français et l’anglais). Pour chacune des langues, nous avons voulu répondre à deux question, soit : 1. De quelle manière peut-on classifier les usages scripturaux attestés ? 2. Ces usages graphiques sont-ils les mêmes chez les adolescents et les adultes aux plans qualitatif et quantitatif ? Les phénomènes scripturaux du clavardage impliquent également l’identité générationnelle. L’adolescence est une période caractérisée par la quête d’identité. L’étude de Sebba (2003) sur l’anglais démontre qu’il existe un rapport entre le « détournement de l’orthographe » et la construction identitaire chez les adolescents (par ex. les graffitis, la CMO). De plus, dans ces espaces communicationnels, nous assistons à la formation de communautés d’usagers fondée sur des intérêts communs (Crystal 2006), comme l’est la communauté des adolescents. Pour la collecte des corpus, nous recourrons à des échanges effectués au moyen du protocole Internet Relay Chat (IRC). Aux fins de notre étude, nous délimitons dans chacune des langues deux sous-corpus sociolinguistiquement distincts : le premier constitué à partir de forums de clavardage destinés aux adolescents, le second à partir de forums pour adultes. Pour chacune des langues, nous avons analysé 4 520 énoncés extraits de divers canaux IRC pour adolescents et pour adultes. Nous dressons d’abord un inventaire quantifié des différents phénomènes scripturaux recensés et procédons ensuite à la comparaison des résultats. / One of the most sticking aspects of technological progress over the last fifteen years is computer- mediated communication (CMC): chatting, instant messaging, e-mail, discussion forums, blogs, social networking sites, etc. In addition to having significantly impacted contemporary society, these communication tools have greatly modified writing practices. The object of this study is group chatting which offers many writers the possibility of communicating simultaneous amongst themselves. This communication tool shows two important discursive and communicational characteristics. First, chatting is generally a hybrid form of communication: the code used is written, but the exchange of messages forms a dialogue structure resembling oral speech. Second, the spontaneous character of chatting imposes speed, both in encoding and decoding messages. Within the framework of a comparative study on writing practices in Francophone chatters (Tatossian and Dagenais 2008), four general categories for all writing variations in the corpus were established: abbreviatory processes, grapheme substitutions, word final neutralisations and expressive processes. Now we are interested in testing the rigueur of this classification in languages where the phonetico-graphical degree of correspondence differs. According to the Orthographic Depth Hypothesis [ODH] (Katz and Frost 1992), in which a transparent orthographic system (such as in Italian, Spanish or Serbo-Croatian) directly transpose phonemes into the orthographic system, we seek to verify whether our results for French can be generalised both to languages with a “transparent” orthographic system (Spanish) and to languages whose orthographic systems are “opaque” (French, English). For each language, two questions were asked: 1. How can attested scriptural practices be classified? 2. Are these graphic practices qualitatively and quantitatively similar amongst both adolescents and adults? The scriptural phenomena related to chatting also imply a generational identity. Adolescence is a period characterised by the quests for an identity. A study by Sebba (2003) on English shows that a relationship exists between “modified spelling” and the construction of identity in adolescents (i.e. graffiti, CMC). In addition, in these communication realms, we see the creation of a community of users based on common interests (Crystal 2006), such as in the adolescent community. A corpus was constructed from exchanges accessed through the Internet Relay Chat protocol. For each language in the study, two sociolinguistic distinct sub-corpora were defined: the first was made up of adolescent chat forums, the second, of a forum for adults. For each language, 4520 sentences, taken from various IRC channels for adolescents and adults, were analysed. First, a quantified inventory of the different scriptural phenomena collected was created and then the results were compared.

Mit dem Fünf-Ebenen-Modell wird hier ein Ansatz zur Analyse computervermittelter Kommunikation vorgestellt, der sich durch eine klare Unterscheidung der die Kommunikation beeinflussenden Variablen nach Eigenschaften und Verhalten der menschlichen Kommunikationspartner einerseits und den Systemeigenschaften und dem „Verhalten“ der technischen Medien andererseits auszeichnet. Das ermöglicht nicht nur eine genauere Analyse von Problemsituationen, sondern auch das Ableiten konkreter Hinweise für die Gestaltung der eingesetzten Medien. Dies wird an einem Fallbeispiel illustriert.