Joina du kino imårgå? Ungdommars dialektskriving på sosiale medium

Unn Røyneland, Ø. Vangsnes
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引用次数: 1

Abstract

This study investigates the use of written dialect among adolescents from four different locations in Norway, each representing one of the main dialect areas of the country (north, central, west, and east). The data are drawn from the larger study Multilectal Practices in Social Media where a total of 1532 students from 42 different upper secondary schools in all regions of Norway have completed an online questionnaire about their language competence, use and attitudes and where they have also provided short text samples of how they would have written in four imagined situations: (i) a cinema invitation to a friend, (ii) a social media post about the family’s new pet, (iii) a message to the teacher informing him/her about absence due to illness, and (iv) a bio in a discussion forum. In our data we see that the cinema invitations contain a high degree of local/regional dialect features as well as other deviations from standard orthographical conventions whereas the messages to the teacher by and large are written in one of the two Norwegian written standards. Choice of platform also seems to influence the choice of features: messages to the teacher by SMS or Snapchat typically contain more dialect and other deviations from standard orthography than messages sent through the official learning management system of the school. For each of the four locations we evaluate the dialect writing against known features of the local/regional dialect, and we see that not all dialect features make their way into the students’ dialect writing, a fact which we take to reflect changes in progress. In conclusion, we see that the students are very flexible and adaptive in their choice of features and codes in different situations and for different purposes.
本研究调查了挪威四个不同地区的青少年对书面方言的使用情况,每个地区代表了该国的一个主要方言区(北部、中部、西部和东部)。数据来自更大的研究社交媒体中的多元实践,来自挪威所有地区42所不同高中的1532名学生完成了一份关于他们的语言能力、使用和态度的在线问卷,并提供了他们在四种想象情况下如何写作的简短文本样本:(i)邀请朋友去看电影,(ii)在社交媒体上发布家庭新宠物的消息,(iii)给老师发一条消息,告知他/她因病缺席,以及(iv)在论坛上发表个人介绍。在我们的数据中,我们看到电影邀请函包含了高度的当地/地区方言特征,以及其他与标准正字法惯例的偏差,而给老师的信息总体上是用两种挪威书面标准之一写的。平台的选择似乎也会影响功能的选择:与通过学校官方学习管理系统发送的信息相比,通过短信或Snapchat发送给老师的信息通常包含更多方言和其他偏离标准正字法的信息。对于这四个地点中的每一个,我们根据当地/区域方言的已知特征来评估方言写作,我们看到并不是所有的方言特征都进入了学生的方言写作,我们认为这一事实反映了进展中的变化。总之,我们看到学生们在不同的情况和不同的目的下选择功能和代码是非常灵活和适应性的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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