Tesis:

Los jvenes al usar las redes sociales escriben apropiada pero incorrectamente
Hiptesis:
Con el uso de redes sociales, donde obligadamente se tiene que resumir todo a 160
caracteres, por lo que se vuelve necesario acortar palabras, se eliminan acentos, se suprimen
vocales que se sobreentienden, se aprovecha el sonido completo de las consonantes, se
verbalizan los emoticones del chat; todas costumbres que comparten una falencia en comn,
la falta de un corrector ortogrfico. Al no tenerlo, la mayora de la gente ha cometido errores
una y otra vez, dejndolos incorporados en su vocabulario. Gracias a esto, los jvenes han ido
desfigurndolo. Sin embargo, no son pocos los que consideran que dependiendo del contexto,
este tipo de lenguajes son comprensibles o incluso recomendables.

Objetivos:
Demostrar y plantear que a pesar que la comunicacin es escasa en cuanto a lxico y que
cada da los jvenes alteramos mas el orden morfosintctico de este, el mensaje a transmitir
a un receptor siempre es entendible e interiorizado para su posible respuesta rauda en las
redes sociales, ya que estos comparten una jerga con la que el mensaje transmitido permite
una identificacin y retroalimentacin factible.
Por otro lado, queremos demostrar que:

A pesar de que los jvenes se expresen errneamente en las redes sociales, estos si
adecuan sus formas de locucin segn la situacin comunicativa determinada.
El hecho de que en redes sociales se usen alteraciones del lxico, eso no significa que
esto afecte el nivel cultural o social de los jvenes, no por ello son ms o menos cultos.
Las redes sociales han originado el empobrecimiento de las palabras, debido a que su
formato requiere un lenguaje acotado para expresarse.

Introduccin:
El modo de la escritura abreviada y alterada morfolgicamente es una forma en que el
mensaje que se quiere hacer llegar al receptor, sea ms rpido de entender y captar. Por ello,
hoy en da el joven utiliza una cantidad mnima de letras para expresar lo que comnmente
las letras y palabras establecidas por las reglas lingsticas denotan, con el objetivo de
permitir una lectura ms diligente.
En este trabajo se demostrar el porqu de este problema. Se entrevistar a un Psicolingista
de la Pontificia Universidad Catlica de Chile. Se crearn encuestas en las redes sociales como
Facebook y Twitter. Adems se entrevistar a jvenes actores del problema y se investigarn
las distintas causas de esta posible paradoja.

1.- Psicolingstica:
f. Ciencia que estudia el lenguaje y la expresin verbal en relacin con los mecanismos
psicolgicos que la hacen posible.
http://www.wordreference.com/definicion/psicoling%C3%BC%C3%ADstica
2.- Redes Sociales:
Las Redes son formas de interaccin social, definida como un intercambio dinmico entre
personas, grupos e instituciones en contextos de complejidad. Un sistema abierto y en
construccin permanente que involucra a conjuntos que se identifican en las mismas
necesidades y problemticas y que se organizan para potenciar sus recursos.
En las redes sociales en Internet tenemos la posibilidad de interactuar con otras personas
aunque no las conozcamos, el sistema es abierto y se va construyendo obviamente con lo que
cada suscripto a la red aporta, cada nuevo miembro que ingresa transforma al grupo en otro
nuevo. La red no es lo mismo si uno de sus miembros deja de ser parte.
Intervenir en una red social empieza por hallar all otros con quienes compartir nuestros
intereses, preocupaciones o necesidades y aunque no sucediera ms que eso, eso mismo ya
es mucho porque rompe el aislamiento que suele aquejar a la gran mayora de las personas,
lo cual suele manifestarse en retraimiento y otras veces en excesiva vida social sin afectos
comprometidos.
http://michfer.wordpress.com/2008/08/07/redes-sociales-definicion/
Red, un trmino que procede del latn rete, hace mencin a la estructura que tiene un patrn
caracterstico. Esta definicin permite que el concepto se aplique en diversos mbitos, como
la informtica (donde una red es un conjunto de equipos interconectados que comparten
informacin).
Red Social, por su parte, es aquello perteneciente o relativo a la sociedad (el conjunto de
individuos que interactan entre s para formar una comunidad). Lo social suele implicar un
sentido de pertenencia.
La nocin de red social, por lo tanto, est vinculada a la estructura donde un grupo de
personas mantienen algn tipo de vnculo. Dichas relaciones pueden ser amistosas, sexuales,
comerciales o de otra ndole. Por ejemplo: La red social del pueblo funcion a la perfeccin
para canalizar la solidaridad con las vctimas de la inundacin, La familia es la base de
cualquier red social.
El concepto, de todas formas, se ha actualizado en los ltimos aos para sealar a un tipo de
sitio de Internet que favorece la creacin de comunidades virtuales. Estos sitios web son
servicios que permiten desarrollar redes segn los intereses de los usuarios, compartiendo
fotografas, videos e informacin en general.

La red social ms popular de la actualidad es Facebook, que cuenta con ms de 600 millones
de usuarios que intercambian mensajes y archivos informticos. Otras redes sociales son
MySpace y Hi5.
Es posible encontrar redes sociales en Internet que se especializan en ciertos sectores o que
apuntan a captar a un grupo especfico de usuarios. LinkedIn, por ejemplo, rene a
profesionales e intenta fomentar los negocios y la movilidad laboral
http://definicion.de/red-social/

3.- Morfologa:
La morfologa es el estudio de las formas que tienen diferentes cosas. Usualmente, la
morfologa se utiliza en la lingstica, para estudiar y analizar las palabras, los elementos que
las mismas tienen, sus formas y estructuras.
La morfologa lingstica acta en el universo de las palabras, de las formas que las mismas
tienen en un texto. La morfologa, a diferencia de otras ramas de la lingstica, no se
interesar por el significado abstracto de las palabras si no de su forma, de la estructura a
partir de la cual se compone una palabra, pero tambin una oracin, un prrafo y finalmente
un texto. Ejemplos de cosas que pueden estudiar la morfologa lingstica son por ejemplo las
alteraciones que tienen las palabras de acuerdo al gnero al que hagan referencia, de
acuerdo a si estn en plural o en singular, a las tildes, etc.
http://www.definicionabc.com/general/morfologico.php
4.- Jerga:
Lenguaje jergal: lengua especial de un grupo social o laboral diferenciado, usada por sus
hablantes slo en cuanto a miembros de ese grupo social.
En este caso, las diferencias lingsticas estn condicionadas por la pertenencia a un
determinado grupo social: por la edad, por el tipo de trabajo, por el lugar de residencia, por la
aficin La jerga no es un lenguaje independiente sino que vive dentro de otra lengua. Sus
rasgos especficos pertenecen al plano lxico.
http://www.materialesdelengua.org/LENGUA/comunicacion/registros/lenguajerga.htm

5.- Lenguaje neurosicolgico:

el lenguaje surge y se desarrolla durante la vida del individuo en las condiciones de la
actividad humana, cumpliendo varias funciones en ella. Adems, el lenguaje se localiza de
manera sistmica y dinmica en el cerebro, como sistema funcional complejo (Luria, 1969;
Anojin, 1980), el cual est integrado por varios eslabones operacionales, cuyo trabajo comn
permite realizar las acciones verbales complejas. Estos eslabones se identifican como factores
neuropsicolgicos, los cuales se encuentran en la base de la clasificacin de las afasias de
Luria (1973). El diagnstico Neuropsicolgico se realiza a travs de la identificacin del factor
o factores que dificultan o imposibilitan la ejecucin, por lo que no se limita al anlisis de un
solo proceso, sino que considera a toda la actividad del paciente. Se analiza el significado de
la teora de Luria para la investigacin de las alteraciones y la rehabilitacin del lenguaje y
sus posibles relaciones con otros procesos psicolgicos. Asimismo, se analiza la afectacin de

las esferas intelectual y afectivo-emocional en los casos de afasia, as como la aplicacin de

esta aproximacin en la neuropsicologa infantil.
http://www.neuropsicologia.buap.mx/Articulos/Analisisneuropsicologicodelasalteracionesdellen
guaje.pdf

6.- Anlisis neurosicolgico:

Vigotsky (1995) seala que el lenguaje, como los dems procesos psicolgicos, surge y se
desarrolla durante la vida del individuo en las condiciones de la actividad humana. Considera
al lenguaje como una funcin psicolgica superior, la cual posee una naturaleza social, una
estructura mediatizada por el uso de signos y smbolos externos e internos y una regulacin
voluntaria y consciente (Luria, 1969). El lenguaje cumple con varias funciones en la vida del
hombre. Adems de la comunicativa, que es la funcin primaria y tal vez la ms amplia,
aunque no la nica ni la ms importante, encontramos las funciones mediatizadora,
reguladora, cognoscitiva (intelectual) y emocional. Con el lenguaje, el sujeto no slo comunica
la informacin a los dems, sino que mediatiza a toda su esfera psicolgica; regula y organiza
no slo la memoria y la atencin, sino toda su vida en general; adquiere conocimientos y
experiencias, regula, organiza y expresa las impresiones emocionales y afectivas.
El lenguaje desempea una funcin fundamental en la ontogenia, debido a que el
establecimiento de los significados garantiza el desarrollo de la conciencia del nio (Vigotsky,
1993). El significado de la palabra, adems de constituir la unidad entre el lenguaje y el
pensamiento, se relaciona inseparablemente con el desarrollo del sentido, el cual constituye
el reflejo personal del significado (Vigotsky, 1993). As, esta aproximacin sistmica hacia la
psique humana, muestra cmo se establece la relacin entre el desarrollo lingstico y la
personalidad del nio.
http://www.neuropsicologia.buap.mx/Articulos/Analisisneuropsicologicodelasalteracionesdellen
guaje.pdf
7.- Emoticones:
By the early 1980s, the Computer Science community at Carnegie Mellon was making
heavy use of online bulletin boards or boards. These were a precursor of todays
newsgroups, and they were an important social mechanism in the department a place
where faculty, staff, and students could discuss the weighty matters of the day on an
equal footing. Many of the posts were serious: talk announcements, requests for
information, and things like Ive just found a ring in the fifth-floor mens room. Who
does it belong to? Other posts discussed topics of general interest, ranging from
politics to abortion to campus parking to keyboard layout (in increasing order of
passion). Even in those days, extended flame wars were common.
Given the nature of the community, a good many of the posts were humorous (or
attempted humor). The problem was that if someone made a sarcastic remark, a few
readers would fail to get the joke, and each of them would post a lengthy diatribe in
response. That would stir up more people with more responses, and soon the original
thread of the discussion was buried. In at least one case, a humorous remark was
interpreted by someone as a serious safety warning.

This problem caused some of us to suggest (only half seriously) that maybe it would be
a good idea to explicitly mark posts that were not to be taken seriously. After all, when
using text-based online communication, we lack the body language or tone-of-voice
cues that convey this information when we talk in person or on the phone. Various
joke markers were suggested, and in the midst of that discussion it occurred to me
that the character sequence :-) would be an elegant solution one that could be
handled by the ASCII-based computer terminals of the day. So I suggested that. In the
same post, I also suggested the use of :-( to indicate that a message was meant to be
taken seriously, though that symbol quickly evolved into a marker for displeasure,
frustration, or anger.
This convention caught on quickly around Carnegie Mellon, and soon spread to other
universities and research labs via the primitive computer networks of the day. (Some
CMU alumni who had moved on to other places continued to read our boards as a way
of keeping in touch with their old community.)
Within a few months, we started seeing the lists with dozens of smiles: openmouthed surprise, person wearing glasses, Abraham Lincoln, Santa Claus, the pope,
and so on. Producing such clever compilations has become a serious hobby for some
people. But only my two original smiles, plus the winky ;-) and the noseless
variants seem to be in common use for actual communication. Its interesting to note
that Microsoft and AOL now intercept these character strings and turn them into little
pictures. Personally, I think this destroys the whimsical element of the original.
Unfortunately, I didnt keep a copy of my original post. It didnt seem like a big deal at
the time. By the time I realized that this smiley-face phenomenon was going to be longlasting and that it would spread around the world as the Internet grew, it was too late to
easily retrieve the post, and the original message was lost for many years.
Several attempts to find the post on old backup tapes were unsuccessful. But in 20012002 Mike Jones of Microsoft, sponsored a more serious archeological dig through our
ancient backup tapes. Jeff Baird and the CMU CS facilities staff put in a heroic effort
with the support and encouragement of Howard Wactlar, Bob Cosgrove, and David
Livingston. They found the proper tapes, located a working tape drive that could read
the ancient media, decoded the old formats, and did a lot of searching to find the actual
posts. I am most grateful to all who participated in this successful quest, which I call
the Digital Coelacanth Project.
So the message itself, and the thread that gave rise to it, are here. The exact date of
the smileys birth can now be determined: 19 September, 1982. It was great to have
this message back just in time for the 20th anniversary of the original post.
As you can see, the note in which I suggested this thing was quite short and casual
just part of an ongoing discussion that involved many people. I apparently didnt even
read it over before posting, since a word or two were dropped in editing. I do remember
writing a longer message in which I explained the need for a humor-marker in more
detail, and suggested the :-) symbol, along with :-( to indicate anger or real
unhappiness. But this longer message must have come later perhaps a later bboard
post or an E-mail message that I sent to someone. In any case, that more detailed post
did not turn up in our search.
Many people have denounced the very idea of the smiley face, pointing out that good
writers should have no need to explicitly label their humorous comments. Shakespeare
and Jonathan Swift and Mark Twain got along just fine without this. And by labeling the

remarks that are not meant to be taken seriously, we spoil the joke. In satirical writing,
half the fun is in never being quite sure whether the author is serious or not.
To a large degree, I agree with these critics. Perhaps the E-mail smiley face has done
more to degrade our written communication than to improve it. But in defense of the
idea, let me say two things:
First, not all people who post on boards have the literary skill of Shakespeare or Twain,
and even those luminaries had bad days. If Shakespeare were tossing off a quick note
complaining about the lack of employee parking spaces near the Globe Theater, he
might have produced the same kind of sloppy prose that the rest of us do. Besides,
Shakespeares work is full of clichs and his spelling was atrocious. :-)
Second, and more important, these authors were publishing their words in a different
medium, with different properties. If 100,000 copies of a novel or an essay were
distributed in printed form, and if 1% of the readers didnt get the joke and were
outraged at what they had read, there was nothing these clueless readers could do to
spoil the enjoyment of the other 99%. But if it were possible for each of the 1000
clueless readers to write a lengthy counter-argument and to flood these into the same
distribution channels as the original work, and if others could then jump into the fray in
similar fashion, you can see the problems that this would cause. If the judicious use of
a few smiles can reduce the frequency of such firestorms, then maybe its not such a
bad idea after all. Again, were talking here about casual writing on the Internet, not
great works printed in a one-way medium that is relatively inaccessible to the general
public.
One final point: Ive seen various claims that the sideways smiley face, built from ASCII
characters, was invented by someone else. I believe that I invented this particular
glyph and the turn your head to one side principle independently. I dont recall
seeing anything like this before my 1982 post, though a few messages in the thread we
just located come close. Leonard Hameys post suggesting (#) for humor might be
taken as an example of turn your head to one side its not really clear if that was his
intent and apparently \__/ was used by one of our research groups to indicate a smile.
Some people have told me that the :-) or :) convention was used by teletype operators
in the old days. Maybe so. Others have written to tell me that their father or uncle or
they themselves used to type these symbols or something close to them, in private
letters (or, in one case, on punch cards) long before 1982. I havent (yet) seen any hard
evidence of this, but I have no reason to doubt their accounts. Its a simple and obvious
idea after all, and the independent invention of this idea by multiple people would not
be implausible.
So, the smiley idea may have appeared and disappeared a few times before my 1982
post. I probably was not the first person ever to type these three letters in sequence,
perhaps even with the meaning of Im just kidding and perhaps even online. But I do
believe that my 1982 suggestion was the one that finally took hold, spread around the
world, and spawned thousands of variations. My colleagues and I have been able to
watch the idea spread out through the worlds computer networks from that original
post.
Let me close with a quote from an interview with Vladimir Nabokov, author of Lolita and
other modern classics (thanks to Eli Brandt for calling this to my attention):

Q: How do you rank yourself among writers (living) and of

the immediate past?

Nabokov: I often think there should exist a special typographical

sign for a smile some sort of concave mark, a supine round
bracket, which I would now like to trace in reply to your question.
Autor: Scott E. Fahlman
http://www.cs.cmu.edu/~sef/sefSmiley.htm

8. - Elementos online
By Joan Gajadhar and John Green
Communication is often not so much what we write or say but how we write and often what
we do not say.1 Thus, meaning in real-world chat messages depends not only on the words we
use but also on how we express meaning through nonverbal cues. Online chat is simple,
direct, and unrestrained. While it contains many of the elements of face-to-face conversation,
it differs from ordinary chat in that it is a textual representation of conversation.2
At the Open Polytechnic of New Zealand we conducted a study involving a chat group
specifically set up for a course in computer concepts. Chat provided a nonthreatening
environment to enhance the existing asynchronous forums.3 The facilitator actively
encouraged student networking as an essential part of creating a learning community similar
to the real-time student common room. The chat room functioned as a place where students
could meet, ask questions, talk about the course, and generally get to know their
classmates. Because of the chat groups voluntary and informal nature, with no incentives for
participation, usage numbers fluctuated throughout the 17-week semester. By analyzing
student online messages, we could determine whether students were using textual elements
to express feelings.
This excerpt from a chat log early in the course illustrates the first stages in online group
building. Digressions and interruptions demonstrate the flow of ideas as participants leave
and newcomers are greeted and welcomed to the group, just as in real-time group discussion.
Excerpt:

Student #1> This isnt very fast is it, it seems to be a delay.

Lecturer> Its going via the US!
Student #2> just joined (4 members now)
Lecturer> not bad for 24,000 miles!
Student #3> no delay here, its as fast as I can type and read!
Lecturer> Welcome, (Student #2)
Student #1> No wonder theres a delay, it has to turns itself upside down adn back
again to go tehre and back.
Lecturer> :-)
Student #2> thanks

Student #5> joins....

Lecturer> Ah (Student #5) welcome!!
Student 3> luvmudub.luhtehname!lo!!
Student #5> mmmmmmm Cheviot here! . LOL
Student #1> Im from Blenheim, usually suny but cold today, and grey.
Student #3> Im in Timaru and by the looks of the list may be the only one there.
Student #2> Im from ChCh deep in the cold
Student #1> Plenty of mainlanders here anyway!

The lecturers use of exclamation points early in the passage (three times) is then repeated by
students later in the log. In fact, Student #3 uses three exclamation points, possibly to reflect
enthusiasm. Student #5 follows with Cheviot here! Student #1 makes a comment plenty of
mainlanders here anyway followed by an exclamation point.
The use of place names such as Cheviot, Blenheim, Timaru, and ChCh illustrates students
developing rapport and building identity. By disclosing their locations, they start to build a
community.
Mmmmmmmmmm, a spoken pause used by Student #5, has several possibilities. It could
show thinking, uncertainty, or agreement.
The lecturer uses an emoticon :-) or :) (smiley face) to denote a friendly person and to
encourage friendly discourse. Student #5 uses LOL (laughing out loud) in much the same way.
Neuage argued that chat rooms are reader/writer-driven interactive sites.4 He suggested that
when human beings enter into cyberspace, they do not leave behind their gregariousness or
their inventiveness. We found this lent support to our research results, especially in chats near
the end of the semester. While students did use emoticons in the chat sessions, the majority
did not attempt to develop new tools, instead constantly reinventing the tools they had at
hand to fit the developing social community.
Analysis
Many of the students frequently used onomatopoeia, words such as whizz, eek, eh, aaarrr
(suggesting relief, frustration, annoyance, or an injection of humour), or beep beep beep
(expressing a desire to get into the conversationmake way, Im coming or lets move
on).
Negative emotions and exclamations (73) were used less frequently than positive, happy,
agreeable exclamations (142, shown in Table 2). The student who commented in one log
(man I am so stupid) might be searching for a disclaimer from classmates such as, no
youre not. This possibly illustrates the students need for upbeat, encouraging, supportive
feelings from the group.
While we recorded 152 expressions that could be construed as agreement (14 Yep, 27 OK, 6
Wow, 5 Hey, 22 :), 73 Multiple !!!!, shown in Table 1), there was little evidence of
disagreement (45 uses of Multiple ????, shown in Table 2). This could be due to the nature of
the group and the presence of a lecturer at the sessions.
Conclusions
Nonverbal communication adds nuance or richness of meaning that cannot be communicated
by verbal elements alone. Given time and experience, some of the same richness of real-time,
face-to-face communication can occur in a virtual, text-based medium. The following actions
can foster this virtual communication.

* Encourage the use of nonverbal elements. More encouragement and use of nonverbal
support in the orientation and emergence phases of group building can aid in building rapport
in groups.
* Consider size when designing an online support group. In smaller groups, more students
take an active part. They tend to want to express feelings as well as content.
* Develop incentives to encourage participation. Because of the voluntary nature of this
courses chat, we could encourage participation but not give any incentives for taking part.
This could have affected the nature of the contributions.
* Consider providing help for those new to the environment. A number of students logged
on but took little or no part. Perhaps just as in real-time conversation, it is sometimes easier to
wait and listen. However, it can also signify an unwillingness to enter unfamiliar territory.
An encouraging note from our study6 was that chat-room facilitators will not need to
undertake a course in orthographic pictures and trendy acronyms to lead effective chat
groups. Students already communicate effectively by appropriating old typographical symbols
and putting them to new uses.
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheImpo
rtanceofNonverbalElemen/157368

Variables:
-Edad.
-Nacionalidad.
-Estrato social.

Encuesta
Nombre: _________________________________
Edad: ____aos

Nacionalidad: _____________

*Elija la opcin que concuerde o se acerque ms a su preferencia

1.- Ocupa redes sociales?

Si

No

A veces

2.- Marque la red social que ocupa

Facebook

Twitter

MySpace

Flixster

Otro (Especifique): _____________

3.- Escribe de forma incorrecta (eliminacin de tildes, letras)?

Si

No

A veces

4.- Utiliza emoticones para representar emociones?

Si

No

5.- Marque el/los emoticones que ms utiliza.

Otro (Especifique):_____________

6.- Entiende cuando recibe un mensaje en donde se escribe incorrectamente?

Si

No

A veces

7.- Ha empeorado su lxico debido al uso de redes sociales?

Si

No

8.- Se comunica con personas de otras nacionalidades que utilicen

incorrectamente el lenguaje mediante redes sociales?

Si

No

9.- Marque las diferentes nacionalidades con las que se vincula por redes sociales.

Chileno

Argentino

Peruano

Estadounidense

Chino

Otro. Especifique:________________

10.- Considera que las redes sociales han empobrecido su lenguaje?

Si

No

11.- Considera que las redes sociales han empeorado su cultura al escribir
errneamente en ellas?

Si

No

12.- Vara su lenguaje segn la persona con quien establezca una conversacin en
redes sociales?

Si

No

A veces