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Dissertation PhD-FLSHASE-2015-19 Fakultät für Sprachwissenschaften und Fakultät für Geisteswissenschaften Literatur, Geisteswissenschaften, Kunst und Erziehungswissenschaften DISSERTATION verteidigt am 17/07/2015 in Luxemburg zur Erlangung des Titels DOCTEUR DE L’UNIVERSITÉ DU LUXEMBOURG EN SCIENCES DU LANGAGE SOWIE DOKTOR PHIL. DER UNIVERSITÄT DUISBURG-ESSEN IN GERMANISTISCHER LINGUISTIK von Luc Belling geboren am 24. April 1985 in Luxemburg (Luxemburg) MEDIALE UND SPRACHLICHE MÖGLICHKEITSRÄUME IN DIGITALER SCHRIFTLICHKEIT EINE STUDIE ZU FACEBOOK-PINNWÄNDEN IN LUXEMBURG Prüfungskommission Dr. Peter Gilles - Betreuer der Arbeit Professor, Universität Luxemburg Dr. Evelyn Ziegler - Betreuerin der Arbeit Professorin, Universität Duisburg-Essen Dr. Constanze Weth - Vorsitzende A.-Professorin, Universität Luxemburg Dr. Ulrich Schmitz Professor, Universität Duisburg-Essen Dr. Stephan Schmid Professor, Universität Zürich Dr. Michael Beißwenger Professor, Universität Dortmund Vorwort Zunächst möchte ich mich an dieser Stelle bei all denjenigen bedanken, die mich während der Anfertigung dieser Dissertation unterstützt und motiviert haben. Ganz besonders danken möchte ich in erster Linie meinen Betreuern, Herrn Prof Dr. Peter Gilles und Frau Prof Dr. Evelyn Ziegler, die meine Arbeit und somit auch mich betreut haben. Sie über‐ nahmen die umfangreiche Betreuung und standen mir stets unterstützend zur Seite. Nicht nur, dass sie immer wieder durch Ratschläge, aber auch kritisches Hinterfragen wertvolle Hinweise gaben, auch ihre moralische Unterstützung und Motivation waren ein ausschlaggebender Faktor. Auch will ich mich bedanken bei Frau Prof. Dr. Weth, Herrn Prof. Dr. Imo und dem Dozenten‐ Team der 'Ascona Summerschool RCMCL 2012', die mir mit ihrer konstruktiven Kritik und den vielen gemeinsamen Diskussionen viele hilfreiche Anregungen und Ratschläge gaben. Ohne die Hilfe der vielen Kolleginnen und Kollegen des Instituts für luxemburgische Sprache und Literaturen sowie der Doktoranden aus dem 'Aquarium' würde die Arbeit in dieser Form nicht existieren. Sie alle haben in zahlreichen Stunden Korrektur gelesen und konnten als Fach‐ kundige bzw. auch Fachfremde auf Schwächen hinweisen. Ein besonderer Dank gilt natürlich abschließend meiner Familie und meiner Freundin Claudine, die mich von dem ersten Tag an, aber vor allem während dem Endspurt moralisch unterstützt haben. Inhaltsverzeichnis Vorwort ........................................................................................................... 3 Inhaltsverzeichnis ............................................................................................ 4 1. Einführung ................................................................................................... 8 1.1. Forschungsleitende Hypothesen ......................................................................................... 13 1.2. Zum Aufbau der Arbeit ........................................................................................................ 14 2. Präzisierung der beiden Forschungsbereiche ............................................16 2.1. Facebook und Pinnwandkommunikation ............................................................................ 16 2.1.1. Web 2.0 und die soziale Netzwerkplattform Facebook ................................................ 17 2.1.2. Pinnwandkommunikation Versuch einer Definition ................................................. 22 2.1.2.1. Terminologie: Das 'Kommunikationsgenre' der 'Pinnwandgespräche' ................. 23 2.1.2.2. Kommunikationsmodell des Pinnwandgesprächs ................................................. 25 2.1.2.3. Definition: Pinnwandkommunikation .................................................................... 29 2.2. Die Sprachensituation Luxemburgs ..................................................................................... 29 2.2.1. Luxemburg als superdiverses Land ............................................................................... 32 2.2.2. Luxemburgisch im Bildungswesen ................................................................................ 34 2.2.3. Luxemburgisch im Kontext der medialen Diglossie ...................................................... 36 2.3. Zusammenfassung ............................................................................................................... 38 3. Theoretische Grundlagen ..........................................................................40 3.1. Oraliteralitätsmerkmale der digitalen Kommunikation ....................................................... 42 3.1.1. Mediale und konzeptionelle Möglichkeitsräume des KOCH/OESTERREICHER‐Modells .... 44 3.1.2. Erweiterungen auf der Ebene der Mehrsprachigkeit ................................................... 46 3.1.3. Erweiterungen auf der Ebene der medialen Kommunikationsbedingungen ............... 48 3.1.3.1. Technologische Kommunikationsbedingungen der Pinnwandkommunikation .... 51 3.1.3.2. Situationelle Kommunikationsbedingungen der Pinnwandkommunikation ......... 54 3.2. Repertoireorientierte Möglichkeitsräume bei der Inszenierung vor einem Publikum ....... 57 3.2.1. Selbstdarstellungen als kommunikativer Ausgangspunkt ............................................ 60 3.2.2. Differenzierte Publikumsrollen ..................................................................................... 62 3.2.3. Mediale und sprachliche Möglichkeitsräume ............................................................... 64 3.2.4. Pinnwandgespräche als 'kommunikative Projekte' ...................................................... 66 3.3. Zusammenfassung ............................................................................................................... 69 4. Methodisches Vorgehen ...........................................................................70 4.1. 'Mixed methods'‐Vorgehensweise ....................................................................................... 70 4.2. 'Computer‐mediated discourse analysis' als Analysewerkzeug ........................................... 71 4.3. Präzisierung der Fragestellung ............................................................................................. 73 4.4. Das Untersuchungskorpus ................................................................................................... 75 4.4.1. Datensammlung ............................................................................................................ 76 4.4.2. Ethische Richtlinien ....................................................................................................... 78 4.4.3. Datenaufbereitung und Korpuszusammensetzung ...................................................... 80 4.4.4. Analyseverfahren .......................................................................................................... 83 4.5. Zusammenfassung ............................................................................................................... 84 5. Mediale Möglichkeitsräume ......................................................................85 5.1. Mediale Repertoires von Pinnwandgesprächen .................................................................. 85 5.2. Mediale Kommunikationsstrukturen des Smartphones ...................................................... 87 5.3. 'Gefällt mir' als Reaktionsoption .......................................................................................... 91 5.3.1. Altersspezifische Anwendungsstruktur der GMA ......................................................... 94 5.3.2. Die GMA in der Kommentarsektion .............................................................................. 96 5.3.3. Umfunktionalisierungsmöglichkeiten der GMA ........................................................... 97 5.4. Chronografische Merkmale der Pinnwandkommunikation .............................................. 101 5.4.1. Veröffentlichungszeitpunkte von initialen Statusmitteilungen .................................. 101 5.4.2. Reaktionszeiten auf initiale Statusmitteilungen ......................................................... 106 5.4.3. Gesamtdauer von Pinnwandgesprächen .................................................................... 109 5.5. Sequenzstrukturen der Kommentarsektion ...................................................................... 113 5.5.1. Gescheiterte kommunikative Pinnwandprojekte ....................................................... 117 5.5.2. Unmoderierte, isolierte Einzelbeiträge ....................................................................... 118 5.5.3. Lineare Sequenzstrukturen ......................................................................................... 121 5.5.3.1. Dialogisch‐lineare 'on topic'‐Sequenzen .............................................................. 121 5.5.3.2. Multilogisch‐lineare 'on topic'‐Sequenzen ........................................................... 123 5.5.3.3. Themenwechsel in linearen Pinnwandgesprächen ............................................. 126 5.5.4. Parallele Sequenzstrukturen ....................................................................................... 128 5.5.4.1. Paralleles Themensplitting ................................................................................... 129 5.5.4.2. Erklärender Themenstrang .................................................................................. 134 5.5.4.3. Metakommunikativer Themenstrang .................................................................. 136 5.5.5. Partiell‐parallele
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