台灣大學生BBS流行語文化現象之研究

本文旨在對台灣大學生的BBS流行語文化現象進行研究，目的有三：（1）探討BBS在台灣的發展脈絡。（2）分析BBS流行語的文化現象。（3）了解BBS流行語對大學生校園生活的影響。研究主要以「台大PTT實業坊」上的流行語為主要研究對象，並有8位受訪者參與在研究中。依據不同研究目的，研究分別採取了不同的研究方法包括：文件分析、內容分析、理論分析以及半結構式訪談。其中，德希達的解構理論是貫串本文的核心思想。研究最後得到三點結論：（1）BBS的發展和台灣教育單位實有密切關係，而使用者在使用上有向單一站台集中的趨勢。（2）BBS上的流行語具有「意義的轉化」、「書寫的變異」、「不斷補充的遊戲」三點特質，在特色上帶有濃厚解構意涵，在使用上則具有「群體」與「遊戲」的特徵。（3）大學生在現實生活中主要將BBS流行語使用在人際交往的層面上，在使用上會斟酌情境與對象，比起在虛擬世界當中來得更加謹慎。根據結論，研究亦對於教育提出四點主要建議：（1）教育單位應該更珍台灣所特有的BBS文化。（2）教師應正視語言的變異乃是常態，且不宜再將網路流行語視為一種次要的文化來看待。（3）教師與家長無需過於擔心BBS上的流行語會對大學生現實生活造成不良影響，然而學生也應注意過度使用流行語容易讓談話內容流於空泛的問題。（4）可從流行語「補充」角度思考去教育可以是一段不斷延續的歷程。

關鍵字

BBS ； PTT ；德希達；解構；延異；流行語

並列摘要

This paper explored the culture phenomenon of university student's buzzwords using on BBS in Taiwan. There are three objectives: 1) To explore the history of BBS in universities in Taiwan. 2) To analyze the cultural phenomenon of buzzwords on BBS. 3) To understand how the buzzwords influenced the daily life of the students. The research used the buzzwords that were being used on “NTU PTT Site ” as the main study subject. To meet the different objectives, the research used different approaches, which include: Documentary Analysis, Content analysis, Theory analysis, and Partially Structured interview. Derrida's deconstruction theory is the core theory that applied in this paper. Three results were found in this research: 1). The history of BBS and the educational institute in Taiwan are closely related, and a gaining access to particular BBS sites was observed. 2). Three characteristics of the buzzwords were found: ” The Change of meaning”,” The transformation of writing” and ”The game of supplement”. The buzzwords have the meaning of ‘’deconstruction’’ in connotation aspect. On the other hands, the buzzwords have the meaning of ‘group’ and ‘play’ in using aspect. 3) The primary influence of buzzwords on students is social interaction. and the uses of buzzwords amongst students are subject to the occasions, they use it on reality are more cautious than on the internet. Four suggestions have been made according to the results: 1) The unique culture of BBS in Taiwan should cherished by the institutes. 2) The educators should not consider the buzzwords as a secondary language as the change of language is normal. 3) The educators should not too worry about the negative influence on university students. However, it is imperative too that the students should be aware of the consequence that resulting from excessively using the buzzwords. 4) According to the “supplement” characteristics of the buzzwords, education should be considered to be a lifelong activity.