Research on the Structure and Dimensions of College Students' Internet Language Use Based on Grounded Theory

Abstract

In the context of online social interaction, college students' Internet language use is becoming increasingly rich, and various social effects are triggering it. Its further development faces opportunities and challenges. This article uses grounded theory to encode and analyze interview data on college students' Internet language use and constructs a structural and dimensional model of college students' Internet language use. Research has found that social interaction, entertainment, group identity, and showcasing individuality constitute the motivation for college students'Internet language use. Normalized dependence, innovative practice, pro-social performance, and imitative imitation constitute the behavior of college students'Internet language use. Language modification, emotional satisfaction, stratification, and value display constitute the effectiveness of college students' Internet language use. Motivation drives usage behavior, usage behavior produces usage effects, and usage effects reinforce usage motivation. The three dimensions in this model are interrelated and influence each other, together forming the structure and dimension model of college students' Internet language use.

Keywords: college students, Internet language, Grounded Theory, Using Structure and Dimensions