近年來，電腦網路通訊(compute-mediated communication, 簡稱CMC) 除
了對遠距教學及外語教學有重大功效之外，更影響人與人之間的溝通方式
。早期研究指出，由於電腦網路通訊缺乏情感及非語言資訊的配合，其內
容常以發函目的的完成為取向，鮮少夾雜情感成份在內。然而，最近的研
究發現，電腦網路通訊使用者常會運用各種語言文字技巧來表達情感，維
持通訊網路上的人際關係，形成一種類似口語的寫作風格。為了解電惱網
路通訊文體及一般書 寫 文 體 的 風格差 異 ， 本研究以電腦網路通訊
中最普遍的電子佈告欄(Electronic Bulletin Board System 簡稱 BBS)
及報紙論壇中的文章為研究對象， 研究兩種媒體中加強詞的使用差異。
以台大椰林風情佈告欄中的74封信件及政大新聞報的33封讀者投書為樣本
，依照發函動機及發函人、發函對象的身份加以分類。發函動機分為建議
與要求、抒發己見、疑問求助、與提供解答四類。發函人分機構與個人兩
類。發函對象則分為特定對象與一般大眾。此外，再就以上三個變項將樣
本細分為十六小類。完成分類後，再比較各類組中加強詞的使用情況。統
計結果顯示，電子佈告欄中加強詞的使用數量及種類明顯高於讀者投書中
所使用的。在發函動機方面，電子佈告欄中的發函人在提出建議要求與抒
發己見時，會比讀者投書作者使用更多的加強詞。就發函人身份而言，一
般個人比學校機構運用更多的加強詞。此外，有特定發函對象的信件亦較
給一般大眾的信件含有更多的加強詞。就十六小類而言，個人作者在電子
佈告欄上針對特定對象提出建議要求或抒發己見時，其所用的加強詞之數
量及種類亦多於讀者投書作者所使用的。研究結果亦指出，台灣電子佈告
欄使用者會運用特殊的加強詞以表達情感，拉進彼此的距離，並使電子佈
告欄上的信件風格更近口語化。

In recent years, the proliferation of computer-mediated
communication (CMC)not only contributes with great effects to
distance education and secondlanguage learning activities but
also influences the way people communicatewith each other.
Early researches reveal that for lack of socioemotional
andparalinguistic cues, CMC texts are often cold, impersonal
and task-oriented.Cootrary to the earlier findings, recent
studies indicate that CMC users oftenmanipulate various
linguistic and textual devices for emotional expression,
relationship maintenance, and the construction of a quasi-
conversational styleon line. In this study, the intensity
devices which may serve to express theemotions and involvement
of the writer, enhance the interaction between thewriter and
the reader, and differentiate the oral and written styles
areexamined to find out the stylistic features of the most
popular form of CMC,i.e., BBS. 74 postings from the five
boards of the NTU Palmarama BBS and 33letters from the forum
section of University News are selected as the samplesfor
analysis. The sampled data are classified along the three
dimensions:message intention, addresser status and addressee
status. Message intentionis divided into four subgroups: (A)
suggestions and requests, (B) opinionsproviding, (C)
questions and information seeking, and (D)
informationproviding. Addresser status is classified into (1)
offices or institutions and(2)individuals. Addressee status is
categorized as (a) specific addressees and(b)the general
audience. Based on these three dimensions, the data are
furtherdemarcated into 16 subgroups. After the
classification work, the intensitydevices used in BBS and the
forum in each group or subgroup are compared. Thestatistic
results demonstrate that the overall occurrence of intensity
devicesin BBS outnumbers those in the forum in numbers and
types. As to the dimensionof message intention, BBS
participants use intensifiers significantly moreoften than
forum letter writers in message intentions (A) and (B). In
theaddresser status dimension, school officials use fewer
intensity devices thanindividuals. In the addressee status
dimension, the addresser uses moreintensifiers for specific
addressees than for the general audience. As to theintensity
devices in the 16 subgroups, individuals often use more
intensitydevices in BBS than in the forum when they are
giving suggestions, makingrequests or expressing personal
opinions to specific addressees. The resultalso shows that
BBS users in Taiwan invent a series of special devices whichmay
bring the effects of warmth, intimacy and vividness absent
in formalprinted discourse and make BBS texts resemble oral
speech in certain aspects.
In recent years, the proliferation of computer-mediated