Citas (Web) 1.1
«Le texte propose au lecteur un parcours fixe. L’hypertexte permet au lecteur, en réponse à ses demandes, de constituer progressivement à l’écran un assemblage fugace d’éléments textuels» [Laufer-Scavetta (1992) 1995, p. 3].

Citas (Web) 1.2
«el texto electrónico encarna una multiplicidad de formas en el esquema asociativo que presenta. (…) La capacidad de percibir este punto (…) hace posible la auténtica interactividad. Nos proporciona un lugar para trasladarnos y trasladar el texto; por tanto recoloca al autor en su doble sentido» [Joyce (1996) 1998, p. 293].

Citas (Web) 1.3
«uno de los grandes logros del sistema de información digitalizada. La interactividad supone un diálogo entre el lector y el texto, que se modifica en función de los elementos que se le solicitan en cada momento. El estatismo del texto impreso contrasta con el dinamismo de respuesta particularizada del texto digital. Un texto interactivo genera respuestas en función de nuestras preguntas». [Aguirre Romero, 1997a]

Citas (Web) 1.4
«(…) la red ofrece un más allá, ofrece la posibilidad de encadenar y combinar la lectura de textos que se encuentran universalmente repartidos y hacerlo en el acto de una única fruición. Es aquí, en esa posibilidad de acceso aleatorio a una información o a un conocimiento de dimensión universal donde se viene a alterar definitivamente el concepto clásico de lectura.» [Mondelo González - Rodríguez García, 1999, p. 572]

Citas (Web) 1.5
«All hypertext systems permit the individual reader to choose his or her own center of investigation and experience. What this principle means in practice is that the reader is not locked into any kind of particular organization or hierarchy.» [Landow, 1992, p. 13]

Citas (Web) 1.6
«El ordenador sigue las órdenes que nosotros le damos, y por tanto nos devuelve a los caminos que le hemos trazado. No pueden existir datos (…) sin el enfoque crítico de la persona que ha elegido y estructurado esos datos» [Toschi (1996) 1998, p. 210].

Citas (Web) 1.7
«L’hypertexte sera le tapis volant qui transporte le voyageur à travers un univers d’objets uniques et irremplaçables, mais qui déterminera l’itinéraire?». [Laufer - Scavetta (1992) 1995, pág. 48]

Citas (Web) 1.8
«los programas informáticos son básicamente herramientas, y como tales, deberían ser concebidos. Esto significa que en ningún caso constituyen en sí mismos un proyecto docente, aunque pueden integrarse en él.» [Millán, 1998c, </Introd.htm>]

Citas (Web) 1.9
«Nous pensons qu’il faut intégrer au développement informatique le savoir et l’expertise dévélopée par les analystes en sciences humaines dont la pratique d’analyse de texte est forte d’une tradition déjà plusieurs fois centenaire.» [Daoust - Dupuy - Paquin, 1990, p. 99]

Citas (Web) 1.10
«a) Paradoxically, simplifying a text often results in increased difficulty because the system of references, repetition and redundancy as well as the discourse indicators one relies on when reading are often removed or at least significantly altered. (…)
b) Getting the students accustomed to reading authentic texts from the very beginning does not necessarily mean a much more difficult task on their part. The difficulty of a reading exercice depends on the activity which is required of the students rather than the text itself (…).» [Grellet (1981) 1986, p. 7]

Citas (Web) 1.11
«lo que efectivamente ‘se dice’ es menos de lo que ‘se expresa’ y ‘se entiende’. (...) Tal posibilidad está dada por las actividades expresivas complementarias y, sobre todo, por las circunstancias del hablar, o sea, por los ‘entornos’.» [Coseriu (1955-56) (1962) 1978, pp. 308-309] [Citas (Web) 1.11a]
«el lenguaje no ‘dice’ las condiciones contextuales, porque no es necesario que las diga, pero las ‘utiliza’ y, por lo tanto, la expresión real las implica y las contiene. Lo hablado significa en un proceso infinito que es el proceso mismo de la realidad significada.» [Coseriu(1955-56) (1962) 1978, pp. 322-323]  [Citas (Web) 1.11b]

Citas (Web) 2.1
«L’alternance des mots et des icônes (…) offre à l’oeil le repérage immédiat de niveaux de relations» [Laufer - Scavetta, (1992) 1995, p. 54]

Citas (Web) 2.2
«Concordancers, programs that scan large quantities of text for specified words or phrases and present the target words or phrases with a bit of context, have moved gradually from the realm of Biblical and linguistic research into the language classroom. Intermediate and advanced students can use the concordancer themselves to research the usage of a particular word or grammatical structure, while teachers of beginning students can look through the concordancer's results to select appropriate examples for use in class.» [Warschauer - Healey, 1998]

Citas (Web) 2.3
«Hypermedia is the scholar’s and the scientist’s dream. It is instant intertextuality (…); it is immediate inclusion of reference material in any medium (…)» [Lemke, 1996, p. 217].

Citas (Web) 2.4
«huius rei fundamentum est, ut sensualia recte praesententur sensibus, ne capi non possint» (…)
«in intellectu autem nihil est, nisi prius fuerit in sensu»(…)
«obiecta sua semper quaerunt, absentibus illis hebescunt, taedioque sui huc illuc se vertunt» [Comenii (1658) 1978, pp. 2 y 3]

Citas (Web) 2.5
«Multimedia environments allow for the addition of visual and auditory information to a text in order to improve comprehension. (…)
»The difference between learning from text and learning from pictures results from the different types of representations of knowledge: Text represents information in symbolic structures of a language and is processed sequentially, that is, word by word or sentence by sentence (…). Pictures, on the other hand, convey their information by means of a visuo-spatial structure (i.e., the spatial arrangements of the components of the picture), and thus represent the subject matter by employing an analogy based on common structural properties (…) and encode information in parallel or simultaneously (…).» [Chun Plass, 1997, pp. 63-64]

Citas (Web) 2.6
«Unfortunately, after the project commenced and got underway we realised that the amount of development effort that was needed to produce three evaluation platforms was far in excess of what was realistically available to us.» [Barker y otros, 1993, p. 29]

Citas (Web) 3.1
«The differences between electronic message interaction and face-to-face interaction could be caused by many different properties of the media used. The differences in interaction could be due to the lack of non-verbal cues, the use of the written word, the use of typing, the temporal delay between messages, the spatial separation of participants, or the number of participants in these interactions.» [Black - Levin - Mehan - Quinn, 1983, p. 67].

Citas (Web) 3.2
«(…) the degree of logical coherence and grammaticality in our speech might begin to approximate more closely that of our written language. (…) At the same time, though, (…) rhetorical skills (that have steadily been on the decline in America for almost a century) would continue to atrophe, since ‘objective’ data are more successful in computer mediated communication than verbal suasion.»
»(…) would follow a very similar course if influenced by computer mediated communication.(…) Word processors (…) encourage revision. But the revision is more likely to be along the lines of logical coherence than stylistic richness. The result could be a more homogenous norm of ‘acceptable’ writing that is clear but stylistically uninteresting.» [Baron, 1984, p. 139]

Citas (Web) 3.3
«Writing needs to be read by peers, by people who know its purpose and are expected to be affected by it. Too often students write for their teacher, but for no one else. Making writing public implies ‘adult’ notions of publishing, of presenting texts in formats that are meant to be read by others (…).» [Rubin - Bruce, 1985, p. 105].

Citas (Web) 3.4
«La carta és —i ha estat— des de fa molts anys un instrument bàsic de comunicació. I un dels que presenta més possibilitats de supervivència, malgrat la pressió de l’audiovisual. Fins fa quatre dies, semblava que el telèfon havia provocat la mort de l’art epistolar, però el fax i el correu electrònic han representat una revifalla inesperada del conreu massiu del gènere.» [Bou, 1993, pp. 129-130]

Citas (Web) 3.5
«(…) One form of electronic communication, messages, has caracteristics of both written and oral communication. (…) Because of the nature of the medium, (…) the sender may make a second move before receiving a response to the first, and a message may interrupt a turn. Thus, there is an absence of turn-allocation techniques such as adjacency pairs or tag questions. This complex interactions results inlayered topics, multiple speech acts and interleaved turns. The turn-taking model does not adequately account for this mode of interaction. A more powerful account is provided by viewing the organization of computer conversation as ‘commitment to action’. Globally, conversations are initiated with a speech act and are closed when all interactants agree that a resolution has been achieved. (…) To achieve this, they do not need to negotiate for turns but rather collaborate to get things done.» [Murray, 1989, p. 319].

Citas (Web) 3.6
«Shyness and inferior position in the organizational hierarchy, which often hamper full participation in face-to-face communication, are offset in computer conferencing by the mask of visual anonymity. In computer conferencing, it is difficult for one person to dominate the conversation and impose his or her views upon others. As a result , we should not be surprised to learn that participants in computer conferencing are more likely to shift their position in the course of conversation than are their counterparts in face-to-face communication.» [Baron, 1984, p. 131]

Citas (Web) 3.7
«Computer-mediated discussion is not a panacea for language acquisition (…). What it does offer is (…) a novel context for social use of language. (…)
»The increasing ubiquity of computers in educational institutions requires us to take a stand on which uses of technology will serve our goals and which will not. (…) Continued evaluation (…) is essential (…)» [Kern, 1995, p. 470]

Citas (Web) 3.8
«La responsabilitat, però, encara recau en el mestre, qui, en última instància, té el poder de facilitar la tasca a l’alumne i de fer que el procés d’aprenentatge sigui no solament motivador i comunicatiu, sinó també, sobretot, que realment condueixi a l’adquisició sòlida de la llengua.» [Trenchs, 1998, p. 194]

Citas (Web) 3.9
«(…) such studies should incorporate (a) careful documentation of the learning process present in the use of e-mail in a L2, (b) a well-motivated measure of the learners' language performance and development, and (c) the observation of learners' behavior after manipulating the identified features of e-mail L2 language. Personal feedback from the learners themselves should also be taken into consideration, since their own account of how they experienced the learning process, although impressionistic, may contribute a more rounded picture of how they learn.
»The features identified in this paper (…) are hoped to have contributed to a better understanding of the language learning process that results from the use of CMC in the context of a FL classroom. It is also hoped that further research in this topic confirms the suspicion that FL learners exposed to this learning tool may later become lifelong learners of the language beyond the classroom context.» [González Bueno, 1998, p. 68]

Citas (Web) 3.10
«with telecommunications mankind has created a tool whose potential has not yet been fully exhausted and whose impact on society are not yet fully explored. The use of this potential in education is still in its beginnings. (…) The use of e-mail makes language learning attain a new quality. Working together with other learners and native speakers in projects leads to a high degree of involvement, makes the use of the foreign language authentic, leads to deeper processing and thus to better learning results.» [Wolff, sin fecha].
 

Citas (Web) 3.11
«When communicating through a medium which was not temporally bound, individuals adapted by increasing the density of information in each message to help compensate for the lag between messages, using timesaving devices. The structure of discourse is not fixed, but rather the product of participant interaction and properties of the medium through which dialog is pursued.» [Black - Levin - Mehan - Quinn, 1983, p. 75]