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Article: Paraphrase? - Oh, It entails something new!: A corpus-based study of learner talk on moodle

TitleParaphrase? - Oh, It entails something new!: A corpus-based study of learner talk on moodle
Authors
KeywordsCorpus
Interaction
Knowledge construction
Meaning
Paraphrase
Issue Date2010
PublisherCommon Ground. The Journal's web site is located at http://www.learning-journal.com
Citation
International Journal Of Learning, 2010, v. 17 n. 6, p. 83-100 How to Cite?
AbstractThis study relates corpus-driven discourse analysis to the concept of collaborative knowledge construction. The fundamental assumption underlying this work is that knowledge is understood from a social epistemological perspective, and that incremental knowledge about an object of the discourse corresponds to continual change of meaning of the term that stands for it. This stance is based on the assumption of the discourse as a self-referential system that uses paraphrase as a key device to construct new knowledge. Knowledge is thus seen as the result of collaboration between the members of a discourse community. The study found that instead of replacing existing knowledge, via asynchronous communication on MOODLE, learners can create knowledge by assigning a meaning to the features of a discourse object repeatedly and in different ways that can be called as paraphrase. Attention also turns to adopting corpus methods as a valid approach to contribute to the study of the knowledgeconstruction process. This is followed by a discussion of a comprehensive categorisation of a wide range of paraphrase types, and overt and covert signs of intertextuality linking a new paraphrase to previous contributions. © Common Ground, Lisa Cheung.
Persistent Identifierhttp://hdl.handle.net/10722/138199
ISSN
2015 SCImago Journal Rankings: 0.111
References

 

DC FieldValueLanguage
dc.contributor.authorCheung, Len_HK
dc.date.accessioned2011-08-26T14:42:54Z-
dc.date.available2011-08-26T14:42:54Z-
dc.date.issued2010en_HK
dc.identifier.citationInternational Journal Of Learning, 2010, v. 17 n. 6, p. 83-100en_HK
dc.identifier.issn1447-9494en_HK
dc.identifier.urihttp://hdl.handle.net/10722/138199-
dc.description.abstractThis study relates corpus-driven discourse analysis to the concept of collaborative knowledge construction. The fundamental assumption underlying this work is that knowledge is understood from a social epistemological perspective, and that incremental knowledge about an object of the discourse corresponds to continual change of meaning of the term that stands for it. This stance is based on the assumption of the discourse as a self-referential system that uses paraphrase as a key device to construct new knowledge. Knowledge is thus seen as the result of collaboration between the members of a discourse community. The study found that instead of replacing existing knowledge, via asynchronous communication on MOODLE, learners can create knowledge by assigning a meaning to the features of a discourse object repeatedly and in different ways that can be called as paraphrase. Attention also turns to adopting corpus methods as a valid approach to contribute to the study of the knowledgeconstruction process. This is followed by a discussion of a comprehensive categorisation of a wide range of paraphrase types, and overt and covert signs of intertextuality linking a new paraphrase to previous contributions. © Common Ground, Lisa Cheung.en_HK
dc.languageengen_US
dc.publisherCommon Ground. The Journal's web site is located at http://www.learning-journal.comen_HK
dc.relation.ispartofInternational Journal of Learningen_HK
dc.rightsInternational Journal of Learning. Copyright © Common Ground.en_US
dc.rightsNOTICE: Readers must contact Common Ground for permission to reproduce.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectCorpusen_HK
dc.subjectInteractionen_HK
dc.subjectKnowledge constructionen_HK
dc.subjectMeaningen_HK
dc.subjectParaphraseen_HK
dc.titleParaphrase? - Oh, It entails something new!: A corpus-based study of learner talk on moodleen_HK
dc.typeArticleen_HK
dc.identifier.emailCheung, L:lisa@hku.hken_HK
dc.identifier.authorityCheung, L=rp01437en_HK
dc.description.naturepublished_or_final_version-
dc.identifier.scopuseid_2-s2.0-79955900604en_HK
dc.identifier.hkuros191351en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79955900604&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume17en_HK
dc.identifier.issue6en_HK
dc.identifier.spage83en_HK
dc.identifier.epage100en_HK
dc.publisher.placeAustraliaen_HK

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