Paraphrases: duplication or construction of knowledge in a computer-supported environment

Abstract

This paper analyses the negotiation concerning the meaning of new expressions (and the knowledge of the discourse objects denoted) in a dedicated discourse on a MOODLE platform. Findings came from a case study that involves 49 health-care undergraduates participating in discussions over a semester at the University of Hong Kong. Students were invited to exchange opinions about the concepts extracted from the literature they read. The MOODLE learning environment supports learners to start with what they know from the reading input and to collaborate in the construction of meaning of the lexical items (representing discourse objects). This collaboration makes use of paraphrases. Each new paraphrase adds something to the meaning of the lexical item (or the knowledge of the discourse object). Paraphrases are extracted and examined from an English corpus of four sub-corpora in 394,778 running words: Reading Assignments, Teacher’s Guiding Questions, Online Discussion Texts, and Post-test. The various diachronic patterns of paraphrase observed include: Modification (Expansion, Reduction, Relating), Exemplification, Metaphor/Simile, and Arguing (Description, Explication). Through examining the use of paraphrases to construct knowledge in a computer-supported environment, this paper discusses: Is paraphrase seen as a linguistic strategy to duplicate or to construct knowledge in a computer-supported learning environment? In what ways do learners use paraphrases for knowledge construction purposes? What can be the contribution of corpus linguistics to our understanding of knowledge construction?