20.3094, Diss: Text/Corpus Ling: Cheung: ' Merging Corpus Linguistics and...'

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LINGUIST List: Vol-20-3094. Mon Sep 14 2009. ISSN: 1068 - 4875.

Subject: 20.3094, Diss: Text/Corpus Ling: Cheung: ' Merging Corpus Linguistics and...'

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1)
Date: 13-Sep-2009
From: Lisa Cheung < lisa at hku.hk >
Subject: Merging Corpus Linguistics and Collaborative Knowledge Construction
 

	
-------------------------Message 1 ---------------------------------- 
Date: Mon, 14 Sep 2009 12:56:04
From: Lisa Cheung [lisa at hku.hk]
Subject:  Merging Corpus Linguistics and Collaborative Knowledge Construction

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Institution: University of Birmingham 
Program: Applied Linguistics 
Dissertation Status: Completed 
Degree Date: 2009 

Author: Lisa Cheung

Dissertation Title: Merging Corpus Linguistics and Collaborative Knowledge
Construction 

Linguistic Field(s): Text/Corpus Linguistics


Dissertation Director(s):
Geoff Barnbrook
Wolfgang Teubert

Dissertation Abstract:

This study relates corpus-driven discourse analysis to the concept of
collaborative knowledge construction. It demonstrates that the traditional
synchronic perspective of meaning in corpus linguistics needs to be
complemented by a diachronic dimension. The fundamental assumption
underlying this work is that knowledge is understood not within the
traditional epistemological framework but from a radical social
epistemological perspective, and that incremental knowledge about an object
of the discourse corresponds to continual change of meaning of the lexical
item 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 thesis
presents, in great detail, case studies of asynchronous computer-mediated
communication that allow a comprehensive categorisation of a wide range of
paraphrase types. It also investigates overt and covert signs of
intertextuality linking a new paraphrase to previous contributions. The
study then discusses ways in which these new insights concerning the
process of collaborative knowledge construction can have an impact on
teaching methodologies. 




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