Framing university small group talk : knowledge construction through lexical concepts
Knowledge construction in educational discourse continues to interest practitioners and researchers due to the conceptually ânaturalâ connection between knowledge and learning for professional development. Frames have conceptual and practical advantages over other units of inquiry concerning meaning negotiation for knowledge construction. They are relatively stable data-structures representing prototypical situations retrieved from real world experiences, cover larger units of meaning beyond the immediate sequential mechanism at interaction, and have been inherently placed at the semantic-pragmatic interface for empirical observation. Framing in a particular context â university small group talk has been an under-researched field, while the relationship between talk and knowledge through collaborative work has been identified below/at the Higher Educational level. Involving higher level cognitive activities and distinct interactional patterns, university small group talk is worth close examination and systematic investigation. This study applies Corpus Linguistics and Interactional Linguistics approaches to examine a subset of a one-million-word corpus of university small group talk at a UK university.
Pan, Yun
Framing university small group talk : knowledge construction through lexical concepts. Knowledge construction in educational discourse continues to interest practitioners and researchers due to the conceptually ânaturalâ connection between knowledge and learning for professional development. Frames have conceptual and practical advantages over other units of inquiry concerning meaning negotiation for knowledge construction. They are relatively stable data-structures representing prototypical situations retrieved from real world experiences, cover larger units of meaning beyond the immediate sequential mechanism at interaction, and have been inherently placed at the semantic-pragmatic interface for empirical observation. Framing in a particular context â university small group talk has been an under-researched field, while the relationship between talk and knowledge through collaborative work has been identified below/at the Higher Educational level. Involving higher level cognitive activities and distinct interactional patterns, university small group talk is worth close examination and systematic investigation. This study applies Corpus Linguistics and Interactional Linguistics approaches to examine a subset of a one-million-word corpus of university small group talk at a UK university.
framing university small_group talk knowledge construction lexical concept knowledge construction educational discourse continue interest practitioner researcher due conceptually natural connection knowledge learn professional_development frames conceptual practical advantage unit inquiry concern mean negotiation knowledge construction relatively stable data structures represent prototypical situation retrieve real_world experience cover large unit mean beyond immediate sequential mechanism interaction inherently place semantic_pragmatic interface empirical observation framing particular context university small_group talk under_researched field relationship talk knowledge collaborative work identify below higher educational level high_level cognitive activity distinct interactional pattern university small_group talk worth close_examination systematic_investigation study_applies corpus linguistics interactional linguistics approach examine subset million word corpus university small_group talk university