Please use this identifier to cite or link to this item: http://theses.ncl.ac.uk/jspui/handle/10443/4031
Full metadata record
DC FieldValueLanguage
dc.contributor.authorPan, Yun-
dc.date.accessioned2018-10-09T15:48:49Z-
dc.date.available2018-10-09T15:48:49Z-
dc.date.issued2017-
dc.identifier.urihttp://hdl.handle.net/10443/4031-
dc.descriptionPhD Thesisen_US
dc.description.abstractKnowledge construction in educational discourse continues to interest practitioners and researchers due to the conceptually “natural” 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 – 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. Specifically, it provides a detailed examination of the participants’ framing behaviours for knowledge construction through their talk of disciplinary lexical concepts. Analysis reveals how the participants draw upon schematized knowledge structures evoked by particular lexical choices and how they invoke expanded scenarios via pragmatic mappings in the ongoing interaction. Additionally, it is demonstrated how the framing moves are related to the structural uniqueness of university small group talk, the contextualized speaker roles and the institutional procedures and routines. This study deepens the understanding of the relationship between linguistically constructed knowledge and the way interlocutors conceptualize the world through institutionalized collaboration, building upon the existing research on human reliance upon structures to interpret reality at both the conceptual and the action levels. The study also addresses interaction research in Higher Educational settings, by discussing how the cognitive-communicative duality of framing is sensitive to various contextual resources, distinct discourse structures and task procedures through the group dynamics.en_US
dc.language.isoenen_US
dc.publisherNewcastle Universityen_US
dc.titleFraming university small group talk : knowledge construction through lexical conceptsen_US
dc.typeThesisen_US
Appears in Collections:School of Education, Communication and Language Sciences

Files in This Item:
File Description SizeFormat 
Pan, Y. 2017.pdfThesis4.95 MBAdobe PDFView/Open
dspacelicence.pdfLicence43.82 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.