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A Cognitive Approach to Adverbial Subordination in European Portuguese: The Infinitive, the Clitic Pronoun Se and Finite Verb Forms
Author: Rainer Vesterinen
Date Of Publication: Jun 2011
Isbn13: 978-1-4438-2928-1
Isbn: 1-4438-2928-5
The study of adverbial clauses in Portuguese is related to the fact that the Portuguese speaker may chose between three different structures, i.e. the adverbial clause may contain the plain infinitive, the inflected infinitive or a finite verb form. In the field of Portuguese Linguistics, the analysis of these structures has traditionally been conducted from a Generative Grammar perspective postulating abstract rules and transformations in order to explain the variation between these structures. As a result, focus has been put on purely structural aspects, while conceptual differences have been highly neglected. The present book challenges this view of linguistic analysis. Instead of proposing a general semantic content for finite and infinitive adverbial clauses in Portuguese—traditionally based on notions like deep structure and surface structure—the hypothesis put forward is that these clauses evoke different meanings and that the use of one adverbial structure or another can be explained by the context in which it occurs and by the conceptual content it designates. From a Cognitive Grammar perspective of linguistic analysis, it is shown that Portuguese adverbial structures illustrate the iconic nature of language and that their conceptual meaning can be explained by notions such as prominence, mental spaces, control and subjectification.
Rainer Vesterinen completed his PhD in Portuguese in 2006 and is Associate Professor in Portuguese Linguistics at the department of Spanish, Portuguese and Latin American studies, Stockholm University, Sweden. His research concerns the relation between syntactic and semantic structures with special focus on the iconic nature of language structure and on the relation between the notions of linguistic iconicity and subjectification.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
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Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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