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Current Issues in Chinese Linguistics
Editor: Yun Xiao, Liang Tao and Hooi Ling Soh
Date Of Publication: Oct 2011
Isbn13: 978-1-4438-3207-6
Isbn: 1-4438-3207-3
Chinese is the most commonly spoken language in the world and one of the very few contemporary languages whose history is documented in an unbroken tradition extending back to the second millennium. Compared with Western languages, Chinese has a typology with distinguished features in sound system, syntax, and discourse that have a strong impact on Chinese linguistics studies and language learning. Drawing on theoretical models from formal and functional linguistics, discourse analysis, computer-assisted corpus studies, language socialization, and second language acquisition, this volume presents new advances and addresses a broad range of current issues in the study of Chinese linguistics with research studies that originated from the proceedings of the 21st North American Conference on Chinese Linguistics (NACCL-21).

As globalization presses on, more and more people are interested in Chinese – its history, structure, research, and new developments. This volume aims to be instrumental. Written in a coherent and structured style, each section is concentrated on a particular linguistic area, and each chapter is self-contained with a clear focus and theoretical framework. It will be valuable to linguists, educators, administrators, specialists, teachers and students of Chinese as a native, second, heritage, or foreign language.


Yun Xiao is Associate Professor and Chair of the Department of Modern Languages at Bryant University. Her research interests are second language acquisition and pedagogy, heritage language learning, and Chinese syntax and discourse. Her publications include more than twenty journal articles and book chapters, a four-volume Readings in Chinese Literature Series, and two co-authored/edited research volumes: Chinese as a Heritage Language: Fostering Rooted World Citizenry and Teaching Chinese as a Foreign Language: Theories and Applications.

Liang Tao is Associate Professor of Linguistics at Ohio University. Her research focuses on the explanation of language, such as the patterns of linguistic structure in language usage and language development, and the impact of this usage on human cognitive processes of language. Her studies have always been grounded in both empirical studies of discourse analyses and experimental studies of language processes. She has published encyclopedia entries and numerous articles in edited volumes and journals.

Hooi Ling Soh is Associate Professor of Linguistics and a faculty affiliate member of the Center for Cognitive Sciences at the University of Minnesota. Her research, which has received support from the Chiang Ching-Kuo Foundation, the Pacific Cultural Foundation, the Graduate School and the College of Liberal Arts of the University of Minnesota, focuses on syntax and the interaction between syntax and other components of grammar. Her work has appeared in Natural Language and Linguistic Theory, Linguistic Inquiry, Journal of East Asian Linguistics, and Oceanic Linguistics, as well as in book volumes published by Mouton de Gruyter, John Benjamins and Springer.



Price Uk Gbp: 64.99
Price Us Usd: 97.99

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Interesting reviews

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

Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.

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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