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Linguophilosophic Parameters of English Innovations in Technosphere
Author: Rusudan Makhachashvili
Date Of Publication: Jul 2010
Isbn13: 978-1-4438-2139-1
Isbn: 1-4438-2139-X
The monograph researches the aspects of the English vocabulary development processes in the sphere of new computer technologies. The primary supposition of cyber word-stock terminological nature leads into the study of both linguistic (morphological and semantic) and ontological paradigmatic parameters of innovative cyber-vocabulary of the English language. Linguistically, the development of English cyber-vocabulary acquires an ambivalent character. Primarily, the sources of English computer vocabulary root in the conventional word-formation types. However, the enrichment process of the computer terminology of English incorporates the emergence of the word-formation ways and means, authentic for the given lexical sub-system. Moreover, the evolutionary progress of cybervocabulary determines the new conceptual approach to the “word-formation element” notion. The ontological paradigmatic parameters of English cyber-vocabulary are featured from the following perspectives: lexico-semantic perception of basic metaphysic dimensions of the technosphere (that being “space” and “time”) and the anthropologic terminological categorization of technosphere, thus both the anthropocentric and the sociocentric paradigmatics of English innovative cyber-vocabulary being reflected.
Rusudan Makhachashvili, Associate Professor at Zaporizhzhya National University, Ukraine, is currently enrolled in a Doctorate programme in Modern Germanic Languages. Rusudan Makhachashvili’s research and academic interests scope the realm of linguophilosophic study of complex language phenomena and processes; technosphere philosophic dimentions and linguistic parameters, modern English lexicon development issues in cross-paradigmal aspect, sociolinguistic and anthropological aspects of English vocabulary development.
Price Uk Gbp: 29.99
Price Us Usd: 44.99
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
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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