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New Perspectives in Role and Reference Grammar
Editor: Wataru Nakamura
Date Of Publication: Dec 2011
Isbn13: 978-1-4438-3388-2
Isbn: 1-4438-3388-6
New Perspectives in Role and Reference Grammar presents a broad picture of current developments in Role and Reference Grammar (RRG), a version of parallel structure grammar with an emphasis on typological adequacy. Since its inception, RRG has been applied to a wide range of languages, in particular to case marking, complex clauses (e.g. control, raising, and serial verb constructions), unaccusativity/unergativity, and the interplay between syntax and information structure. The present book is a continued investigation of the intermodular correspondence in a variety of languages and comprises 13 papers, which not only contribute to the further development of the theory, but also investigate controversial areas of linguistic theory including inflectional and derivational morphology, verbal semantics and argument structure (anticausative and serial verb constructions), the argument-adjunct distinction, an extended typology of complex clauses, the syntax-information structure interface, and interactions between the lexicon and constructions. In addition, three papers illustrate how RRG may be applied to sign languages, language acquisition, and machine translation from Arabic to English.
Wataru Nakamura studied semantics, semiotics, functional syntax, and language typology at Tokyo and Buffalo and received his PhD in Linguistics in 1997 at the State University of New York at Buffalo. He was a Visiting Researcher at Carnegie Mellon University from 2001–2002 and since 2006 has been an Associate Professor at the Center for the Advancement of Higher Education and Graduate School of International Cultural Studies at Tohoku University, Japan.
Price Uk Gbp: 44.99
Price Us Usd: 67.99
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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