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The Grammatical Voice in Japanese: A Typological Perspective
Author: Junichi Toyota
Date Of Publication: Nov 2011
Isbn13: 978-1-4438-3350-9
Isbn: 1-4438-3350-9
This monograph investigates how Japanese employs different structures found in the grammatical voice, both synchronically and diachronically. The Japanese voice system, especially the passive voice, has provided much interesting data for typological comparison, and Japanese examples are often cited in various linguistic works. However, the basic structure consisting of a suffix -(r)are is taken for granted as the passive voice, but it has not been thoroughly compared with various structures with similar functions in other languages. It is argued here that various typological comparisons can reveal different interpretations of structures often analysed under a term ‘grammatical voice’ in Japanese. The main argument proposed in this book is that the Japanese passive originates from an earlier middle voice structure. As the language evolved, the middle voice lost its core function and became more like the passive voice, leaving some residues of earlier middle voice structure even in Modern Japanese. This developmental path is typologically very common, but it has not been recognised in the history of Japanese. This will make the voice continuum in Japanese more complex, i.e. from a conventional active-passive binary pair to a newly proposed active-middle-passive ternary pair. Thus, the presence of the middle voice in Japanese can provide various solutions to questions that are previously considered in relation to the passive voice. The book starts off with a description of different structures normally discussed under the passive voice in Japanese, and five structures are presented here. Following this, both syntactic and semantic features of the Japanese voice system are discussed separately. These discussions will raise some oddities that are not dealt with satisfactorily in previous analysis, and these points are analysed in historical comparison. Apart from the basic description of five structures, certain grammatical features are studied by comparing Japanese data with similar structures and functions in other languages. In addition, there is a small amount of data used for indicating frequency of structures in the basic description.
Junichi Toyota is an Associate Professor at the Centre for Cognitive Semiotics, Lund University and a Visiting Professor of Linguistics and Japanese Studies, University of Belgrade. His research interests cover a wide range of disciplines, including linguistics, anthropology and cognitive science. His publications are mainly focused on historical linguistics and cognitive linguistics, but also deal with the evolution of human linguistic ability, including Diachronic Change in the English Passive (2008) and Kaleidoscopic Grammar (2009) and Sense of Emptiness: An Interdisciplinary Perspective (forthcoming).
Price Uk Gbp: 39.99
Price Us Usd: 59.99
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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