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Transitivity Alternations in Diachrony: Changes in Argument Structure and Voice Morphology Author: Nikolaos Lavidas Date Of Publication: Feb 2010 Isbn13: 978-1-4438-1749-3 Isbn: 1-4438-1749-X Τhis book offers a new approach to the theory of change in argument structure and voice morphology. It investigates the diachrony of transitivity, and especially the changes in causative verbs and transitivity alternations, based on data mainly from the Greek and English diachrony (all historical data are transcribed and accompanied by glosses and translations into Modern English). Data from earlier periods provide new information on burning questions in both Historical and Theoretical Linguistics. The study shows that (a) causativisations are the result of reanalysis of intransitive verbs as transitive on the basis of the linguistic cue of Case; (b) the changes in voice morphology do not depend on the derivation and direction of new transitivity alternations. Finally, the study demonstrates that the generalisation that guides the changes in voice demands morphological differentiation of the anticausative from the passive types. Nikolaos Lavidas is Lecturer in Historical Linguistics at the Department of Theoretical and Applied Linguistics, School of English, Aristotle University of Thessaloniki. Prior to his employment at the Aristotle University, he was a postdoctoral researcher at the University of the Aegean (with a scholarship from the Greek State Scholarship Foundation), and he taught Historical Linguistics at the University of Peloponnese, the University of Patras and the University of the Aegean. He has published articles on historical linguistics, more specifically on syntactic change, argument structure in diachrony, and Indo-European linguistics.
Price Uk Gbp: 44.99 Price Us Usd: 67.99
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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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