Generative coda

2017 ◽  
Vol 21 (2) ◽  
pp. 423-430
Author(s):  
ELLY VAN GELDEREN
Keyword(s):  
Native Speakers ◽  
Universal Grammar ◽  
Generative Grammar ◽  
Linguistic Knowledge ◽  
Noam Chomsky ◽  
Innate Knowledge

Generative grammar has its beginnings in the late 1950s with the work of Noam Chomsky and emphasizes innate linguistic knowledge, or Universal Grammar. Children use their innate knowledge and, on the basis of the language they hear spoken, also known as the E(xternalized)-Language, come up with a grammar, also known as the I(nternalized)-Language (see Chomsky 1986: 19–24). Generative grammar focuses on the ability of native speakers to speak and understand grammatical sentences.

scholarly journals The Linguistic Philosophy of Noam Chomsky

2014 ◽  
pp. 103-122 ◽  
Author(s):  
Binoy Barman
Keyword(s):  
Twentieth Century ◽  
Universal Grammar ◽  
Analytic Philosophy ◽  
Generative Grammar ◽  
Philosophical Investigation ◽  
Human Being ◽  
Noam Chomsky ◽  
Human Child ◽  
Mental Exercise ◽  
Linguistic Philosophy

Noam Chomsky, one of the most famous linguists of the twentieth century, based his linguistic works on certain philosophical doctrines. His main contribution to linguistics is Transformational Generative Grammar, which is founded on mentalist philosophy. He opposes the behaviourist psychology in favour of innatism for explaining the acquisition of language. He claims that it becomes possible for human child to learn a language for the linguistic faculty with which the child is born, and that the use of language for an adult is mostly a mental exercise. His ideas brought about a revolution in linguistics, dubbed as Chomskyan Revolution. According to him, the part of language which is innate to human being would be called Universal Grammar. His philosophy holds a strong propensity to rationalism in search of a cognitive foundation. His theory is a continuation of analytic philosophy, which puts language in the centre of philosophical investigation. He would also be identified as an essentialist. This paper considers various aspects of Chomsky’s linguistic philosophy with necessary elaborations.DOI: http://dx.doi.org/10.3329/pp.v51i1-2.17681

L2 Grammar and L2 Processing in the Acquisition of Spanish Prepositional Relative Clauses

2014 ◽  
Vol 18 (4) ◽  
pp. 577-596 ◽  
Author(s):  
SILVIA PERPIÑÁN
Keyword(s):  
Real Time ◽  
Relative Clauses ◽  
Native Speakers ◽  
Universal Grammar ◽  
Judgment Task ◽  
Linguistic Knowledge ◽  
Time Data ◽  
Arabic Speakers ◽  
Grammaticality Judgment ◽  
The One

This paper investigates the acquisition of prepositional relative clauses in L2 Spanish by English and Arabic speakers to understand the role of previous linguistic knowledge and Universal Grammar on the one hand, and the relationship between grammatical knowledge and its use in real-time, on the other. An oral production task and an on-line self-paced grammaticality judgment task were analyzed. Results indicated that the acquisition of oblique relative clauses is a problematic area for L2 learners. Divergent results compared to native speakers in production and grammatical intuitions were found; however, L2 reading time data showed the same real-time effects that native speakers had, suggesting that the problems with this construction are not necessarily linked to processing deficits. These results are interpreted as evidence for the ability to apply universal processing principles in a second language, and the relative independence of the processing domain and the production system.

The Acquisition of Preposition Stranding

1987 ◽  
Vol 32 (1) ◽  
pp. 65-85 ◽  
Author(s):  
Joyce Hildebrand
Keyword(s):  
Universal Grammar ◽  
Generative Grammar ◽  
Universal Principles ◽  
Preposition Stranding ◽  
Innate Knowledge ◽  
Acquisition Task ◽  
Linguistic Input

This study examines the acquisition of a familiar and widely studied syntactic phenomenon, preposition stranding, within the framework of transformational generative grammar. According to Chomsky’s theory of Universal Grammar (UG), children begin the acquisition task with an innate knowledge of universal principles of grammar. Many of these principles have open parameters with marked and unmarked options which must be set by children on the basis of their linguistic input. The marked setting entails the unmarked setting in that if a language allows the marked structures it will also allow the relevant unmarked structures, but the reverse is not necessarily true.

Tweede-Taalverwerving en Universele Grammatica

1988 ◽  
Vol 30 ◽  
pp. 31-47 ◽  
Author(s):  
Peter Jordens
Keyword(s):  
Language Acquisition ◽  
Adult Learners ◽  
Language Development ◽  
Native Speakers ◽  
Universal Grammar ◽  
Linguistic Knowledge ◽  
Logical Problem ◽  
L2 Learners ◽  
Rule System ◽  
Learning Principles

Among researchers in SLA there is currently a debate on wheter or not L2 learners may have access to Universal Grammar. Clahsen & Muysken (1986), for example, claim that this should not be the case. This is because the interlanguage system of L2 learners should contain rules which do not belong to "a possible rule system". Felix (1987), Flynn (1984, 1985) and White (1987), however, claim that the interlanguage system of L2 learners consists of "instantiations of possible rules". Furthermore, L2 learners should possess linguistic knowledge that cannot be related to general learning principles, nor to linguistic knowledge of L1. In the present article evidence from a study by White (1987) with respect to the so-called "logical problem of language acquisition" and from studies by Flynn (1984, 1985) regarding the so-called "logical problem of language development" is examined critically. With regard to the acquisition of the thai-trace effect in L2 English by native speakers of Dutch it can be shown that it is not necessary to assume that L2 learners should have access to Universal Grammar. Similarly, it can be shown that evidence that is interpreted in favour of the resetting of the head-parameters in the L2 English of native speakers of Japanese and Chinese can also be explained alternatively. Methodologically it appears to be problematical to find empirical evidence for the use of Universal Grammar by adult learners of a second language.

scholarly journals The ideas of universal grammar in the area of syntax and their reflection in the Russian educational materials of the early XIX century

2020 ◽  
pp. 31-39
Author(s):  
Valentina Alekseevna Telkova
Keyword(s):  
Universal Grammar ◽  
Objective Assessment ◽  
Generative Grammar ◽  
Scientific Development ◽  
Educational Materials ◽  
Noam Chomsky ◽  
The World ◽  
The Subject ◽  
Xix Century ◽  
Universal Grammars

The subject of this research is the analysis of universal grammar ideas in the area of syntax and their reflection in the Russian educational materials of the early XIX century. The relevance is defined by the fact that writings of the authors of universal grammars contain ideas currently applied in description of fact of language within the framework of generative grammar. View on grammar of A. S. Nikolsky, F. F. Rozanov, L. H. Jacob, I. F. Timkovsky, I. Ornatovsky repeatedly have become the subject of analysis; however, in light on most recent achievements of the theory of linguistics, previous works require revision. Research methodology leans on the theories, which are founded on the principle of historicism in linguistics that allows establishing own patterns in transformation of the subject of research and clearly understands the internal logics of scientific development. With emergence of works of the world renowned American linguist Noam Chomsky, who claimed that his generative grammar is based on the key postulates of universal grammar, the authors of universal grammars have attracted attention once again. The scientific novelty lies in the more objective assessment of the contribution of A. S. Nikolsky, F. F. Rozanov, L. H. Jacob, I. F. Timkovsky, I. Ornatovsky to the development of grammar science, and syntax in particular.  

A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Universal Grammar ◽  
Similar System ◽  
The One ◽  
L1 Acquisition

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

Pro linhvistychni pokaznyky vzayemodiyi mova – kulʹtura na prykladi analizu polʹsʹko- ukrayinsʹkoho pohranychchya XV-XIXst.

2020 ◽  
pp. 129-148
Author(s):  
Halyna Маtsyuk
Keyword(s):  
Social Relations ◽  
Native Speakers ◽  
Historical Memory ◽  
Linguistic Knowledge ◽  
Social Functions ◽  
Subject Field ◽  
Theoretical Concepts ◽  
Language And Culture ◽  
The Social ◽  
Polish Language

The article is devoted to the formation of a linguistic interpretation of the interaction of language and culture of the Polish-Ukrainian border territories. The material for the analysis includes nomic systems of Ukrainian and Polish languages, which are considered as a cultural product of interpersonal and interethnic communication and an element of the language system, as well as invariant scientific theory created in the works of Polish onomastics (according to key theoretical concepts, tradition of analysis, and continuity in linguistic knowledge). The analysis performed in the article allows us to single out the linguistic indicators of the interaction of language and culture typical for the subject field of sociolinguistics. These are connections and concepts: language-territory, language-social strata, language-gender, language-ethnicity, social functions of the Polish language, and non-standardized spelling systems. Linguistic indicators reveal the peculiar mechanisms of the border in the historical memory and collective consciousness, marking the role of languages in these areas as a factor of space and cultural marker and bringing us closer to understanding the social relations of native speakers in the fifteenth-nineteenth centuries.

On the Other Hand

2016 ◽  
Vol 2 (4) ◽  
Author(s):  
Robert Freidin ◽  
Juan Uriagereka ◽  
David Berlinski
Keyword(s):  
Generative Grammar ◽  
The Other ◽  
Noam Chomsky ◽  
Other Hand ◽  
History Of

The following remarks attempt to place Jean-Roger Vergnaud’s letter to Noam Chomsky and Howard Lasnik more centrally within the history of modern generative grammar from its inception to the present.

scholarly journals Different speakers, different grammars

2012 ◽  
Vol 2 (3) ◽  
pp. 219-253 ◽  
Author(s):  
Ewa Dąbrowska
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Native Speakers ◽  
Linguistic Knowledge ◽  
Inflectional Morphology ◽  
Subordinate Clauses ◽  
General Rules ◽  
Widespread Belief ◽  
Ultimate Attainment

This article reviews several recent studies suggesting that — contrary to a widespread belief — adult monolingual native speakers of the same language do not share the same mental grammar. The studies examined various aspects of linguistic knowledge, including inflectional morphology, passives, quantifiers, and more complex constructions with subordinate clauses. The findings suggest that, in some cases, language learners attend to different cues in the input and end up with different grammars; in others, some speakers extract only fairly specific, ‘local’ generalizations which apply to particular subclasses of items while others acquire more abstract rules which apply ‘across the board’. At least some of these differences are education-related: more educated speakers appear to acquire more general rules, possibly as a result of more varied linguistic experience. These findings have interesting consequences for research on bilingualism, particularly for research on ultimate attainment in second language acquisition, as well as important methodological implications for all language sciences.

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