scholarly journals Computational linguistics and generative linguistics

Author(s):  
Geoffrey K. Pullum
Author(s):  
Leonard Talmy

Relevant to targeting, space and time in language can be understood as conceptual constructs that share numerous properties — e.g., they are matrices that are straight, evenly distributed, continuous, indefinitely extensive, and stationary, and that contain boundaries, bounded-off portions, and locations. Time uniquely has the properties of progression and grading. The theoretical framework proposed here for the targeting system distinguishes itself from approaches to comparable phenomena found in construction grammar, generative linguistics, computational linguistics, linguistic anthropology, language philosophy, and semiotics. Its seemingly unique features include a trigger’s initiating a hearer’s search for cues to a target, the division of such cues into ten categories, the hearer’s processing in determining this target, and the unity of this processing whether the target is inside or outside speech.


2006 ◽  
Author(s):  
Wendy E. Chan ◽  
David M. Arney ◽  
Josh Morgan ◽  
Lauren Stevenson ◽  
Kevin Reimer ◽  
...  

10.1558/37291 ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 242-263
Author(s):  
Stefano Rastelli ◽  
Kook-Hee Gil

This paper offers a new insight into GenSLA classroom research in light of recent developments in the Minimalist Program (MP). Recent research in GenSLA has shown how generative linguistics and acquisition studies can inform the language classroom, mostly focusing on what linguistic aspects of target properties should be integrated as a part of the classroom input. Based on insights from Chomsky’s ‘three factors for language design’ – which bring together the Faculty of Language, input and general principles of economy and efficient computation (the third factor effect) for language development – we put forward a theoretical rationale for how classroom research can offer a unique environment to test the learnability in L2 through the statistical enhancement of the input to which learners are exposed.


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