Parametric Variation in Universal Grammar

1987 ◽  
Vol 23 (2) ◽  
pp. 289-318 ◽  
Author(s):  
Irene Philippaki-Warburton

One of the most promising new developments of recent research into theoretical syntax within the model of Government and Binding (GB) as presented in Chomsky (1981) and (1982) has been the new importance given to the study of languages other than English. This has stimulated a great deal of work into a variety of languages (see, for example, Rizzi, 1982; Borer, 1983; Bouchard, 1984; Huang, 1984 and others). It has also been welcomed by linguists outside the TG tradition. Thus, Comrie, (1984:155) expresses his delight that ‘Chomsky (1981) makes clear that generative grammarians have come to realize that an adequate study of syntax within universal grammar requires the study of languages of different types. Chomsky's main concern has always been to formulate a theory that would achieve ‘explanatory adequacy’ by providing a restrictive set of principles which could characterize universally the notion ‘natural language’. However, detailed and in-depth analyses of various languages have revealed that in order to achieve ‘descriptive adequacy’ the theory has to allow for cross-linguistic differences, or ‘parametric variation’. The concept of parametric variation weakens some-what the restrictiveness of the universal grammar (UG) hypothesis and even more so its purported innateness, since the values for the parameters must be arrived at by the child through induction from empirical evidence. Nevertheless, explanatory adequacy may still be attained if the number of parameters is very small and each parameter has few values.


Author(s):  
Theresa Biberauer ◽  
Anders Holmberg ◽  
Ian Roberts ◽  
Michelle Sheehan
Keyword(s):  

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji

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).


Author(s):  
Eric Lander ◽  
Liliane Haegeman

This chapter investigates spatial-deictic systems (e.g. English this vs. that, or Latin hīc vs. iste vs. ille) from a wide range of typologically diverse languages. We propose that spatial deixis is encoded as a three-way contrast in Universal Grammar (UG): Proximal ‘close to speaker,’ Medial ‘close to hearer,’ and Distal ‘far from speaker and hearer.’ The empirical core of the chapter focuses on two phenomena: (i) syncretism and (ii) morphological containment. It is shown that only certain kinds of syncretism patterns are attested crosslinguistically: Syncretism cannot target Proximal and Distal without also targeting Medial (a case of *ABA). Furthermore, the cases of morphological containment we have found show that Distal contains Medial, which, in turn, contains Proximal. A functional sequence of three heads is posited that captures our generalizations in a simple and effective way.


2021 ◽  
pp. 348-363
Author(s):  
Stephen Crain ◽  
Rosalind Thornton

Author(s):  
Hui Chang ◽  
Lilong Xu

Abstract Chinese allows both gapped and gapless topic constructions without their usage being restricted to specific contexts, while English only allows gapped topic constructions which are used in certain contexts. In other words, Chinese uses ‘topic prominence’, whereas English does not. The contrast between English and Chinese topic constructions poses a learnability problem for Chinese learners of English. This paper uses an empirical study investigating first language (L1) transfer in the case of Chinese learners of English and the extent to which they are able to unlearn topic prominence as they progress in second language (L2) English. Results of an acceptability judgment test indicate that Chinese learners of English initially transfer Chinese topic prominence into their English, then gradually unlearn Chinese topic prominence as their English proficiency improves, and finally unlearn Chinese topic prominence successfully. The results support the Full Transfer Theory (Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12. 40–72) and the Variational Learning Model (Yang, Charles. 2004. Universal Grammar, statistics or both? Trends in Cognitive Sciences 8. 451–456), but contradict the proposal that the topic prominence can never be transferred but may be unlearned from the beginning in Chinese speakers’ acquisition of English (Zheng, Chao. 2001. Nominal Constructions Beyond IP and Their Initial Restructuring in L2 Acquisition. Guangzhou: Guangdong University of Foreign Studies Ph.D. dissertation). In addition, the type of topic constructions that is used and whether or not a comma is added after the topic have an effect on learners’ transfer and unlearning of topic prominence. It is proposed that the specification of Agr(eement) and T(ense) as well as the presence of expletive subjects in English input can trigger the unlearning of topic prominence for Chinese learners of English.


Sign in / Sign up

Export Citation Format

Share Document