This is my presentation at SQUID, linguistics student conference at City University of New York (CUNY). I am introducing a new model for learnability and language acquisition based on findings from CHILDES corpus. The model is based on the idea that based on the input children/learners get, they start to create templates, and with more templates, they start to abstract such templates into grammar rules. Some input, mainly ideomatic expressions, cannot be templated, and hence they play an important role in this model. The model can further be ported into second language acquisition, as in my Champolu Method.
2. ο½ Idiomatic expressions play a
significant role in Chomskyβs
argument for eliminating D-Structure
and S-Structure and maintaining LF:
β If condition A were to Apply at S-Structure β¦ the later LF
processes would be free to choose either idiomatic or the
literal interpretation β¦ thus we have the strongest kind of
argument against S-Structureβ
ββ¦ a strong argument for LF representation. The facts are
explained in terms of a level of representation with two
properties: (1) phrases with a unitary interpretation such as
the idiom (take β¦ picture) or (have β¦ attitudes) appear as
units; (2) binding theory applies. In standard EST
approaches, LF is the only candidate. This argument is still
clearer in this minimalist theory, lacking D-Structure and β¦
S-Structure.β
Chomsky, The Minimalist Program, Pages 207-208
3. ο½ Children learn idioms following adult input
ο½ Input determines idiomatic and flexible
expressions
ο½ Flexible expressions form templates
ο½ Templates help in learning lexical items and
syntactic equivalencies
ο½ Templates are abstracted to form grammar
4. ο½ Children acquire the idiom βants in the pantsβ β CHILDES corpus
["*MOT: (be)cause she's got ants in her pants .
x15111506_112911x15", (4463, 174)]
['*MOT: +" ants in pants . x1594363_98226x15', (4463, 154)]
["*FAT: got ants in your pants today , don't you ?", (1537, 2379)]
['*CHI: ants in your pants .', (1668, 23862)]
['*MCH: you got ants in your pants .', (1675, 8071)]
['*BRO: I got ants in my pants an(d) I need to dance but a big fat
momma', (1675, 11533)]
['*MCH: you got ants in your +...', (1675, 8074)]
['*MCH: got ants in my (.) +...', (1675, 8065)]
['*MOT: ants in the pants ? x15972916_974781x15', (3995, 1242)]
['*MOT: ants in the pants ? x15970481_972916x15', (3995, 1239)]
["*MOT: it's covered with dirt , not my pants that sat in the ants , ants in
my pants tonight . x151019315_1025593x15", (3999, 1456)]
5. ο½ One assumption is to treat βThank youβ as an
idiomβ¦
ο½ From CHILDES Corpus:
β¦ Number of βthank youβ utterances: 3381
β¦ Number of βthank youβ utterances by children: 490
β¦ Number of βthankβ not followed by βyouβ utterances: 335
β¦ Number of βthankβ not followed by βyouβ utterances by
children: 96
ο½ The percentage of βThank (NOT you)β for children
is about 20%, while for the rest is about 10%, but
the rest includes children, so numbers need
refinement
6. ο½ βHereβs Xβ is an expression that is partly
idiomatic, but it is analyzable, so βHereβsβ can
be rigid, while X can change
ο½ Input can make some expressions
βrigid/frozenβ while others βflexibleβ
7. So given the input from adults:
ο½ ["*MOT: oh (.) here's a chair .", (1, 166)]
ο½ ["*MOT: here's a table .", (1, 186)]
ο½ ["*MOT: here's a cooker like Daddy's cooker .", (3, 79)]
ο½ ["*MOT: here's some blocks (.) beads .", (3, 129)]
ο½ ["*MOT: here's something that goes over here .", (5, 405)]
ο½ ["*MOT: look (.) here's that little puppy like you have .", (16, 353)]
ο½ ["*MOT: here's another one .", (19, 132)]
ο½ ["*MOT: here's some more round ones that go in there though .", (35, 459)]
ο½ ["*MOT: and here's the bench for them to sit at the table .", (40, 478)]
Children would follow:
ο½ ["*CHI: here's one for you .", (184, 11697)]
ο½ ["*CHI: here's a railroad tracks .", (185, 6552)]
ο½ ["*CHI: here's Jenny .", (185, 7735)]
ο½ ["*CHI: here's a little horse .", (186, 1144)]
ο½ ["*CHI: and here's my tennis racquet .", (187, 13956)]
8. ο½ Children learn:
β¦ Anything at X has to be in one syntactic category
(NP)
β¦ making equivalencies between NP treelets (e.g. Det
N; Adj N; NP Cnj NP; NP C VP ..etc)
β¦ Template can be associated with the pragmatic
purpose of showing/pointing at/presenting
something
β¦ Matching template to new input to discover
unknown items at X
9. ο½ How templates and categories can help in
acquiring vocabulary and grammar of a new
language
ο½ A little exercise with Egyptian Arabic
10. I have a cat βandee ottah π±
A fish and a cat Samakah we ottah π± π
The cat is eating El ottah be taakol π±
He saw a fish Howwa shaaf samakah π
he saw a monkey Howwa shaaf erd π
So, how do you say
βcatβ in Egyptian
Arabic?
11. I have a cat βandee ottah π±
A fish and a cat Samakah we ottah π± π
The cat is eating El ottah be taakol π±
He saw a fish Howwa shaaf samakah π
He saw a monkey Howwa shaaf erd π
Cat = ottah = π±
12. I have a π βandee π π±
A fish and a π Samakah we π π± π
The π is eating El π be taakol π±
He saw a fish Howwa shaaf samakah π
He saw a monkey Howwa shaaf erd π
Cat = ottah = π±
How about βfishβ?
13. I have a π βandee π π±
A π and a π π we π π± π
The π is eating El π be taakol π±
He saw a π Howwa shaaf π π
He saw a monkey Howwa shaaf erd π
Cat = ottah = π±
Fish= samakah= π
How do you say βmonkeyβ?
14. I have a π βandee π π±
A π and a π π we π π± π
The π is eating El π be taakol π±
He saw a π Howwa shaaf π π
He saw a π Howwa shaaf π π
Cat = ottah = π±
Fish= samakah= π
Monkey=erd=π
15. John saw π John shaaf π
My friend saw π Saahby shaaf π
The old man saw π El raagel el βagooz
shaaf π
The man who lives at
the fifth floor saw a π
El raagel elly saaken fi
el dor el khaames
shaaf π
He saw a π Howwa shaaf π
Cat = ottah = π±
Fish= samakah= π
Monkey=erd=π
How about βJohnβ and other items
coming before βsawβ? ο
17. ο½ Template: X saw Y = X shaaf Y; to express
that someone saw something
ο½ Vocabulary:
β¦ Cat = ottah = π±
β¦ Fish= samakah= π
β¦ Monkey=erd=π
ο½ Syntactic Equivalents:
β¦ John = John
β¦ My friend = saahby
β¦ The old man = el raagel el βagouz
β¦ The man who lives at the fifth floor = el raagel elly saaken
fi el dor el khaames
18. Pragmatic Value
π² saw π π² shaaf π Someone saw
something
π² ate π π² akal π Someone ate
something
π² pulled π π² shadd π Someone pulled
something
π² took π π² akhad π Someone took
something
π² made π π² βamal π Someone made
something
All of these can be abstracted to the form:
X V Y
19. ο½ Idioms provide guidance on the role of input
in creating flexible/rigid
expressions/templates
ο½ With the input provided, we were able to
acquire:
β¦ Vocabulary items (cat = ottah ..etc)
β¦ Syntactic equivalencies (My friend; the old man; the
man who lives β¦)
β¦ Templates associated with some
semantic/pragmatic setting
β¦ Abstraction of templates into grammar
20. P.S. Play the game βChampoluβ built on the
principles presented today ο
champolu.com
Volunteers are welcome ο