65 86 ling3
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This document outlines the development of Chomsky's theory of generative grammar from the 1960s-1980s. It shows that early critics doubted Chomsky's idea that syntax was the most important part of language and that meaning was less important. However, Chomsky and his supporters demonstrated that positing invisible movements in syntax could elegantly explain linguistic phenomena like question formation. This led to the development of key concepts in generative grammar like predicate phrases, X-bar theory, and auxiliary as an inflectional phrase. By the 1980s, Chomsky had established his theory of a unique, universal grammar as the primary explanation for human language ability.
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The document discusses the innateness hypothesis in linguistics, which claims that human language ability is special and separate from other mental abilities. It is proposed that humans have a special language module in the brain that is hardwired for language. In 1957, Chomsky looked for evidence of this unique language ability through phrase structure rules. The document also presents an alternative hypothesis by Evans that if all life is inherently language-like as Richard Dawkins claimed, then ordinary thought may also have some language-like properties, meaning a special language faculty would not be necessary to explain innate language knowledge.
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Mga Modelo ng Komunikasyon
Uploaded for educational purposes
The file was created by one of our university professors
Sining at Agham ng Pagsusulit Pangwika
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The document discusses the innateness hypothesis in linguistics, which claims that human language ability is special and separate from other mental abilities. It is proposed that humans have a special language module in the brain that is hardwired for language. In 1957, Chomsky looked for evidence of this unique language ability through phrase structure rules. The document also presents an alternative hypothesis by Evans that if all life is inherently language-like as Richard Dawkins claimed, then ordinary thought may also have some language-like properties, meaning a special language faculty would not be necessary to explain innate language knowledge.
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The document discusses analyzing representations of different age groups in media through images, discussing stereotypes of infants, teenagers, and the elderly, with tasks of finding 3 images that conform to and 3 images that subvert common stereotypes for each age group. It also provides instructions for a blog post on age stereotypes and outlines learning objectives around identifying superiority and inferiority in a TV drama clip through cinematography.
Mga Modelo ng Komunikasyon
Uploaded for educational purposes
The file was created by one of our university professors
Sining at Agham ng Pagsusulit Pangwika
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65 86 ling3q
This document discusses the history of the Innateness Hypothesis in linguistics from 1965-1986. It proposes that human language ability is hardwired in our brains and follows universal syntactic rules. However, other linguists disputed this view, arguing that meaning is more important than syntax. This led to disagreements over the role of semantics and whether the mind has a specialized language faculty or relies on general cognitive abilities. Ultimately, Chomsky's focus on discovering the universal rules of syntax through movement and X-bar theory became dominant, though X-bar theory was later abandoned.
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Understanding Psychology, Ninth Edition, by Charles G. Morris and Albert A. Maisto. Published by Prentice Hall. Copyright © 2010 by Pearson Education, Inc.
“At the Braefield School for the Deaf, I met Joseph, a boyof 11 who had just entered school for the first time—an11-year-old with no language whatever. He had been
born deaf, but this had not been realized until he was in his
fourth year. His failure to talk, or understand speech, at the
normal age was put down to ‘retardation,’ then to ‘autism,’ and
these diagnoses had clung to him. When his deafness finally
became apparent he was seen as ‘deaf and dumb,’ dumb not
only literally, but metaphorically, and there was never any
attempt to teach him language.
Joseph longed to communicate, but could not. Neither
speaking nor writing nor signing was available to him, only ges-
tures and pantomimes, and a marked ability to draw. What has
happened to him? I kept asking myself. What is going on inside,
how has he come to such a pass? He looked alive and ani-
mated, but profoundly baffled: His eyes were attracted to
speaking mouths and signing hands—they darted to our
mouths and hands, inquisitively, uncomprehendingly, and, it
seemed to me, yearningly. He perceived that something was
‘going on’ between us, but he could not comprehend what it
was—he had, as yet, almost no idea of symbolic communica-
tion, of what it was to have a symbolic currency, to exchange
meaning. . . .
Joseph was unable, for example, to communicate how he
had spent the weekend. . . . It was not only language that was
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Joseph saw, distinguished, categorized, used; he had no
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65 86 ling3q
This document discusses the history of the Innateness Hypothesis in linguistics from 1965-1986. It proposes that human language ability is hardwired in our brains and follows universal syntactic rules. However, other linguists disputed this view, arguing that meaning is more important than syntax. This led to disagreements over the role of semantics and whether the mind has a specialized language faculty or relies on general cognitive abilities. Ultimately, Chomsky's focus on discovering the universal rules of syntax through movement and X-bar theory became dominant, though X-bar theory was later abandoned.
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and Mental Abilities
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• Language
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Understanding Psychology, Ninth Edition, by Charles G. Morris and Albert A. Maisto. Published by Prentice Hall. Copyright © 2010 by Pearson Education, Inc.
“At the Braefield School for the Deaf, I met Joseph, a boyof 11 who had just entered school for the first time—an11-year-old with no language whatever. He had been
born deaf, but this had not been realized until he was in his
fourth year. His failure to talk, or understand speech, at the
normal age was put down to ‘retardation,’ then to ‘autism,’ and
these diagnoses had clung to him. When his deafness finally
became apparent he was seen as ‘deaf and dumb,’ dumb not
only literally, but metaphorically, and there was never any
attempt to teach him language.
Joseph longed to communicate, but could not. Neither
speaking nor writing nor signing was available to him, only ges-
tures and pantomimes, and a marked ability to draw. What has
happened to him? I kept asking myself. What is going on inside,
how has he come to such a pass? He looked alive and ani-
mated, but profoundly baffled: His eyes were attracted to
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seemed to me, yearningly. He perceived that something was
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missing: there was not, it was evident, a clear sense of the past,
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2. It notes that English is a deep orthography language making it more difficult to develop reading fluency compared to languages like Spanish. Several factors can contribute to reading difficulties including vision problems, working memory limitations, and the complexity of the English writing system.
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An introduction to information and semantics in linguistics. Constructing a simple model of language.
Sem3
- The document discusses semantics and how meaning is derived from words, concepts, and objects in the real world. It explores different theories of word meaning, including referential semantics which relates words to objects, and lexical semantics which relates words to other words. The document also discusses semantic fields which group related words together, and componential analysis which breaks down meaning into semantic primitives or features.
Sem4
The document discusses several key concepts in semantics including:
- Word meaning is composed of the sign or word, the thing or concept it refers to in the real world, and the idea of that thing.
- Nouns have an identity index that specifies person, number, and gender. Verbs have a situation index rather than an entity.
- Word meaning is also defined through semantic frames which represent all the aspects and attributes associated with the word's concept.
- Different word categories like nouns and verbs have different types of semantic information that define their meaning including identity/situation indexes and the frames that are part of their concept.
Bare phrasestructure II
The document discusses bare phrase structure and how sentences are analyzed in this framework. It shows that a sentence consists of a verb phrase with an empty valence list, and phrases are built up recursively from lexical items through mergers governed by syntactic rules. Examples of English and Japanese phrases and sentences are broken down into their constituent parts to illustrate bare phrase structure.
Bare phrase structure
The document discusses the principles of bare phrase structure and X-Bar Theory in syntax. It introduces basic syntactic categories and structures like noun phrases, verb phrases, and prepositional phrases. Examples are provided in English and Japanese to illustrate how different languages construct phrases under the same bare phrase structure. The document also includes quiz examples for the reader to practice analyzing phrases based on these syntactic principles.
65 86 ling3
The document discusses the history and debates around linguistic theories from the 1960s-1980s. It describes how Chomsky's theory of universal grammar was initially challenged by theorists like George Lakoff who argued meaning was more important than syntax. It then explains how Chomsky's theory of movement and extra syntactic structures like X-bar theory emerged to account for linguistic phenomena. In the 1990s, Chomsky introduced Minimalism which aimed to simplify theories by reducing unnecessary movement and structure.
Merge rec2
This document discusses the ideas of linguist Noam Chomsky and debates around his theory of Universal Grammar. It introduces concepts like merge and recursion, and questions whether these are uniquely features of human language or found in other domains as well. While Chomsky argued language abilities are hardwired, others believe language is more like ordinary thinking and that merge and recursion may appear in other areas like mathematics, nature, or animal communication. The document acknowledges there are different views and that ultimately, more research is needed to fully understand these complex issues.
Ling2 gengram
The document discusses the concept of infinite creativity in language and recursion. It explores the idea that language rules allow for an infinite number of sentences to be generated through recursive embedding of phrases. While this ability seems infinite, the document notes that in practice recursion becomes difficult beyond a certain point due to issues like boredom, confusion or lack of meaning. It then discusses how generative grammar approaches like those of Chomsky analyze the deep structure of language in the brain using rules of syntax, metaphor, and the merging and embedding of phrases. The history of these ideas is traced back thousands of years, but significant modern work began in the 1960s, though many open questions still remain about concepts like Universal Grammar.
Eigo gaku5
This document provides information about languages spoken in Nigeria and Wales. It discusses:
- The main languages spoken in Nigeria including Yoruba, Igbo, and Hausa.
- Phonetic differences between certain sounds in different languages like ɒ, ɔ, and o.
- Features of the Welsh language including unusual place names and unique consonant sounds like ll and ch.
- Linguistic terminology like phonology, which is the study of how sounds function in a language.
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65 86 ling3
- 1. 1965 -1986
- 2. In the 60s and 70s …
- 4. Some people doubted Chomsky
- 6. Isn’t MEANING more important?
- 7. Can these trees really tell us so much?
- 8. Aren’t our minds about MEANING?
- 9. Paul Postal
- 10. Chomsky is empty
- 11. James McCawley
- 13. John Ross
- 15. Ray Jackendoff
- 19. Syntax (grammar) is MOST IMPORTANT!
- 20. Study grammar …
- 21. … and understand the brain!
- 22. Trees will tell you about the brain!
- 23. Chomsky’s grammar was triumphant
- 26. How language ability REALLY works
- 28. Meaning isn’t so important
- 29. So how can we understand our language ability?
- 30. Why is the –ed before the verb?
- 32. Not she “–ed walk”
- 33. That’s crazy
- 34. Well, we are looking for universals
- 35. Look
- 36. Aux is before the verb
- 37. The tense bit is BEFORE the verb
- 38. Before the verb
- 39. There must be INVISIBLE movement
- 40. Or it would be untidy
- 41. So how about OTHER movement?
- 42. Did she walk?
- 43. Maybe the tense bit is moving?
- 44. To an Operator position
- 45. Makes a question sentence
- 46. So we’re getting NEW categories
- 47. Predicate Phrase
- 48. Predicate Phrase: more complex VP
- 49. Carries tense, aspect, mood etc
- 50. And an Operator node
- 51. Things can move there
- 52. Change the kind of sentence
- 53. Did that girl open the door?
- 54. Magic!
- 55. Movement
- 56. So how about OTHER movement?
- 57. Move one bit
- 58. Can give us uniformity
- 59. Any other ways to get uniformity?
- 60. Because it’s UNIVERSAL grammar
- 61. Things should be the same
- 62. X-bar theory
- 63. XP, X’, X
- 64. N, N’, NP
- 65. V, V’, VP
- 66. P, P’, PP
- 67. Perfect
- 68. Everything is the same!
- 69. No wait!
- 70. What about S?
- 71. And what about aux?
- 72. What are we going to do about aux?
- 73. Aux, Aux’, AuxP?
- 74. Well aux carries tense, aspect, mood etc
- 75. Aux is the Inflectional information
- 76. Maybe it’s an INFLECTIONAL phrase?
- 77. How about like this?
- 78. All the same!
- 79. Perfect!