“I” Language and “E” Language in Theoretical Linguistics – a Practical View
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The Utility and Ubiquity of Taboo Words Timothy Jay
PERSPECTIVES ON PSYCHOLOGICAL SCIENCE The Utility and Ubiquity of Taboo Words Timothy Jay Massachusetts College of Liberal Arts ABSTRACT—Taboo words are defined and sanctioned by This review is organized around eight questions that are used institutions of power (e.g., religion, media), and prohibi- to pique psychologists’ interest in taboo words and to promote a tions are reiterated in child-rearing practices. Native deeper understanding of them through future research: What are speakers acquire folk knowledge of taboo words, but it taboo words and why do they exist? What motivates people to use lacks the complexity that psychological science requires for taboo words? How often do people say taboo words, and who says an understanding of swearing. Misperceptions persist in them? What are the most frequently used taboo words? Does psychological science and in society at large about how psychological science acknowledge the significance of the frequently people swear or what it means when they do. frequency of taboo word use? Is a folk knowledge of taboo words Public recordings of taboo words establish the commonplace sufficient for psychological science? How should psychological occurrence of swearing (ubiquity), although frequency data science define language? Does psychological science even need are not always appreciated in laboratory research. A set of a theory of swearing? 10 words that has remained stable over the past 20 years accounts for 80% of public swearing. Swearing is positively WHATARE TABOO WORDS AND WHY DO THEY EXIST? correlated with extraversion and Type A hostility but neg- atively correlated with agreeableness, conscientiousness, I use the terms taboo words or swear words interchangeably to religiosity, and sexual anxiety. -
First Language Acquisition Theories and Transition to SLA Mohammad
The Asian Conference on Language Learning 2013 Official Conference Proceedings Osaka, Japan First Language Acquisition Theories and Transition to SLA Mohammad Torikul Islam Jazan University, Saudi Arabia 0289 The Asian Conference on Language Learning 2013 Official Conference Proceedings 2013 Abstract First language (L1) acquisition studies have been an interesting issue to both linguists and psycholinguists. A lot of research studies have been carried out over past several decades to investigate how L1 or child language acquisition mechanism takes place. The end point of L1 acquisition theories leads to interlanguage theories which eventually lead to second language acquisition (SLA) research studies. In this paper, I will show that there have been at least three theories that have offered new ideas on L1 acquisition. However, two theories of L1 acquisition have been very prominent as they have propounded two revolutionary schools of thought: Behaviorism and Mentalism. Therefore, in the first segment of this paper I will deal with the detailed theoretical assumptions on these two theories along with a brief discussion on Social Interactionist Theory of L1 acquisition. The second segment will deal with interlanguage theories and their seminal contributions to subsequent language researchers. Finally, I will briefly show how L1 acquisition theories and interlanguage theories have paved the way for new ideas into SLA research studies. iafor The International Academic Forum www.iafor.org 499 The Asian Conference on Language Learning 2013 Official Conference Proceedings Osaka, Japan Behaviorist Theory Behaviorism or Behaviorist Theory of first language (L1) plays a crucial role in understanding the early importance attached to the role of the first language acquisition. -
Language Development Language Development
Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development. -
1. Functionalist Linguistics: Usage-Based Explanations of Language Structure
MARTIN HASPELMATH, 15 July 1. Functionalist linguistics: usage-based explanations of language structure 1. What is functionalism? prototypical representatives of "functionalism" in my sense: general: Greenberg 1966, Croft 1990, Paul 1880/1920 syntax: Givón 1984-90, Hawkins 1994, Croft 2001 morphology: Bybee 1985 phonology: Lindblom 1986, Bybee 2001 non-prototypical representatives: Foley & Van Valin 1984, Langacker 1987-91, Dik 1997 fundamental question: Why is language structure the way it is? not: How can language be acquired despite the poverty of the stimulus? primary answer: Language structure (= competence) is the way it is because it reflects constraints on language use (= performance). typically this means: because it is adapted to the needs of language users main problem: H ow can language structure "reflect" language use? There must be an evolutionary/adaptive process, perhaps involving variation and selection. 2. Two examples (A) Vowel systems: The great majority of languages have "triangular" vowel systems as in (1a) or (1b). "Horizontal" or "vertical" systems as in (2a-b) are logically perfectly possible, but unattested. (1) a. [i] [u] b. [i] [u] [a] [e] [o] [a] (2) a. [i] [I] [u] b. [I] [´] [a] This reflects a phonetic constraint on language use: Vowels should be easily distinguishable, and phonetic research has shown that [i], [u], and [a] are the three extremes in the available vowel space (e.g. Lindblom 1986). 1 (B) Implicit infinitival subjects: In many languages, the subject of certain types of complement clauses can be left unexpressed only when it is coreferential with a matrix argument: (3) a. Roberti wants [Øi/*j to arrive in time]. -
Theoretical Linguistics, Vol
Edinburgh Research Explorer Action-based grammar Citation for published version: Kempson, R, Cann, R, Gregoromichelaki, E & Chatzikyriakidis, S 2017, 'Action-based grammar', Theoretical Linguistics, vol. 43, no. 1-2, pp. 141-167. https://doi.org/10.1515/tl-2017-0012 Digital Object Identifier (DOI): 10.1515/tl-2017-0012 Link: Link to publication record in Edinburgh Research Explorer Document Version: Publisher's PDF, also known as Version of record Published In: Theoretical Linguistics General rights Copyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 29. Sep. 2021 Theoretical Linguistics 2017; 43(1-2): 141–167 Ruth Kempson, Ronnie Cann, Eleni Gregoromichelaki and Stergios Chatzikyriakidis Action-Based Grammar DOI 10.1515/tl-2017-0012 1 Competence-performance and levels of description First of all we would like to thank the commentators for their efforts that resulted in thoughtful and significant comments about our account.1 We are delighted that the main thesis we presented – the inclusion of interactive language use within the remit of grammars – seems to have received an unexpected consensus from such diverse perspectives. -
A STUDY of WRITING Oi.Uchicago.Edu Oi.Uchicago.Edu /MAAM^MA
oi.uchicago.edu A STUDY OF WRITING oi.uchicago.edu oi.uchicago.edu /MAAM^MA. A STUDY OF "*?• ,fii WRITING REVISED EDITION I. J. GELB Phoenix Books THE UNIVERSITY OF CHICAGO PRESS oi.uchicago.edu This book is also available in a clothbound edition from THE UNIVERSITY OF CHICAGO PRESS TO THE MOKSTADS THE UNIVERSITY OF CHICAGO PRESS, CHICAGO & LONDON The University of Toronto Press, Toronto 5, Canada Copyright 1952 in the International Copyright Union. All rights reserved. Published 1952. Second Edition 1963. First Phoenix Impression 1963. Printed in the United States of America oi.uchicago.edu PREFACE HE book contains twelve chapters, but it can be broken up structurally into five parts. First, the place of writing among the various systems of human inter communication is discussed. This is followed by four Tchapters devoted to the descriptive and comparative treatment of the various types of writing in the world. The sixth chapter deals with the evolution of writing from the earliest stages of picture writing to a full alphabet. The next four chapters deal with general problems, such as the future of writing and the relationship of writing to speech, art, and religion. Of the two final chapters, one contains the first attempt to establish a full terminology of writing, the other an extensive bibliography. The aim of this study is to lay a foundation for a new science of writing which might be called grammatology. While the general histories of writing treat individual writings mainly from a descriptive-historical point of view, the new science attempts to establish general principles governing the use and evolution of writing on a comparative-typological basis. -
The Theory of Language Acquisition Described by Lightbown and Spada
Yoriko Iida Kwansei Gakuin University, Japan 2008/12 1 Some suggestions pertaining to teaching and learning in order to improve communication skills in English as a foreign language in Japanese middle and high schools Abstract: This paper will examine English education, especially with regards to speaking and communications in Japanese middle and high schools using the theory of language acquisition described by Lightbown and Spada. Firstly the study will speak about cases of English education in Japan and after that, it will review Lightbown and Spada‟s theory. Finally, it will point out some suggestions and examples on how to teach and learn so as to develop English communication skills in Japanese middle and high schools by referring to the situations of English education in Japan and the theory of language acquisition. 1. Introduction According to the Yomiuri newspaper on August, 17, 2007, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) asserted that the basic principle of curriculum guidelines in elementary, middle, and high schools was going to be changed from the pressure-free education system to a policy aimed at students‟ academic development. The goal of this new policy will be to foster language skills which help students explain their opinions clearly orally and in writing form. Because of the policy, the classroom hours of primary subjects will increase as well as those of the English class in middle schools. Foreign language curriculum guidelines in middle and high schools by MEXT continue to emphasize improving English language skills, especially in speaking and communication. They mention the importance of raising practical communication skills in English and positive attitudes toward communications and understanding English-speaking peoples‟ cultures through the language. -
Teaching (Theoretical) Linguistics in the Second Language Classroom: Beyond Language Improvement
PORTA LINGUARUM 22, junio 2014 161-171 Teaching (Theoretical) Linguistics in the Second Language Classroom: Beyond Language Improvement MAITE CORREA Colorado State University Received: 13 July 2012 / Accepted: 7 February 2013 ISSN: 1697-7467 ABSTRACT: Linguistics enjoys a paradoxical place in second language (SL) teaching. Un- like students majoring in Linguistics who see it as “study of the mind”, those who take it as part of a language degree see it as relevant as far as it supports language learning. However, a good command of the language is not sufficient for effective teaching. I address the need to revise the place of linguistics in SL curricula and present an innovative teaching approach that analyzes language in a scientific, systematic manner while focusing on those aspects of language that are of direct relevance to future language teachers. Keywords: Theoretical linguistics, pedagogy, teacher education, teacher learning, educa- tional linguistics. La enseñanza de lingüística (teórica) en la clase de ELE: más allá de la mejora comu- nicativa RESUMEN: La lingüística ocupa un lugar paradójico en los departamentos de didáctica de la lengua extranjera: aunque en los departamentos de Filología se ve como una “ventana a la mente”, en los de didáctica se ve como un apoyo al aprendizaje de la lengua por parte del futuro profesor. En este artículo reviso el lugar de la lingüística en el currículo de enseñan- za de segundas lenguas y presento un enfoque a la enseñanza de la lingüística que, siendo sistemático y científico, también se enfoca en aquellos aspectos relevantes para los futuros maestros de lengua extranjera. -
Linguistics in Applied Linguistics: a Historical Overview
JOURNAL OF ENGLISH STUDIES - VOLUME 3, (2001-2), 99-114 LINGUISTICS IN APPLIED LINGUISTICS: A HISTORICAL OVERVIEW TONY HARRIS University of Granada ABSTRACT. This paper looks at some of the underlying reasons which might explain the uncertainty surrounding applied linguistics as an academic enquiry. The opening section traces the emergence of the field through its professional associations and publications and identifies second and foreign language (L2) teaching as its primary activity. The succeeding section examines the extent to which L2 pedagogy, as a branch of applied linguistics, is conceived within a theoretical linguistic framework and how this might have changed during a historical period that gave rise to Chomskyan linguistics and the notion of communicative competence. The concluding remarks offer explanations to account for the persistence of linguistic parameters to define applied linguistics. 1. INTRODUCTION Perhaps the most difficult challenge facing the discipline of applied linguistics at the start of the new millennium is to define the ground on which it plies its trade. The field is not infrequently criticised and derided by the parent science, linguistics, which claims authority over academic terrain that applied linguists consider their own. It should be said, however, that applied linguists themselves seem to attract such adversity because of the lack of consensus within their own ranks about what it is they are actually engaged in. The elusiveness of a definition that might string together an academic domain of such wide-ranging diversity, which appears to be in a perennial state of expansion, makes definitions unsafe, not to say time-bound, and in this sense Widdowson’s (2000a: 3) likening of the field to “the Holy Roman Empire: a kind of convenient nominal fiction” is uncomfortably close to the 99 TONY HARRIS truth. -
Introduction to Linguistic Theory About This Course
Introduction to Linguistic Theory 01:615:201, Sections 01–04 Fall 2017 Lecture time and location: Milledoler Hall Rm 100, Tuesdays 1:10–2:30pm Course website: sakai.rutgers.edu Lecturer: Adam Jardine Email: [email protected] Office: Linguistics Department (18 Seminary Pl), Rm 303 Office hours: Tuesdays and Wednesdays, 11:00am–12:00pm Recitations: Thursdays 1:10–2:30pm Locations & TAs: Sect. TA Email (@rutgers.edu) Location Office hours 01 EileenBlum eileen.blum ScottHallRm206 Th3-4pm 02 AngLi ang.li.aimee Hardenbergh Hall Rm A5 Th 4-5pm 03 Hazel Mitchley hazel.mitchley CampbellHallRmA3 We4-5pm 04 LydiaNewkirk lydia.newkirk ScottHallRm105 Tu4–5pm TA Office: Linguistics Department (18 Seminary Pl) basement About this course This course is an introduction to the study of linguistics and contemporary linguistic theory and analysis. Linguistics is the scientific study of human language, and theoretical linguists use for- mal systems to develop precise theories that help us understand the incredibly rich cognitive processes that allow us to use language to communicate with each other, conduct an internal monologue, and so much more. In this course, we’ll focus on several key areas of modern linguistic theory: morphology (the study of words and word formation), syntax (the study of how sentences and phrases are built and structured), semantics (the study of how words and phrases are associated with meaning), and phonetics (the study of “speech sounds”) and phonology (the study of linguistic “sound” patterns) (scare quotes because we can also study the phonetics and phonology of signed lan- guages!). 1 Jardine LING201syllabus 2 Course learning goals At the completion of this course, students will be able to: • Understand significant subfields within linguistics. -
5 the Usage-Based Theory of Language Acquisition Michael Tomasello
//FS2/CUP/3-PAGINATION/CHEL/2-PROOFS/3B2/9780521883375C05.3D 69 [69–88] 4.8.2008 2:23PM 5 The usage-based theory of language acquisition Michael Tomasello 5.1 Introduction The usage-based approach to linguistic communication may be summar- ized in the two aphorisms: • meaning is use • structure emerges from use ‘Meaning is use’ represents an approach to the functional or semantic dimension of linguistic communication. It originated with Wittgenstein (1953) and other pragmatically based philosophers of language, who wanted to combat the idea that meanings are things and instead focus on how people use linguistic conventions to achieve social ends. ‘Structure emerges from use’ represents an approach to the structural or grammat- ical dimension of linguistic communication. It is implicit in the work on grammaticalization and language change of many historical linguists, and has been made explicit by Langacker (1987, 2000) and other usage-based linguists, who want to combat the idea of a wholly formal grammar devoid of meaning and instead focus on how meaning-based grammatical con- structions emerge from individual acts of language use. Drawing on the work of many other researchers, Tomasello (2003) proposes a usage-based theory of language acquisition. Paralleling the two aphorisms above, the proposal is that children come to the process of language acquisition, at around one year of age, equipped with two sets of cognitive skills, both evolved for other, more general functions before linguistic communication emerged in the human species: • intention-reading (functional dimension) • pattern-finding (grammatical dimension) ‘Intention-reading’ is what children must do to discern the goals or inten- tions of mature speakers when they use linguistic conventions to achieve //FS2/CUP/3-PAGINATION/CHEL/2-PROOFS/3B2/9780521883375C05.3D 70 [69–88] 4.8.2008 2:23PM 70 MICHAEL TOMASELLO social ends, and thereby to learn these conventions from them culturally. -
Theoretical Linguistics 2016; 42(3-4): 291–296
Theoretical Linguistics 2016; 42(3-4): 291–296 Comments Gregory M. Kobele* and Jason Merchant The Dynamics of Ellipsis DOI 10.1515/tl-2016-0013 1 Introduction Kempson, Cann, Gregoromichelaki, and Chatzikyriakidis (henceforth KCGC) report on a theory of ellipsis in the idiom of Dynamic Syntax, and contrast it with other approaches. Underlying this contrast is the assumption that other grammatical traditions either must, or at least choose to, treat all sentence fragments as instances of ellipsis. This assumption is discussed further in Kobele (2016). We think that the question of whether to analyze a particular sentence fragment in terms of ellipsis should be influenced by empirical considerations. Standard diagnostics for the presence of ellipsis (as laid out for example in Merchant [2013b]) would not suggest that most of what is discussed is in fact elliptical. Fragments themselves come in many stripes, and some may have sentential sources (and thus be thought of as elliptical, such as fragment answers, as analyzed in Merchant [2004]), and many others may not (such as names, titles, and clarificational phrases, among the many others listed in Merchant [2010]). Merchant (2016) scrutinizes the fragments in KCGC from this perspective. We will not here attempt to undertake this work, but rather restrict our attention to cases such as VP-ellipsis or predicate ellipsis that all approaches agree form central ellip- tical explicanda. In this response we take a step back and focus on the basic idea on which KCGC’s theory of ellipsis is based. This fundamental idea is in fact shared by many of the approaches KCGC critique.