Concerning the Roots of Transformational Generative Grammar*
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
On the Irrelevance of Transformational Grammar to Second Language Pedagogy
ON THE IRRELEVANCE OF TRANSFORMATIONAL GRAMMAR TO SECOND LANGUAGE PEDAGOGY John T. Lamendella The University of Michigan Many scholars view transformational grammar as an attempt to represent the structure of linguistic knowledge in the mind and seek to apply transformational descriptions of languages to the de- velopment of second language teaching materials. It will be claimed in this paper that it is a mistake to look to transformational gram- mar or any other theory of linguistic description to provide the theoretical basis for either second language pedagogy or a theory of language acquisition. One may well wish to describe the ab- stract or logical structure of a language by constructing a trans- formational grammar which generates the set of sentences identi- fied with that language. However, this attempt should not be con- fused with an attempt to understand the cognitive structures and processes involved in knowing or using a language. It is a cogni- tive theory of language within the field of psycholinguistics rather than a theory of linguistic description which should underlie lan- guage teaching materials. A great deal of effort has been expended in the attempt to demonstrate the potential contributions of the field of descriptive linguistics to the teaching of second languages and, since the theory of transformational grammar has become the dominant theory in the field of linguistics, it is not surprising that applied linguists have sought to apply transformational grammar to gain new in- sights into the teaching of second languages. It will be claimed in this paper that it is a mistake to look to transformational grammar or any other theory of linguistic description to provide the theoretical basis for either second language pedagogy or a theory of language acquisition. -
1A Realistic Transformational Grammar
1 A Realistic Transformational Grammar JOAN BRESNAN The Realization Problem More than ten years ago Noam Chomsky expressed a fundamental assumption of transformational grammar : . A reasonable model of language use will incorporate , as a basic component , the generative grammar that express es the speaker - hearer ' s knowledge of the language . " This assumption is fundamental in that it defines basic research objectives for transformational grammar : to characterize the grammar that is to represent the language user ' s knowledge of language , and to specify the relation between the grammar and the model of language use into which the grammar is to be incorporated as a basic component . We may call these two research objectives the grammatical characterization problem and the grammatical realization problem . In the past ten years linguistic research has been devoted almost exclusively to the characterization problem ; the crucial question posed by the realization problem has been neglected - How } \ ' ould a reasonable model of language use incorporate a transformational grammar ? If we go back to the context in which Chomsky expressed this assumption about the relation of grammar to language use , we find that it is couched within an admonition : . A generative grammar is not a model for a speaker or a hearer . No doubt , a reasonable model of language use will incorporate , as a basic component , the generative grammar that express es speaker - hearer ' s knowledge of the language ; but this generative grammar does not , in itself , prescribe the character or functioning of a perceptual model or a model of speech - production " ( 1965 , p . 9 ) . In retrospect , this caution appears to have been justified by the rather pessimistic conclusions that have since been drawn in This chapter discuss es research in progress by the author , which is likely to be modified and refined. -
Introduction to Transformational Grammar
Introduction to Transformational Grammar Kyle Johnson University of Massachusetts at Amherst Fall 2004 Contents Preface iii 1 The Subject Matter 1 1.1 Linguisticsaslearningtheory . 1 1.2 The evidential basis of syntactic theory . 7 2 Phrase Structure 15 2.1 SubstitutionClasses............................. 16 2.2 Phrases .................................... 20 2.3 Xphrases................................... 29 2.4 ArgumentsandModifiers ......................... 41 3 Positioning Arguments 57 3.1 Expletives and the Extended Projection Principle . ..... 58 3.2 Case Theory and ordering complements . 61 3.3 Small Clauses and the Derived Subjects Hypothesis . ... 68 3.4 PROandControlInfinitives . .. .. .. .. .. .. 79 3.5 Evidence for Argument Movement from Quantifier Float . 83 3.6 Towards a typology of infinitive types . 92 3.7 Constraints on Argument Movement and the typology of verbs . 97 4 Verb Movement 105 4.1 The “Classic” Verb Movement account . 106 4.2 Head Movement’s role in “Verb Second” word order . 115 4.3 The Pollockian revolution: exploded IPs . 123 4.4 Features and covert movement . 136 5 Determiner Phrases and Noun Movement 149 5.1 TheDPHypothesis ............................. 151 5.2 NounMovement............................... 155 Contents 6 Complement Structure 179 6.1 Nouns and the θ-rolestheyassign .................... 180 6.2 Double Object constructions and Larsonian shells . 195 6.3 Complement structure and Object Shift . 207 7 Subjects and Complex Predicates 229 7.1 Gettingintotherightposition . 229 7.2 SubjectArguments ............................. 233 7.2.1 ArgumentStructure ........................ 235 7.2.2 The syntactic benefits of ν .................... 245 7.3 The relative positions of µP and νP: Evidence from ‘again’ . 246 7.4 The Minimal Link Condition and Romance causatives . 254 7.5 RemainingProblems ............................ 271 7.5.1 The main verb in English is too high . -
Towards an Account of the Present Paradigm Conflict in the Development of Linguistics*
Towards an Account of the Present Paradigm Conflict in the Development of Linguistics* By Taki Bremmers 3853500 BA Thesis English Language and Culture, Utrecht University Supervisor: Koen Sebregts Second Reader: Rick Nouwen November 2014 ____________________________ * I would like to thank my supervisor, Koen Sebregts, for motivating me and for carefully evaluating my work, as well as my friends and family, for supporting me. BA Thesis Taki Bremmers, November 2014 2 Abstract This thesis provides an account of the present linguistic paradigm conflict and its implications for the development of linguistics. In the light of Kuhn’s and Laudan’s respective theories of scientific progress, this thesis reflects upon the recent past, the present and the future of the linguistic field. The application of Kuhn’s theory to the current state of affairs in linguistics as described by Scholz, Pelletier, and Pullum suggests that the linguistic field is constituted upon three paradigms: Essentialism, Emergentism, and Externalism. These conflicting paradigms can be traced back to distinctive scientific traditions associated with Chosmky, Sapir, and Bloomfield, respectively. From the base of these past developments and the present situation, the future possibilities of linguistics can be inventoried: (1) linguistics may remain a pre- scientific discipline, (2) the linguistic paradigm conflict may persist, (3) the respective paradigms may be reconciled, or (4) a scientific revolution may take place. None of these scenarios can be precluded on the grounds of philosophical reflection. In reference to Kuhn’s and Laudan’s respective theories, it can, however, be argued that the linguistic field might be moved forward by promoting and evaluating debates between adherents of different paradigms. -
Transformational Grammar and Problems of Syntactic Ambiguity in English
Central Washington University ScholarWorks@CWU All Master's Theses Master's Theses 1968 Transformational Grammar and Problems of Syntactic Ambiguity in English Shirlie Jeanette Verley Central Washington University Follow this and additional works at: https://digitalcommons.cwu.edu/etd Part of the Liberal Studies Commons, and the Scholarship of Teaching and Learning Commons Recommended Citation Verley, Shirlie Jeanette, "Transformational Grammar and Problems of Syntactic Ambiguity in English" (1968). All Master's Theses. 976. https://digitalcommons.cwu.edu/etd/976 This Thesis is brought to you for free and open access by the Master's Theses at ScholarWorks@CWU. It has been accepted for inclusion in All Master's Theses by an authorized administrator of ScholarWorks@CWU. For more information, please contact [email protected]. TRANSFORMATIONAL GRAMMAR AND PROBLEMS OF SYNTACTIC AMBIGUITY IN ENGLISH A Thesis Presented to the Graduate Faculty Central Washington State College In Partial Fulfillment of the Requirements for the Degree Master of Education by Shirlie Jeanette Verley August, 1968 uol3u:qsa A'\ '8.mqsuau3 a80110J •ne1s UO:i)}U'.1_Sllh\ f!:UlUC>J ~PJ ~ NOU!J3TIO:) i'4133dS APPROVED FOR THE GRADUATE FACULTY ________________________________ D. W. Cummings, COMMITTEE CHAIRMAN _________________________________ Lyman B. Hagen _________________________________ Donald G. Goetschius ACKNOWLEDGMENTS I wish to thank, first, my chairman, Dr. D. W. Cummings for his assistance and guidance in the writing of this thesis. Next, I wish to thank Dr. Lyman Hagen and Dr. Don Goetschius for their participation on the committee. Last, my very personal thanks to my family, Gene, Sue, Steve and Shane for their patience. TABLE OF CONTENTS CHAPTER PAGE I. -
Chapter : E Role of Morphology in Transformational Grammar
Chapter : e role of morphology in Transformational Grammar Stephen R. Anderson∗ Dept. of Linguistics, Yale University for e Cambridge Handbook of Morphology Introduction A common view of the history of morphological research within the tradition of Generative Gram- mar, and one that the present author has himself retailed on various occasions, goes as follows. As successors to the American Structuralists, early generative grammarians (especially Noam Chomsky, a student of Zellig Harris) inherited the structuralist theory of the morpheme as a basic component of linguistic expressions. On this picture, morphemes were seen as more or less Saussurean minimal signs: irreducible associations of (phonemic) form with grammatical or semantic content. Chom- sky’s own earlier work on the morphology of Hebrew (Chomsky []) had made it clear to him that in the general case, the relation between morphemes and phonological form was much more complex and abstract than generally assumed in structuralist work, but discrete morphemes were still taken to serve as the link between form and content. Words, and by extension phrases, were to be analyzed as exhaustively composed of these morphemes, organized hierarchically into progressively larger structures. Within Generative Grammar, the two substantive branches of morphological theory were both trivialized. On the one hand, the study of allomorphy, the variation in shape displayed by individual morphemes, was to be largely subsumed under the much broader conception of phonology held by generativists in comparison with their predecessors, leaving little residue beyond the listing of arbitrary, unsystematic and suppletive alternants. On the other hand morphotactics, the study of the combination of morphemes into larger units, was to be seen simply as syntax, with morphemes serving as the terminal nodes of phrase markers. -
Performance-Compatible Competence Grammar
Performance-Compatible Competence Grammar Ivan A. Sag and Thomas Wasow Stanford University ¡ sag,wasow ¢ @csli.stanford.edu 1 Competence and Performance Half a century ago, Noam Chomsky introduced the field of linguistics to new mathematical tools drawn largely from recursive function theory. These were exciting tools that imparted mathematical precision, perhaps for the first time in the history of Linguistics, to the enterprise of grammar construction. The cornerstone of Chomsky's new theoretical edifice, was the grammatical transformation, an analytic device which led to new insights about a vast array of empirical phenomena left unanalyzed by previous linguistic traditions. As the theory of transformations developed, so did Chomsky's conception of linguistic theory. Transformational grammar was accorded the status of a theory of idealized linguis- tic knowledge – linguistic competence, to be distinguished from the more general study of language use (including the unconscious mental processes involved in producing and compre- hending utterances), termed linguistic performance. The relation between these two notions, as Chomsky (1965:10) emphasized, is that “... investigation of performance will proceed only so far as understanding of underlying competence permits.” For all their initial descriptive success, however, linguistic transformations have proven rather intransigent. Early psycholinguistic studies based on transformational grammar sought to show a correlation between the psychological complexity of sentences and the number of transformations involved in their derivations. The initial experiments provided enough support for this `derivational theory of complexity' (DTC) that Chomsky (1968) wrote “The results show a remarkable correlation of the amount of memory and number of transformations”. But this optimism was short-lived. -
Transformational Grammar and Cognitive Psycholinguistics. PUB DATE Aug 73 NOTF 17P
DOCUMENT RESUME ED 100 168 FL 006 576 AUTHOR Lester, Mark TITLE Transformational Grammar and Cognitive Psycholinguistics. PUB DATE Aug 73 NOTF 17p. JOURNAL CIT Topics in Culture Learning; vl p61-74 Aug 1973 EDRS PRICE ME-$0.75 HC-$1.50 PLUS POSTAGE DEsePTPToRS Behavior Theories; Child Language; Classical Conditioning; Deep Structure; *Generative Phonology; Language Development; Yearning Theories; Linguistic competence; Linguistic Performance; *Linguistic Theory; *Psycholinguistics; Stimulus Behavior; Structural Linguistics; Surface Structure; Syntax; *Transformation Generative Grammar; Transformations (Language) ;*Transformation Theory (Language) ABSTRACT An overview of Roam Chomsky's theories about transformational grammar and phonology is given. Since Chomskywas interested in characterizing what it is to knowa language, the ways in which we demonstrate knowledge of our native languageare discussed in detail. Particular emphasis is placedon describing how the transformational approach actually works. The differences between transformational theory and structural linguisticsare also pointed out. In the second part of the present work, there is a brief discussion of the transformational grammarian's theory of psycholinguistics, called cognitive psycholinguistics. The discussion focuses on a comparison of cognitive psycholinguistics and classical behaviorist learning theory. (PMP) ) w BEST COPY WHALE TRANSFORMATIONAL GRAMMAR AND COGNITIVE PSYCHOLINGUISTICS. 1,104,41 NI Of HI At to.. I IVO(f ().4 4 Oof Awl N41101441 ,401,/,f 0111 ATKIN MARK -
Transformational Grammar
KYLE JOHNSON TRANSFORMATIONAL GRAMMAR LINGUISTICS DEPARTMENT, UNIVERSITY OF MASSACHUSETTS AT AMHERST Copyright © !"#! Kyle Johnson version: September !"#! Contents $e Subject # Linguistics as learning theory # $e evidential basis of syntactic theory $ Phrase Structure #% Substitution Classes #& Phrases !' Recursive Phrases '( Arguments and Modi%ers (% Deriving Phrase Structure Rules %( Positioning Arguments $# Obligatory Speci%ers $& Movement )# $e Underlying Order of Complements )) Small Clauses and the Derived Subjects Hypothesis &! Argument Movement *' Passive *' Raising *$ Quanti%er Float *) In%nitives #"$ $e CP/IP status of in%nitives #"* ii On the Control relation ##( Argument movement and PRO ##* PRO and Control: A Summary #'" Argument Movement and a typology of verbs #'! Verb Placement and Features #') $e Classic account #') Movement to C #($ Verb Second word order #(* $e Pollockian revolution #%$ AGREE #$) AGREE and Case #&! Low Subjects: English #&& Low Subjects: Subject Inversion Languages #*" Case and Agreement #*% AconstraintonAgreement #*& Summary !"# Determiner Phrases !"' $e DP Hypothesis !"% Noun Movement !") Nouns and the $eta Criterion !!$ $e Binding $eory !'% Summary !%) Complement Structure !$# Complement Structure of Nouns !$$ Larsonian shells !)' Complement structure and Object Shi' !&! iii $eta Role Heads '"# Movement '!% Bibliography '$) Preface +ese are the always evolving notes from an introductory course on syntactic theory taught at the University of Massachusetts at Amherst.Itstargetau- dience is ,rst-year graduate students. No background exposure to syntax is presupposed. $e Subject Linguistic theory, and so syntactic theory, has been very heavily in-uenced by learnability considerations in the last ,.y-some years, thanks largely to the writings of Noam Chomsky. If we decide that syntactic theory is charged with the duty of modeling our knowledge of language, then we can make some initial deductions about what this knowledge, and therefore our model of it, should look like from some simple observations. -
Minimalist Grammars and Recognition
Minimalist grammars and recognition Edward P. Stabler∗ Abstract Recent work has shown how basic ideas of the minimalist tradition in transformational syntax can be captured in a simple generative for- malism, a “derivational minimalism.” This framework can model “rem- nant movement” analyses, which yield more complex antecedent-trace relations, suggesting a new and significant sense in which linguistic structures are “chain based.” Michaelis (1998) showed that these gram- mars correspond to a certain kind of linear context free rewrite system, and this paper takes the next step of adapting the recognition meth- ods for “non-concatenative” grammars (Weir, 1988; Seki et al., 1991; Boullier, 1999). This turns out to be quite straightforward once the grammars are set out appropriately. 1 Chain-based syntax Some recent proposals in transformational syntax involve more movements of larger pieces of structure than have ever been seriously proposed be- fore. According to some of these analyses movement, everything major constituent in a clause moves. For example, in an attempt to get certain lin- guistic universals about constituent order to follow from the architecture of human grammars, Kayne has proposed that there is no right adjunction and no rightward movement. These proposals are at odds with the earlier transformational analyses of structures like: (1) They showed [a picture ti]tome[thatIlike]i Here, it was commonly assumed that the relative clause was right adjoined to the noun phrase apictureand then right extraposed to its final position. To account for the fact that VO languages tend to be prepositional, Kayne (1999) considers the possibility that P enters a derivation not by merging with its object, but rather entering above the VP, like other case assign- ers. -
Some Implications of Transformational Grammar for 18P
DOCUMENT RESUME ED 034 982 AL 002 233 AUTHOR Topping, P. M. TITLE Some Implications of Transformational Grammar for Language Teaching. PUB DATA' Jun 69 NOTE 18p.; Paper presented at the Regional Seminar of the SEAMEC Regional English Language Centre, Singapore, June 9-14, 1969 FDRS PRICE EDRS Price MF-$0.25 HC-$1.00 DESCRIPTORS *Deep Structure, English (Second Language), *Language Instruction, Language Universals, Linguistic Competence, Linguistic Performance, *Phrase Structure, Semantics, Structural Linguistics, Surface Structure, Syntax, Teaching Methods, *Transformation Generative Grammar, *Transformation Theory (Language) ABSTRACT This paper attempts to discuss some of the implications of transformational grammar for language analysis and language learning. The author covers the following points: (1) transformational grammar--some background and some claims, andsome linguistic and psychological implications; (2) which, if any, of the claims of transformational grammar are germane to language teaching; and (3)how, specifically, some of these claims might be utilized by teachers of language. He concludes that the teacher should know the structure of the language he is teaching from a transformational grammar point of view. He feels, however, that not all the claims of transformational grammar (for example, linguistic universals) have relevance to language teaching. Some interpretation and selectionare needed and must be supplied by the language teacher himself after he has made his grammatical study. The author concludes witha discussion of several areas where a transformational view ofgrammar might be of some assistance in second language teaching: (1) the phrase structure rules of transformational grammarcan serve as a meaningful guide in selecting simple constructions for presentation before more complex ones,(2) transformational analysis can help determine which sentences are really more complex, and (3)it can show relationship of one structure to another. -
Unconscious Elements in Linguistic Communication: Language and Social Reality
EJPC 6 (2) pp. 185–194 Intellect Limited 2015 Empedocles: European Journal for the Philosophy of Communication Volume 6 Number 2 © 2015 Intellect Ltd Article. English language. doi: 10.1386/ejpc.6.2.185_1 Pieter A. M. seuren Max Planck Institute of Psycholinguistics unconscious elements in linguistic communication: Language and social reality AbstrAct Keywords The message of the present article is, first, that, besides and below the strictly accommodation linguistic aspects of communication through language, of which speakers are in prin- consciousness ciple fully aware, a great deal of knowledge not carried in virtue of the system of the divergence language in question but rather transmitted by the form of the intended message, frequency is imparted to listeners or readers, without either being in the least aware of this group identity happening. For example, listeners quickly register the social status, regional origin or social reality emotional attitude of speakers and they react to those kinds of ‘paralinguistic’ infor- mation, mostly totally unawares. When speaker and listener have a positive atti- tude with regard to each other, the reaction consists, among other things, in mutual alignment or accommodation of pronunciation features, lexical selections and style of speaking. When the mutual attitude is negative, the opposite happens: speak- ers accentuate their differences. Then, when this happens not between individual interlocutors but between groups of speakers, such accommodation or divergence phenomena may lead to language change. The main theoretical question raised, but not answered, in this article is how and at what point forms of behaviour, includ- ing linguistic behaviour, achieve the status of being ‘standard’ or ‘accepted’ in any given community and what it means to say that they are ‘standard’ or ‘accepted’.