Showing papers on "Universal grammar published in 1998"

Reference to Kinds across Language

Abstract: This paper is devoted to the study of bare nominal arguments (i.e., determinerless NPs occurring in canonical argumental positions) from a crosslinguistic point of view. It is proposed that languages may vary in what they let their NPs denote. In some languages (like Chinese), NPs are argumental (names of kinds) and can thus occur freely without determiner in argument position; in others they are predicates (Romance), and this prevents NPs from occurring as arguments, unless the category D(eterminer) is projected. Finally, there are languages (like Germanic or Slavic) which allow both predicative and argumental NPs; these languages, being the ‘union’ of the previous two types, are expected to behave like Romance for certain aspects of their nominal system (the singular count portion) and like Chinese for others (the mass and plural portions). This hypothesis (the ‘Nominal Mapping Parameter’) is investigated not just through typological considerations, but also through a detailed contrastive analysis of bare arguments in Germanic (English) vs. Romance (Italian). Some general consequences of this view, which posits a limited variation in the mapping from syntax into semantics, for current theories of Universal Grammar and acquisition are considered.

The Symbolic Species: The Co-evolution of Language and the Brain

Abstract: The Symbolic Species: The Co-evolution of Language and the Brain by Terrence W. Deacon. New York: W.W. Norton, 1997, 527 pp. Reviewed by Donald Favareau University of California, Los Angeles In 866, the recently formed Societe Linguistique de Paris passed an official resolution banning the presentation of any further papers regarding the origins of human language. The nature of the inquiry itself, it was felt, it lacked even the dis- possibility of scientific certainty, and all work pertaining to was likewise missed on the grounds of being empirically irresolvable, incorrigibly speculative, and unproductively divisive. Terrence W. Deacon, almost a century and a half vocative polemic that will doubtlessly incur even later, has authored a pro- more violent censure on the part of his detractors. Empirically vigorous, incisively speculative and with the poten- tial to be productively divisive, Deacon's The Symbolic Species: The Co-Evolu- if tion of Language and the Brain challenges many, not most, of the assumptions underlying modern linguistic theory. Of particular interest to linguists will be Deacon's refutation of Chomsky's (1972) Universal Grammar paradigm, as well as his corollary rejection of the pos- sibility of innate syntactic processing or language-learning modules nestled deep within the human brain. bolic representation at all, Instead, claims Deacon, language itself and the sym- which it evinces and encodes lies not inside individual brains but at the interface between biology and culture. A biological anthropologist with extensive experience in neurology. Deacon supports this argument not, in itself, first with an appeal to evolutionary theory. Universality reliable indicator of is Deacon proposes, a what evolution has built into human brains (p. 339). Accordingly, the universal grammatical Chomskian notion that some kind of knowledge must be innate in human beings in order to ac- Precisely because count for certain otherwise unexplainable universal features regarding language is an argument which Deacon considers specious. some ver- sion of Chomsky's model is so deeply embedded in contemporary devoted to linguistic theory, a considerable portion of this The Symbolic Species is its refutation. It is argument, to the exclusion of so many other fascinating and corollary argu- ments presented throughout the work, struct. that this review will endeavor to recon- Fundamental gist ral selection to Deacon's argument is nineteenth century American psycholo- James Mark Baldwin's that this modification 895; 1902) theory that the very context wherein natu- its takes place can itself be modified by the behavior of inhabitants and may, in turn, generate subsequent new sets of selection Issues in Applied Linguistics ISSN 1050-4273 Vol. 9 No. 2, 1998, Regents of the University of California

Investigations in universal grammar: A guide to experiments on the acquisition of syntax and semantics

Abstract: Part 1 The modularity matching model: constraints and universal grammar the poverty of the stimulus models of language development continuity versus input matching the competing factors model competing tasks - reaction time studies competing tasks - the act-out task competing tasks - imitation judgment tasks and competing factors context and competing factors language processing extralinguistic knowledge when principles and preferences collide performance errors methodological preliminaries. Part 2 The elicited production task: elicited production eliciting relative clauses asking questions- the "ask/tell" problem structure-dependence wanna contraction long-distance questions and the medial-wh why children make good subjects summary of designs. Part 3 The truth value judgment task: truth value judgments backward anaphora fundamentals of design: principle C what's wrong with this picture? strong crossover strongest crossover principle B following up on principle B sets and circumstances discourse binding universal quantification donkey sentences a potential drawback of the task resolving the dilemma - control sentences resolving the dilemma -varying the context.

The role of the L1 grammar in the L2 acquisition of segmental structure

Abstract: Acquisition of segmental structure in first language acquisition is accomplished through the interaction of Universal Grammar and the learner's detection of phonemic contrasts in the input (Rice an...

The Typology of Wh-Movement, Wh-Questions in Malay

Abstract: This article investigates the complex facts of Malay wh-questions, and suggests a theory of how Malay wh-questions fit into the typology of wh-questions permitted by a Minimalist conception of Universal Grammar. The paper examines the principles that account for overt wh-movement, wh-in-situ and partial wh-movement in Malay. We argue that the apparent optionality seen in Malay reduces to whether, in the lexicon, a question word consists of an operator and variable combined in a single word, or of a variable bound by a separate, phonologically null operator. We then apply the analysis based on Malay to other languages (primarily, to Chinese and English), and show that the principles employed for Malay are sufficient to explain the variation in wh-question formation among these languages.

Developmental dynamics in L1 and L2 acquisition: Processability Theory and generative entrenchment

Abstract: This paper has two major objectives: (1) to summarise Processability Theory, a processing-oriented approach to explaining language development and (2) to utilise this theory in the comparison of development in LI and L2 acquisition. Proponents of the Fundamental Difference Hypothesis (between L1 and L2) assume that L1 development can be explained with reference to Universal Grammar (UG) which, in their view, is inaccessible to L2 learners. Instead, they claim that a second language develops on the basis of language processing strategies. I will show that the fundamentally different developmental paths inherent in first and second language acquisition can both be explained on the basis of the same language processing mechanics (as specified in Processability Theory). I will demonstrate that the developmental differences between L1 and L2 are caused by the qualitatively different early structural hypotheses which propagate through the acquisition process. The concept of “propagation of structural features” will be viewed as “generative entrenchment,” a logical-mathematical concept, which has proved to be highly productive in examining other kinds of developmental processes.

The Limits of Syntax

Abstract: Acknowledgements P.W. Culicover and L. McNally, "On Exploring the Limits of Syntax" R. Jackendoff, "The Architecutre of the Language Faculty: A Neominimalist Perspective" P.W. Culicover, "The Minimalist Impulse" E. Vallduvm and M. Vilkuna, "On Rheme and Konstrast" C. Roberts, "Focus, the Flow of Information, and Universal Grammar" L. McNally, "On the Linguistic Encoding of Information Packaging Instructions" M.R. Manzini, "A Minimalist Theory of Weak Islands" N. Erteschik-Shir, "The Syntax-Focus Structure Interface" R. Kluender, "On the Distinction between Strong and Weak Islands: A Processing Perspective" E.F. Prince, "On the Limits of Syntax, with Reference to Left- Dislocation and Topicalization" P. Jacobson, "Where (If Anywhere) is Transderivationality Located?" M.S. Rochemont, "Phonological Focus and Structural Focus" C. J.-W. Zwart, "Where is Syntax? Syntactic Aspects of Left Dislocation in Dutch and English" Index

The Acquisition of WH-Questions and the Mechanisms of Language Acquisition

Abstract: It is no understatement to say that the central issue in the theory of language acquisition is whether children actually learn language and construct a grammar based on the data to which they are exposed, or whether they set the parameters of an autonomous language acquisition device (LAD), which is itself a theory of universal grammar (UG). Some of the arguments which have been taken to be the most compelling for the parameter-setting approach come from two types of cases; 1. the existence of a universal grammatical principle for which there seems to be no evidence available to children in the input, and 2. the production of forms during language development which have no direct model in the adult speech to which children are exposed but which are a possibility sanctioned by UG and which occur in other languages. WH-questions and their acquisition provide important examples of both types and have been cited in the literature as strong evidence in favor of the parameter-setting model (e.g., Chomsky, 1986; Crain, 1991; de Villiers & Roeper, 1991).

Universal epistemological machine (a.k.a. android)

Abstract: A universal epistemological machine (U.M.) enables arbitrary synthetic forms of existence (that is, thinking machines) known as androids, which know and perceive the world as do human beings. The U.M. embodies transformations of an extended existential universe of human being, and comprises means for transforming, representing, enbodying, translating and realizing a plurality of universal forms. These universal forms comprise universal objects in the form of physical embodiments of universal knowledge structures. The U.M. comprises a plurality of epistemic instances comprising the universal objects and universal transformations of those universal objects, expressed in a universal grammar, which allows all human knowledge to be enabling media for the U.M.

Universal grammar in second language acquisition: the nature of interlanguage representation *

Abstract: UG is part of an innate biologically endowed language faculty. It places limitations on grammars, constraining their form (the inventory of possible grammatical categories, in the broadest sense, i.e., syntactic, semantic, phonological), as well as how they operate (the computational system, principles that the grammar is subject to). UG includes invariant principles, as well as parameters. While theories like GovernmentBinding (GB), Minimalism, or Optimality Theory differ as to how precisely they handle concepts like principles and parameters, there is a consensus that certain properties of language are too abstract, subtle and complex to be learned without postulating innate and specifically linguistic constraints.

Universal Grammar and Lexis for Quick Ramp- Up of MT Systems

Abstract: This paper introduces Boas, a semi-automatic knowledge elicitation system that guides a team of two people through the process of developing the static knowledge sources for a moderate-quality, broad-coverage MT system from any "low-density" language into English in about six months. The paper focuses on some issues in the elicitation of descriptive knowledge in Boas and also the issue of the principled reuse of pre-existing resources, such as a lexicon, an ontology, and an English generation module, among others, made possible by the fact that the client MT system is developed for a single target language.

Dialect Variation, Optionality, and the Learnability Guarantee

Abstract: In acqumng a language the child is often faced with developing a grammar on the basis of input from a range of adults who speak different dialects or idiolects and whose grammars are not therefore identical. The fact that language acquisition is not subject to failure in such circumstances must mean that input from any combination of possible language varieties is guaranteed to trigger the development of a language system. The implications of this for the nature of Universal Grammar and the language acquisition process are explored

Productivity and creativity : studies in general and descriptive linguistics in honor of E.M. Uhlenbeck

Abstract: In tribute to E.M. Uhlenbeck, and reflecting Uhlenbeck's dialectic conception of language and linguistics, this volume unites theory- and data-oriented studies, with a focus on structural-functional approaches. Among the languages studied, ranging from the Mediterranean to the Pacific, Javanese takes a prominent place. Questions of current theoretical interest include the relationship between meaning and form, language death, grammaticalization, and the very existence of Universal Grammar.

The development of inflectional morphology in l2 acquisition: a cross-linguistic analysis

Abstract: The development of several grammatical features among adult L2 (second language) learners (e.g., inflectional morphology) may be guided by strictly general cognitive processes (e.g., Bley-Vroman, 1989; Schmidt, 1990). For instance, Flynn and Manuel (1991) argue that general learning mechanisms — non-modular and unrelated to Universal Grammar (UG) — may determine the acquisition of “ peripheral" language phenomena: Many studies that argue for differences between the child L1 learner and the adult L2 learner in ultimate attainment focus on surface aspects of L2 language knowledge connected to "periphery" of language knowledge (e.g., lexical or language-specific agreement phenomena) rather than to the more abstract subsystems of principles and rules of UG. Similarly, Schwartz (1993, p. 159) claims that it is not arranted to extend the UG argument for the acquisition of syntax "to the other domains of the grammar, in particular to the lexicon and morphology (e.g., paradigms of inflection)." Schwartz states further that inflectional endings are among the most difficult features of nonnative languages for adult learners: "highest amount of variability and lowest degree of success." Schwartz (1993, p. 160) speculates that "the syntax (being built on the basis of primary linguistic data) continues to grow but the morphology seems to lag behind: learned linguistic knowledge, in this case inflectional verbal morphology, just cannot feed into the grammar."

L2 acquisition of an aspect parameter

Abstract: The article studies a contrast in the aspectual marking of telicity in English and Slavic languages (most examples are from Bulgarian). A solution based on a syntactic decomposition of eventive verbs into a causal subevent and a resultative state subevent is proposed. A template approach to aspectual composition is outlined. The differences in English and Slavic aspectual usage are argued to be due to the null versus overt character of the telic morpheme and its phrase structure position. An experimental study, based on this parametric difference, and investigating the competence of Slavic native speakers acquiring English is presented. Results are interpreted in the light of current theories of second language learners' access to Universal grammar

Universal Grammar: Hypothesis space or grammar selection procedures? Is UG affected by Critical Periods?

Abstract: Universal Grammar (UG) can be interpreted as a constraint on the form of possible grammars (hypothesis space) or as a constraint on acquisition strategies (selection procedures). In this response to Herschensohn we reiterate the position outlined in Epstein et al. (1996a, r), that in the evaluation of L2 acquisition as a UG- constrained process the former (possible grammars/ knowledge states) is critical, not the latter. Selection procedures, on the other hand, are important in that they may have a bearing on development in language acquisition. We raise the possibility that differences in first and second language acquisition pertaining to both attainment of the end-state and course of development may derive from differences in selection procedures. We further suggest that for these reasons age effects in the attainment of nativelike proficiency must necessarily be separated from UG effects.

Finding Fundamental Operations in Language Acquisition: Formal Features as Triggers

Abstract: 1.0 Abstraction and Acquisition The recent history of linguistic theory exhibits a sharp shift to greater abstraction. The shift to abstraction creates a new range of promising and challenging acquisition predictions. We take one goal of all linguistics to be seeking the nature of Fundamental Operations. Whatever the set of abstract operations permissible within Universal Grammar (UG) may ultimately be, we can expect them to be pointedly visible in the acquisition process. A prediction follows:

Arsitotelische Linguistik Der Neubeging einer Philosophischen Grammatik durch Jean-Marie Zemb

Abstract: J.-M. Zemb is shown to be the innovator of a specific type of Universal grammar, which emphasizes primarily the epistemological function of language. The explanation of the central concept of archilexeme aims at foregrounding the axiomatics as well as the Aristotelian and medieval (modistic) source of this exceptional approach to Universal grammar

LANGUAGE TEACHING AND SKILL LEARNING.Keith Johnson. Cambridge, MA: Blackwell, 1996. Pp. vi + 198. $21.86 paper.

Abstract: The purpose of this book is to establish that language learning and teaching are the same as skill learning and teaching In other words, a parallel exists between the learning and teaching of linguistic behavior and nonlinguistic behavior To this end, Johnson presents a variety of linguistic theories and learning models, including Universal Grammar and information processing He states that the processes of proceduralization and declarativization of language are the main ones in language learning and that these issues must be addressed in order to establish an effective framework for teaching In the final chapter, he examines how communicative language teaching and information-processing theory support each other

Universal Grammar and the critical age

Abstract: Differences of opinion between Epstein, Flynn & Martohardjono (1996) and some commentators can be traced to different interpretations of Universal Grammar (UG) form or strategy. Potential full access to the form of linguistic universals in second language acquisition may be distinguished from access to UG strategy, but Epstein et al.'s dismissal of the Critical Age Hypothesis clouds their central argument.

Language and Society: Change, meaning and acts of identity

Abstract: There is the element of habit, custom, tradition, the element of the past, and the element of innovation, of the moment, in which the future is being born. When you speak you fuse these elements in verbal creation, the outcome of your language and your personality. Firth (1950) Variability and change A language system is always in the process of change. The study of such change is the province of historical linguistics , a separate branch of the study of language (see, for example, Aitchison, 1991). The role of this chapter will be, not to discuss language change in all its complexity, but to examine the role that social factors play in the process of change. As we have already seen, linguistic theory has approached language in an idealized way. It has been characterized as governed by a homogeneous system of rules. The historical and social dimensions of language, including its use to make utterances in context, are not in general admitted as primary data for a linguistic theory, because the aim of that theory (as we saw with Chomsky) is to specify just those universal psychological principles that define what any natural language is. The regularities looked for are very abstract, and sets of sentences, with variability omitted, will do as the data for such an enterprise. The idealization is a ‘convenient fiction’ of the sort used in any science.

HANDBOOK OF SECOND LANGUAGE ACQUISITION.William C. Ritchie & Tej K. Bhatia (Eds.). San Diego: Academic Press, 1996. Pp. vii + 758. $69.95 cloth.

Abstract: Handbook of Second Language Acquisition is what its title suggests, a very thorough guide through the field of SLA. Indeed, the first chapter, an overview, is quite extensive in summarizing the history of SLA and the current issues in SLA. In addition to the lengthy overview, the handbook is divided into seven major sections: I. Research and theoretical issues in second language acquisition, II. Issues of maturation and modularity in second language acquisition, III. Second language speech and the influence of the first language, IV. Research methodology and applications, V. Modality and the linguistic environment in second language acquisition, VI. The neuropsychology of second language acquisition and use, and VII. Language contact and its consequences. These sections are thorough, well researched, and accessible. Section I includes one chapter by Gregg, which sets the tone and bias of the text with his claim that theoretical considerations that are central to SLA are those that address the issue of knowledge; that is, competence within the Chomskyan framework of Universal Grammar. Gregg makes it clear that he is not suggesting that other theories of acculturation or variation are uninteresting but rather that what is central to developing a theory of SLA is a theory that explains competence as the work done within the principles and parameter framework, not, for example, one that explains communicative competence. Section II, the core of the text, consists of six chapters on the various models, approaches, and frameworks of SLA. The first two chapters, by White and Flynn, support the principles and parameters framework for SLA and are followed by a well-reasoned challenge by Schachter.