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Journal articles on the topic 'Theory universal grammar'

Author: Grafiati

Published: 29 July 2024

Last updated: 30 July 2024

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1

Assist. Inst. Ahmed Hamid Abdulrazzaq. "Generative Phonology Models of Universal Grammar: Constraint-Based Optimality Theory as Opposed to the Rule-Based SPE Model." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 62, no. 2 (June 15, 2023): 428–37. http://dx.doi.org/10.36473/ujhss.v62i2.2069.

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Current linguistic theory presumes languages to be essentially similar because individuals have a genetic inclination to acquire language. Linguists strive to create a model of this abstract universal grammar that captures the core commonalities among different languages while allowing room for all the subtle differences that naturally occur in human speech. This all-encompassing theory of universal grammar would accurately distinguish between possible grammars and impossible grammars. This paper examines the main tenets of the two major generative phonology models of universal grammar: SPE’s Generative Phonology theory representing rule-based, derivational universal grammar models, and Optimality Theory as a representative of constraint-based models of universal grammar.

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Ranta, Aarne. "Type Theory and Universal Grammar." Philosophia Scientae, CS 6 (September 1, 2006): 115–31. http://dx.doi.org/10.4000/philosophiascientiae.415.

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MEISEL, Jürgen M. "Revisiting Universal Grammar." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 16, spe (2000): 129–40. http://dx.doi.org/10.1590/s0102-44502000000300005.

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This paper sketches various specific scenarios within the Principles and Parameter Theory under which the question of whether Universal Grammar remains accessible to second language learners should be addressed. It also discusses some implications of several approaches to this issue and offers some speculation as to how the question is to be reformulated in the context of the Minimalist Program.

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Shang, Jing, and Sheng Cui. "Universal Grammar and Universal Grammar’s Influence and Related Theories Concerning Second Language Acquisition." Scholars International Journal of Linguistics and Literature 7, no. 07 (July 2, 2024): 182–86. http://dx.doi.org/10.36348/sijll.2024.v07i07.002.

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Universal Grammar, represented by Chomsky, believes that the human brain is born with a Language Acquisition Device. Under the stimulation of the language environment, the language function of the human brain dedicated to language learning will be activated and begin to acquire a language. Universal grammar is the core idea of Chomsky's generative linguistics theory, which is composed of a limited number of syntactic principles representing the common features of human language. It is precisely because the human brain naturally generates this universal grammar that human beings can acquire their own mother tongue when language input is poor or even lacks "negative corpus" (that is, the indication of language errors or faults). Chomsky once proposed a simple language acquisition model, namely "language input —Language Acquisition Device —language acquisition", which means that language input generates grammar through Language Acquisition Device, thus acquiring language. It is worth noting that Chomsky's theory is not specifically designed for the study of Second Language Acquisition, and he himself has not given any guidance in this field, but it provides theoretical support for the theory of Second Language Acquisition (Yang Chunyuan, 2020). Hence, learning the whole semester’s course of Second Language Acquisition, having seen universal grammar as a important content in my textbook, this paper tries to integrate these related theories and make a conclusion and comment or paraphrasing（not all the bibliographies are quoted directly in this paper, paraphrased or arranged instead）based on various bibliographies.

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HAWKINS, ROGER. "The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language." Journal of French Language Studies 14, no. 3 (November 2004): 233–55. http://dx.doi.org/10.1017/s0959269504001784.

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Human beings have a genetically-determined capacity to walk, rather than to fly or swim. People can learn to swim, but it is not something that is genetically programmed. Do humans have a genetically-determined capacity to acquire language? Universal Grammar is a theory that assumes that they do. Except in cases of genetic disorder, humans have specialised mental architecture which is uniform across the species in its initial state, and which determines the ways in which samples of language encountered are converted into mental grammars. The specialised architecture is Universal Grammar, and it underlies our capacity to acquire particular languages like English, French, Chinese and so on. Two questions that need to be asked immediately about Universal Grammar if it is to be of any interest in understanding the acquisition of French as a second language are: (i) What evidence is there that Universal Grammar is operating when people who have already acquired a native language learn French as a second language? (ii) What insight does the adoption of a theory of Universal Grammar bring to understanding the processes involved, the course of development over time and the nature of the end state grammars that learners achieve? The article presents empirical evidence from a selection of studies bearing on these questions. It will be argued that the assumption that humans have mental architecture dedicated specifically to language acquisition – Universal Grammar – even in the case of second language acquisition, has allowed considerable progress to be made in understanding second language French.

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Cook, Vivian. "Universal grammar theory and the classroom." System 17, no. 2 (January 1989): 169–81. http://dx.doi.org/10.1016/0346-251x(89)90031-6.

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Archangeli, Diana. "Aspects of underspecification theory." Phonology 5, no. 2 (August 1988): 183–207. http://dx.doi.org/10.1017/s0952675700002268.

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An evaluation metric in Universal Grammar provides a means of selecting between possible grammars for a particular language. The evaluation metric as conceived in Chomsky & Halle (1968; henceforthSPE) prefers the grammar in which only the idiosyncratic properties are lexically listed and predictable properties are derived. The essence of underspecification theory is to supply such predictable distinctive features or feature specifications by rule. Viewed in this way, the general idea of underspecification has always been a part of any theory of phonology that includes such an evaluation metric.

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Telkova, Valentina Alekseevna. "The ideas of universal grammar in the area of syntax and their reflection in the Russian educational materials of the early XIX century." Филология: научные исследования, no. 4 (April 2020): 31–39. http://dx.doi.org/10.7256/2454-0749.2020.4.30410.

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The subject of this research is the analysis of universal grammar ideas in the area of syntax and their reflection in the Russian educational materials of the early XIX century. The relevance is defined by the fact that writings of the authors of universal grammars contain ideas currently applied in description of fact of language within the framework of generative grammar. View on grammar of A. S. Nikolsky, F. F. Rozanov, L. H. Jacob, I. F. Timkovsky, I. Ornatovsky repeatedly have become the subject of analysis; however, in light on most recent achievements of the theory of linguistics, previous works require revision. Research methodology leans on the theories, which are founded on the principle of historicism in linguistics that allows establishing own patterns in transformation of the subject of research and clearly understands the internal logics of scientific development. With emergence of works of the world renowned American linguist Noam Chomsky, who claimed that his generative grammar is based on the key postulates of universal grammar, the authors of universal grammars have attracted attention once again. The scientific novelty lies in the more objective assessment of the contribution of A. S. Nikolsky, F. F. Rozanov, L. H. Jacob, I. F. Timkovsky, I. Ornatovsky to the development of grammar science, and syntax in particular.  

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Felix, Sascha W. "Universal Grammar in Language Acquisition." Canadian Journal of Linguistics/Revue canadienne de linguistique 33, no. 4 (December 1988): 367–93. http://dx.doi.org/10.1017/s0008413100013189.

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Progress in linguistic theory during the past 20 years has made it increasingly clear that language acquisition must be viewed as an essentially deductive process in which the child analyzes the input data s/he is exposed to on the basis of an innately specified set of restrictive principles — technically known as Universal Grammar — which narrowly constrain the kinds of hypotheses a child will consider vis-à-vis a given set of data (cf. Chomsky 1980, 1981, 1986; Hornstein and Lightfoot 1981; White 1982; Felix 1987). As a consequence, there is a growing interest in the question of how exactly principles of Universal Grammar interact with the child’s linguistic experience during the course of language acquisition (see e.g., Pinker 1984; Hyams 1986; Lust 1986b; Roeper and Williams 1987 among others for some more recent proposals). It appears that there are currently at least two competing views about the nature of this interaction. One of these views which I shall call “perceptionism” holds that the task of Universal Grammar (UG) is essentially restricted to constraining the types of intermediate grammars that the child will construct, while the developmental process itself is essentially data-driven, i.e., driven by the child’s (changing) perception of the external evidence. The other view which may be termed “maturationism” claims that UG is both responsible for the types of (intermediate) grammars that in principle may emerge and at the same time for the specific nature of the developmental process. Under the maturationist view language acquisition is therefore seen as a process that is driven primarily by internal, i.e., biologically determined maturational mechanisms.

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Newmeyer, Frederick J. "Typological evidence and Universal Grammar." What Counts as Evidence in Linguistics? 28, no. 3 (September 14, 2004): 527–48. http://dx.doi.org/10.1075/sl.28.3.04new.

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The paper discusses the relevance of typological evidence for the construction of a theory of Universal Grammar (UG). After introducing UG-based approaches to typology, it goes on to argue that most typological generalizations are in no sense ‘knowledge of language’. In fact, some of the best-established typological generalizations have explanations based on language use, and so it is either empirically unmotivated or redundant to attempt to encompass them within UG theory. This conclusion is reinforced by a look at the widely-accepted Lexical Parameterization Hypothesis and by the current shift of interest to ‘microparameters’. The paper goes on to take a critical look at Mark Baker’s Parameter Hierarchy.

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Birdsong, David. "Universal Grammar and Second Language Acquisition Theory." Studies in Second Language Acquisition 12, no. 3 (September 1990): 331–40. http://dx.doi.org/10.1017/s0272263100009207.

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Van Petel, Humphrey P. Polanen. "Universal Grammar as a Theory of Notation." Axiomathes 16, no. 4 (November 14, 2006): 460–85. http://dx.doi.org/10.1007/s10516-005-3407-7.

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Sgall, Petr. "Issues in the theory of universal grammar." Lingua 65, no. 1-2 (January 1985): 161–64. http://dx.doi.org/10.1016/0024-3841(85)90026-9.

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Tallerman, M. O. "Essays on grammatical theory and universal grammar." Lingua 87, no. 3 (July 1992): 288–91. http://dx.doi.org/10.1016/0024-3841(92)90013-9.

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Trettenbrein, Patrick C. "The “grammar” in Universal Grammar: A biolinguistic clarification." Questions and Answers in Linguistics 2, no. 1 (December 1, 2015): 1–10. http://dx.doi.org/10.1515/qal-2015-0005.

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Abstract This short piece addresses the confusion over terminology that has reigned, and partly still reigns, when it comes to the concept of Universal Grammar (UG). It is argued that whilst there might be changes in terminology and theory, conceptually UG cannot be eliminated. From a biolinguistic perspective, UG is not a hypothesis by any rational epistemological standard, but an axiom. Along these lines, the contemporary evolutionary perspective on the language faculty (FL) is briefly discussed to then argue that UG is necessarily part of FL in both a narrow and broad sense. Ultimately, regardless of terminology, UG is inevitably one of the factors determining the growth of FL.

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D’Agostino, Pierluigi. "Kant’s Transcendental Theory of Universal Grammar. The Cognitive Foundation of the Structure of Language." Kant Yearbook 15, no. 1 (January 1, 2023): 1–24. http://dx.doi.org/10.1515/kantyb-2023-0001.

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Abstract In this paper I discuss Kant’s philosophy of grammar in order to argue that: (a) the formal analysis of language implies that there is a structural correspondence between logical and grammatical form; (b) there is a distinction between the sense in which logic is formal and the sense in which grammar is formal; (c) universal grammar descends from the system of categorial functions that are investigated in the transcendental analytic; (d) transcendental grammar implies that the universal form of human language has its ground in the universal structure of thought; (e) the concept of a grammatical norm is clarified once we combine the theory of universal grammar with how linguistic experience takes place.

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Broselow, Ellen, Su-I. Chen, and Chilin Wang. "THE EMERGENCE OF THE UNMARKED IN SECOND LANGUAGE PHONOLOGY." Studies in Second Language Acquisition 20, no. 2 (June 1998): 261–80. http://dx.doi.org/10.1017/s0272263198002071.

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This paper discusses the simplification of forms ending in obstruents by native speakers of Mandarin, in particular two effects that are not obviously motivated by either the native- or the target-language grammars: a tendency to devoice final voiced obstruents and a tendency to maximize the number of bisyllabic forms in the output. These patterns are accounted for within Optimality Theory, which describes a grammar as a set of universal, ranked constraints. It is argued that the devoicing and bisyllabicity effects result from universal markedness constraints that are present in all grammars but that are masked in the learner's native-language grammar by the effects of higher ranking constraints.

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Wolfe-Quintero, Kate. "Nativism does not equal Universal Grammar." Second Language Research 12, no. 4 (October 1996): 335–73. http://dx.doi.org/10.1177/026765839601200402.

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This article is about nativist theories of language learning and how they apply to SLA. I am seeking a nativism that goes beyond the scope of Universal Grammar (UG), that explains the human cognitive capacity for language learning (language knowledge, learning, and processing), the learning of all language structures found in natural languages (both core and peripheral), and SLA (learnability, development, transfer, and differential success). Such a theory does not yet exist, but current nativist theories (linguistic, developmental, general and connectionist) suggest ways in which such a theory might be developed.

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Awbery, G. M., and Leon Stassen. "Comparison and Universal Grammar." Modern Language Review 82, no. 2 (April 1987): 424. http://dx.doi.org/10.2307/3728435.

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Alsaedi, Naif. "Universal Grammar Theory and Language Acquisition: Evidence from the Null Subject Parameter." International Journal of Linguistics 9, no. 3 (June 11, 2017): 48. http://dx.doi.org/10.5296/ijl.v9i3.11159.

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This article introduces the Universal-Grammar-based (UG) theory of language acquisition. It focuses on parameters, both as a theoretical construct and in relation to first-language acquisition (L1A). The null subject parameter is used to illustrate how languages vary and explain how a child’s grammar develops into adult grammar over time. The article is structured as follows: the first section outlines crucial ideas that are relevant to language acquisition in generative linguistics, such as the notions of competence, performance, critical period, and language faculty. Section two introduces and discusses the content of language faculty from the perspectives of the Principles and Parameters Theory and the Minimalist Program for Linguistic Theory. This section also briefly describes the contrast among languages in regard to whether or not they allow empty categories in subject position in finite clauses. The third section first discusses how children are hypothesised to acquire their native language (L1). Then, in light of findings from the early null subject phenomenon, this section empirically examines the content of grammars that are developed by children at various developmental stages until they acquire the appropriate value for the null subject parameter. The final section highlights the important role of UG theory to L1A.

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Mikhail, John. "Universal moral grammar: theory, evidence and the future." Trends in Cognitive Sciences 11, no. 4 (April 2007): 143–52. http://dx.doi.org/10.1016/j.tics.2006.12.007.

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Sharma, Min Prasad. "An Inquiry into Universal Grammar." Rupandehi Campus Journal 3, no. 1 (October 31, 2022): 33–39. http://dx.doi.org/10.3126/rcj.v3i1.51545.

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Noam Chomsky revolutionized the study of linguistics when his book Syntactic Structures was published in 1957. This book gave birth to the idea of generative grammar, which is a theory about language structure. This grammar made a distinction between deep structure and surface structure, something like what Saussure called langue and parole. Chomsky claimed that language structure is innate or genetically inherited. Consequently, structure is to be found inside the organism and the hypothesis is that we learn language because we are born with a Universal Grammar (hereafter referred as UG) in our head. This study aims to find out if UG is real or just an invention. In order to find the strengths and weaknesses with such a controversial statement, this paper will compare Chomsky’s theories when it comes to language acquisition to the behaviorists’ and the modern cognitive linguistics’ approach to the problem. But before the comparison this paper will explain in detail about the shift of focus in the approach to problems of language. Then, it will present an overview of how language and, in particular, language acquisition was explained by the structuralists and by Chomsky.

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Kirchner, Robert. "April McMahon (2000). Change, chance, and optimality. Oxford: Oxford University Press. Pp. x+201." Phonology 18, no. 3 (December 2001): 427–33. http://dx.doi.org/10.1017/s0952675701004158.

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It is generally acknowledged, by both its proponents and detractors, that Optimality Theory has provoked a reexamination, in recent years, of the role of functional considerations, and their typological reflexes, in phonological theory. April McMahon's Change, chance, and optimality attempts an in-depth examination of this issue, particularly from the perspective of the relation between synchrony and diachrony in linguistic theory. The issue, and OT's general stance towards it, are summarised by Prince & Smolensky (1993: 198):One might feel compelled to view a grammar as a more-or-less arbitrary assortment of formal rules, where the principles that the rules subserve (the ‘laws’) are placed entirely outside the grammar, beyond the purview of formal or theoretical analysis, inert but admired. It is not unheard of to conduct phonology in this fashion. We urge a reassessment of this essentially formalist position. If phonology is separated from the principles of well-formedness (the ‘laws’) that drive it, the resulting loss of constraint and theoretical depth will mark as major defeat for the enterprise. The danger, therefore, lies in the other direction: clinging to a conception of Universal Grammar as little more than a loose organizing framework for grammars. A much stronger stance, in accord with the thrust of recent work, is available. When the scalar and the gradient are recognized and brought within the purview of theory, Universal Grammar can supply the very substance from which grammars are built: a set of highly general constraints which, through ranking, interact to produce the elaborate particularity of individual languages.

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Eckman, Fred R. "On evaluating arguments for special nativism in second language acquisition theory." Second Language Research 12, no. 4 (October 1996): 398–419. http://dx.doi.org/10.1177/026765839601200404.

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This article attempts to evaluate several arguments that have been put forth in favour of special nativism in SLA. Specifically, the cases for each of the following claims are considered: 1) that Universal Grammar (UG) being implicated in L2 acquisition is the null hypothesis; 2) that any theory of SLA necessarily needs a theory of grammar; and 3) that showing that interlanguage grammars are underdetermined by the available input implies that UG must be accessible in L2 learning. In each case, it is argued that the arguments for special nativism are not compelling, and that it is therefore reasonable to consider a research programme in SLA theory that is based on general nativism.

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Lepschy, Giulio, and Guglielmo Cinque. "Italian Syntax and Universal Grammar." Modern Language Review 93, no. 1 (January 1998): 235. http://dx.doi.org/10.2307/3733707.

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Peodjosoedarmo, Soepomo. "TEORI TATA BAHASA UNIVERSAL." Kajian Linguistik dan Sastra 17, no. 2 (July 19, 2017): 109–22. http://dx.doi.org/10.23917/kls.v17i2.4491.

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The main aim of this writing is to formulate the theory of universal grammar. The formulation made is taken form discussion on a close look at the universal grammar which of summary proposed by Greenberg and Hawkins. The items being searched are not about elements such as subject, predicate, object respectively in sentence, but the categories of words for example (N) (V) in forming a simple sentence.the result of discussing universal grammar shows that (1) Chomsky's model universal grammar; (2) Greenberg's model of universal grammar devides languages in the world into three types of universal world order (universal phrase sequence) = Verb + Subject + Object (VSO), Subject + Verb + Object (SVO), and Subject + Object + Verb (SOV); (3) Hawkins's model of universal grammar states that based on word order, language the world can be formulated into 24 types. Moreover, such types consist of groups of subtype and category V, S and O which are usually used to classify the types based on proposition and postposition, (4) the continued universal grammar states a different coocurence sequence, which reveals comparison-base which is not S, V, O, but category such as S, V, N, N. The first N is subject, the second one is indirect object, and the third N is direct object. In this case it is clear that S or O is represented by N; (5) when there is sequence NNN uninserted by V, a mark is needed to show which N as subject, device or indirect object. The mark can be seen as in rowd order N before V is subject, or N after V indirect object, while the second after V is direct object. If the states of N-N changes, there must be a certain postverb (postposition) to indicate the indirect object; (6) the adposition of language with a pattern VSO or SVO is preposition, while in the language SOV, the adposition is postposition.Key words: universal grammar, tipology, natural languages, and word order.

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Marlo, Michael. "CVX Theory in CCCCCCVX Languages: Implications for Universal Grammar." Journal of Universal Language 5, no. 2 (September 30, 2004): 75–99. http://dx.doi.org/10.22425/jul.2004.5.2.75.

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ONO, HAJIME. "A Theory of Syntax: Minimal Operations and Universal Grammar." ENGLISH LINGUISTICS 27, no. 2 (2010): 516–27. http://dx.doi.org/10.9793/elsj.27.2_516.

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Daniliuc, Laura, and Radu Daniliuc. "Checking Theory and Grammatical Functions in Universal Grammar (review)." Language 78, no. 2 (2002): 355–56. http://dx.doi.org/10.1353/lan.2002.0076.

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Driem, George van. "Meaning and Universal Grammar: Theory and Empirical Findings (review)." Language 80, no. 1 (2004): 163–65. http://dx.doi.org/10.1353/lan.2004.0020.

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Truscott, John. "Instance theory and Universal Grammar in second language research." Second Language Research 14, no. 3 (July 1998): 257–91. http://dx.doi.org/10.1191/026765898670205199.

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This article considers the possibility of applying instance theory to the study of language, second language in particular. Instance theory de-emphasizes the role of abstract principles in knowledge and its acquisition and use, focusing instead on the storage and retrieval of specific experiences, or instances. I argue that the application is feasible only if one also adopts a restrictive theory of Universal Grammar. I then present a sketch of a combined UG–instance theory approach, in which invariant aspects of UG are maintained and variability is allowed in exactly the same areas as in standard theories, but the variation occurs in pools of stored instances, not in abstract parameter values. This approach can be productively applied to various problems in language learning research, including noisy input to learners, undoing of errors during the learning process, transfer and fossilization, and the nondiscrete character of learning.

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Rutherford, William. "Grammatical theory and L2 acquisition: a brief overview." Interlanguage studies bulletin (Utrecht) 2, no. 1 (June 1986): 1–15. http://dx.doi.org/10.1177/026765838600200101.

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This paper reviews studies reported in the literature over the last few years having to do with grammatical acquisition and particular theoretical approaches aimed at explaining this aspect of second language research. Various attempts to involve the parameter-setting model of Universal Grammar are contrasted with other approaches invoking the Greenbergian tradition of research on universals. The issues discussed include, amongst other things, the need to explain fossilization and the nature of the relationship between second and first language acquisition.

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Bickerton, Derek. "A dim monocular view of Universal-Grammar access." Behavioral and Brain Sciences 19, no. 4 (December 1996): 716–17. http://dx.doi.org/10.1017/s0140525x00043557.

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AbstractThis target article's handling of theory and data and the range of evidence surveyed for its main contention fall short of normal BBS standards. However, the contention itself is reasonable and can be supported if one rejects the “knowledge” metaphor for linguistic competence and accepts that “syntactic principles” are no more than the way the brain does language.

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Liceras, Juana M. "Second Language Acquisition and Syntactic Theory in the 21st Century." Annual Review of Applied Linguistics 30 (March 2010): 248–69. http://dx.doi.org/10.1017/s0267190510000097.

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Syntactic theory has played a role in second language acquisition (SLA) research since the early 1980s, when the principles and parameters model of generative grammar was implemented. However, it was the so-called functional parameterization hypothesis together with the debate on whether second language learners activated new features or switched their value that led to detailed and in-depth analyses of the syntactic properties of many different nonnative grammars. In the last 10 years, with the minimalist program as background, these analyses have diverted more and more from looking at those syntactic properties that argued for or against the various versions of the UG-access versus non-UG-access debate (UG for Universal Grammar) and have more recently delved into the status of nonnative grammars in the cognitive science field. Thus, using features (i.e., gender, case, verb, and determiner) as the basic units and paying special attention to the quality of input as well as to processing principles and constraints, nonnative grammars have been compared to the language contact paradigms that underlie subsequent bilingualism, child SLA, creole formation, and diachronic change. Taking Chomsky's I-language/E-language construct as the framework, this article provides a review of these recent developments in SLA research.

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White, Lydia. "Universal Grammar, crosslinguistic variation and second language acquisition." Language Teaching 45, no. 3 (June 15, 2012): 309–28. http://dx.doi.org/10.1017/s0261444812000146.

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According to generative linguistic theory, certain principles underlying language structure are innately given, accounting for how children are able to acquire their mother tongues (L1s) despite a mismatch between the linguistic input and the complex unconscious mental representation of language that children achieve. This innate structure is referred to as Universal Grammar (UG); it includes universal principles, as well as parameters which allow for constrained variation across languages.

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PLAZA-PUST, CAROLINA. "Dynamic Systems Theory and Universal Grammar: Holding up a Turbulent Mirror to Development in Grammars." Modern Language Journal 92, no. 2 (June 2008): 250–69. http://dx.doi.org/10.1111/j.1540-4781.2008.00717.x.

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Boussaid, Youness. "Is Universal Grammar Available To L2 Learners?" International Journal of Language and Literary Studies 4, no. 2 (June 4, 2022): 321–28. http://dx.doi.org/10.36892/ijlls.v4i2.905.

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Nativist argues that Universal Grammar is the genetic component of the language faculty. This theoretical concept is controversial in many aspects. The lack of strong empirical evidence has rendered some language researchers and teachers troubled about what Universal Grammar is and whether L2 learners have access to UG. Understanding the different aspects of UG would assist teachers in approaching teaching L2 learners in the light of UG theory. The present review paper provides a brief account of what UG is and critically investigates the hypotheses and arguments for and against UG to give a comprehensive answer to the question: is universal grammar available to L2 learners? A myriad of hypotheses have been put forward to answer this question. These range from those that suggest that L2 learners have full access to UG in that learners can reset their parameters to conform to L2 parameters to those that suggest that L2 learners only have partial access to UG. Apart from these accounts, others argue that learners acquire L2 using general domain skills rather than direct access to UG. Still, others assert that L2 learners only have access to UG via L1.

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Cordingley, Anthony. "Beckett and "l'ordre naturel": The Universal Grammar of." Samuel Beckett Today / Aujourd'hui 18, no. 1 (October 1, 2007): 185–99. http://dx.doi.org/10.1163/18757405-018001014.

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A foundational myth of the clarity and precision of French prose, the theory of French word order "l'ordre naturel" grew out of Aristotelian grammars and sought its justification in Cartesian metaphysics, epistemology and physiology. Ironically, Beckett's "narrator/narrated" of uses a tattered syntax to insist that his discourse is a recitation in "the natural order" (l'ordre naturel) of the voice in his head, "the other above in the light" (l'autre dans la lumière). The aspirations of the "I" below to imitate his mysterious "ancient voice" interlace with the text's allusions to Enlightenment philosophy of mind and language, producing its unique, albeit debilitated, "geometric method."

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Hildebrand, Joyce. "The Acquisition of Preposition Stranding." Canadian Journal of Linguistics/Revue canadienne de linguistique 32, no. 1 (1987): 65–85. http://dx.doi.org/10.1017/s0008413100012020.

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This study examines the acquisition of a familiar and widely studied syntactic phenomenon, preposition stranding, within the framework of transformational generative grammar. According to Chomsky’s theory of Universal Grammar (UG), children begin the acquisition task with an innate knowledge of universal principles of grammar. Many of these principles have open parameters with marked and unmarked options which must be set by children on the basis of their linguistic input. The marked setting entails the unmarked setting in that if a language allows the marked structures it will also allow the relevant unmarked structures, but the reverse is not necessarily true.

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Dekydtspotter, Laurent. "The Universal Parser and interlanguage: domain-specific mental organization in the comprehension of combien interrogatives in English-French interlanguage." Second Language Research 17, no. 2 (April 2001): 91–143. http://dx.doi.org/10.1177/026765830101700201.

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From the perspective of Fodor’s (1983) theory of mental organization and Chomsky’s (1995) Minimalist theory of grammar, I consider constraints on the interpretation of French-type and English-type cardinality interrogatives in the task of sentence comprehension, as a function of a universal parsing algorithm (Universal Parser) and hypotheses embodied in a French-type vs. English-type functional lexicon respectively. I argue on the basis of the interpretation of cardinality interrogatives in English-French interlanguage that second language comprehension appears to require this view of mental organization in which a universal parsing algorithm interacts with an interlanguage lexicon. Specifically, I argue that the Minimalist view of mental organization in the area of grammar provides some insight into the basis of these constraints in mental functioning.

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Kirkby, David, Wolfram Hinzen, and John Mikhail. "Your theory of the evolution of morality depends upon your theory of morality." Behavioral and Brain Sciences 36, no. 1 (February 2013): 94–95. http://dx.doi.org/10.1017/s0140525x12000830.

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AbstractBaumard et al. attribute to humans a sense of fairness. However, the properties of this sense are so underspecified that the evolutionary account offered is not well-motivated. We contrast this with the framework of Universal Moral Grammar, which has sought a descriptively adequate account of the structure of the moral domain as a precondition for understanding the evolution of morality.

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Andrighetto, Giulia. "Universali linguistici e categorie grammaticali." PARADIGMI, no. 2 (July 2009): 113–22. http://dx.doi.org/10.3280/para2009-002010.

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- In this paper I explore the consistency of an idea of language structures as both universal in their nature and empirical in their genesis. To this aim, I assume the theory of the parts of speech as a case study. I proceed from a brief historical reconstruction of 20th-century theories of grammatical categories to an analysis of the semantics of the parts of speech, with particular emphasis on Ronald Langacker's philosophy of grammar. Finally I focus on the theory of prepositions in order to explore the relations between language and perception and the function of perceptual schemas at the basis of linguistic categories.Keywords: Linguistic universals, Parts of speech, Perceptual schemas, Cognitive linguistics, Prepositions, Philosophy of grammar.Parole chiave: Universali linguistici, Parti del discorso, Schemi percettivi, Linguistica cognitiva, Preposizioni, Filosofia della grammatica.

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Christensen, Christian Hejlesen. "Arguments for and against the Idea of Universal Grammar." Leviathan: Interdisciplinary Journal in English, no. 4 (March 1, 2019): 12–28. http://dx.doi.org/10.7146/lev.v0i4.112677.

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For many, language is viewed as something that is actively learned through sensory stimulus and training. However, the idea of Universal Grammar (UG) challenges this notion by pointing at the inconsistencies in the behaviorist model of language learning. Proponents of Universal Grammar argue that language is acquired rather than learned, meaning that linguistic structures are a biologically innate part of the human mind. This paper explores arguments on both sides of the issue, beginning with the classical behaviorist model and then turning to two selected arguments for UG before finally discussing the theory in light of more recent criticisms. In the end, I conclude that while Universal Grammar is still controversial in the field of linguistics, it at the very least succeeds in showing that there are still unanswered questions regarding the way the human mind acquires language.

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Grohmann, Kleanthes K. "Subject Inversion in Romance and the Theory of Universal Grammar (review)." Language 79, no. 4 (2003): 805–6. http://dx.doi.org/10.1353/lan.2003.0227.

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Dresher, B. Elan. "The arch not the stones: Universal feature theory without universal features." Nordlyd 41, no. 2 (April 8, 2015): 165. http://dx.doi.org/10.7557/12.3412.

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There is a growing consensus that phonological features are not innate, but rather emerge in the course of acquisition. If features are emergent, we need to explain why they are required at all, and what principles account for the way they function in the phonology. I propose that the learners’ task is to arrive at a set of features that account for the contrasts and the phonological activity in their language. For the content of the features, learners use the available materials relevant to the modality (spoken or signed). Formally, contrasts are governed by an ordered feature hierarchy. The concept of a contrastive hierarchy is an innate part of Universal Grammar, and is the glue that binds phonological representations and makes them appear similar across languages. Examples from the Classical Manchu vowel system show the connection between contrast and phonological activity. I then consider the implications of this approach for the acquisition of phonological representations. The relationship between formal contrastive hierarchies and phonetic substance is illustrated with examples drawn from tone systems in Chinese dialects. Finally, I propose that the contrastive hierarchy has a recursive digital character, like other aspects of the narrow faculty of language.

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Sun, Yizhe. "Feasibility Study on the Application of Interactive Teaching Model in TESOL under the Background of Universal Grammar and L2 Acquisition Model." Transactions on Social Science, Education and Humanities Research 5 (April 1, 2024): 397–402. http://dx.doi.org/10.62051/5kh4zp21.

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The interactive teaching model is a new teaching methodology that is quite different from the traditional teaching model based on teacher's lectures and rote learning. It plays an important role in teaching English to non-native speakers of English, and more and more Teaching English to Speakers of Other Languages (TESOL) practitioners are trying to adopt this model in their teaching. This paper will analyse the specific role played by the interactive teaching mode in TESOL from a linguistic point of view, and study the feasibility of the application of this mode in English teaching under the framework of Chomsky's Universal Grammar and Krashen's theory of second language acquisition. The teaching model will be analysed through the research methodology of literature study within the theoretical framework of universal grammar, input hypothesis, affective filter hypothesis and monitoring model. Through the study, this paper concludes that the interactive teaching model is in line with linguistic findings such as Universal Grammar and L2 Acquisition Theory, and its application in TESOL is highly feasible.

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Yu, Jian Hong. "Algorithm Analysis on Internal Automatic Calibration of Category Theory Based on Nonlinear Time Series Model." Applied Mechanics and Materials 644-650 (September 2014): 1830–34. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.1830.

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Category reflects the basic concept of nature and universal connection, and is the logical form of human rational thinking. In this paper, through the rich practical experience in the field of English teaching, on the basic of prototype category theory to study of English grammar teaching methods, the author attempts to explore the scientific and rational English grammar teaching concept and strategy.

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Vakili, Pouya. "Criticism of the Poverty of the Stimulus Argument (POSA)." European Journal of Language and Culture Studies 2, no. 2 (April 4, 2023): 77–81. http://dx.doi.org/10.24018/ejlang.2023.2.2.84.

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This paper intends to provide information about the Poverty of the Stimulus Argument (POSA) by presenting different viewpoints. At the outset a brief history of Nativism was provided, and then linguistic nativism and empiricism were elaborated on. Afterward, Plato’s ideas will be argued for and against and then Plato’s problem will be discussed in detail. For this purpose, his ideas will be compared and contrasted with Chomsky’s perspective of innateness. Chomsky’s Universal Grammar will be discussed in the scope of POSA, and its properties will be explained in detail. In addition, Chomsky’s viewpoints will be compared with Skinner’s and Tomasello’s to find out their perspectives on language learning processes. Finally, Universal Grammar will be discussed from the perspective of Usage-Based linguistics in order to highlight the shortcomings of Universal Grammar and address the questions that this theory is unable to resolve.

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Ridruejo, Emilio. "Los Epígonos Del Racionalismo en España." Historiographia Linguistica 24, no. 1-2 (January 1, 1997): 95–114. http://dx.doi.org/10.1075/hl.24.1-2.08rid.

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Summary French philosophical grammmar and grammatical rationalism developed from the 17th-century Port Royal Grammar, but they were not adopted by Spanish grammarians until early in the 19th century. Of works responsible for the introduction of French grammatical philosophy in Spain, one of the earliest and the most important one is the Principios de gramática general (Madrid 1835), by José Gómez Hermosilla (1771–1837/38?). The work was very well received; by 1841 it already was into a third edition. Even before first appearing in print, a manuscript of the Gramática General was used to adapt Gómez Hermosilla’s ideas to the 1828 Castilian grammar of Jacobo Saqueniza (anagram for Joaquín Cabezas). The most important of the Castilian grammars influenced by the work of Gómez Hermosilla were the one just mentioned and the one by Antonio Martinez de Noboa, published in 1839. The application of Hermosilla’s theories to descriptive grammars of Castilian required adapting both the theory and the description to achieve a reasonable fit between universal and language specific aspects. Other adjustments were required of the writers of descriptive grammars in order to avoid conflicts with a long and well established grammatical tradition. Nevertheless, grammars like those of Saqueniza and Noboa show innovations which resulted from their relationship with the theories of Hermosilla which will produce a deictic interpretation of articles, possesives and demonstratives, and will affect the theory of verb tenses, as well as the definitions of prepositions and conjunctions, and the classification of sentences. Additionally, Noboa’s Castilian Gramática, whose title makes a claim to be in accordance with grammatical philosophy, includes the most extensive and systematic treatment of syntax prior to the appearance of the work of Andres Bello (1781–1865) in 1847.

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Cipriani, Enrico. "Semantics in generative grammar." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 42, no. 2 (December 31, 2019): 134–85. http://dx.doi.org/10.1075/li.00033.cip.

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Abstract I provide a critical survey of the role that semantics took in the several models of generative grammar, since the 1950s until the Minimalist Program. I distinguish four different periods. In the first section, I focus on the role of formal semantics in generative grammar until the 1970s. In Section 2 I present the period of linguistic wars, when the role of semantics in linguistic theory became a crucial topic of debate. In Section 3 I focus on the formulation of conditions on transformations and Binding Theory in the 1970s and 1980s, while in the last Section I discuss the role of semantics in the minimalist approach. In this section, I also propose a semantically-based model of generative grammar, which fully endorses minimalism and Chomsky’s later position concerning the primary role of the semantic interface in the Universal Grammar modelization (Strong Minimalist Thesis). In the Discussion, I point out some theoretical problems deriving from Chomsky’s internalist interpretation of model-theoretic semantics.

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