Group 5 APL

GROUP 5
Topic: Generative Grammar

Subject: Applied Linguistics
Room:212
Members:
Conte
nts
1.Introduction
2.General Background: Assumptions in Generative Linguistics
Context-Free Grammar
3. Productivity, the Poverty of the Stimulus, and the Objective of Generative Grammar
4.Modularity, I-language (Competence)/E-language, and Three Factors
5.The Development of Generative Grammar
Changes in Theoretical Frameworks
6.Research Strategy Behind Generative Grammar
7.Generative Grammar and Applied Linguistics
Theoretical Linguistics and Applied Linguistics
8.Generative Approaches to L1 Acquisition (L1A)
9.Early Generative Second Language Acquisition (GenSLA): UG or Not UG
10.Advances in GenSLA
11.Data in GenSLA
12.Pedagogical Implications
13.New Populations in GenSLA
14. In conclusion
Introducti
on
Generative grammar highlights the abstract
organizational
properties of sentences that give rise to such
differences, which play a major role in our ordinary
use of language.
Background: Generative grammar starts from
assumption creating context-free grammar.
3. Productivity, the
poverty of the
Stimulus, and the
Objective
What are they they?
how are they related?
why are they matter?
4. Modularity, I-language
(Competence)/E-language, and
Three Factors
I-language refers to the knowledge of language that a
person has inside their mind, is like the knowledge you
have about how to speak a language, while E-language is
the actual use of language that we see and hear when
people communicate and how you actually speak it. The
text also mentions three factors that affect how we learn
language: genetic endowment, external data, and cognitive
mechanisms.
5.The Development of
Generative Grammar
Changes in Theoretical
Frameworks
Generative grammar is a
theory that tries to explain how
language works in our brains.
Over the years, there have been
many changes and updates to
this theory by a linguist named
Chomsky.
6.Research Strategy Behind Generative Grammar:
Think of language as a puzzle. Researchers in generative grammar try to solve this puzzle. They make
guesses about language rules and check if these guesses are right by looking at how
people talk in real life. They want to find rules that work for all languages.
7.Generative Grammar and Applied Linguistics

• In Schools: Knowing the secret rules can help teachers find better ways to teach students how to
use languages.
• For Health: When someone has trouble talking or understanding others, these secret rules can help
figure out what’s wrong and how to help them.
• For Computers: Computers can be taught these secret rules so they can talk to us and understand
us better, like when we use voice commands or when we need something translated.
8.Theoretical Linguistics and Applied Linguistics

• Theory (Theoretical Linguistics): This is like the deep thinking about why languages work the way
they do. It’s about understanding the hidden rules that make up languages.
• Practice (Applied Linguistics): This is about using those deep thoughts and hidden rules to solve real
problems, like helping people learn a new language or creating apps that can talk to us.
9.Generative approaches to L1A
For its whole history, an important inquiry for generative grammar has
been how our first language (L1) is acquired. Child grammar develops
very quickly and rather uniformly (e.g. Brown 1973; Radford 1990). If
UG is innate, the burden of L1A is reduced because children do not
have to entertain any logical possibility incompatible with UG.
The existence of UG, however, does not mean input is not important in
L1A. Yang (2003) proposes a principled explanation based on corpus
data for the role of input in L1A, showing that parameter values are set
in accordance with available input in L1A, where saliency and
frequency play important roles.
10.Early GenSLA: UG or not UG
The theoretical assumptions of generative grammar – for example, the claim that
knowledge of language constitutes a modular system – are also applicable to SLA
research. In fact, early studies of SLA (e.g. Corder 1967) suggested that the nature
of SLA resembles L1A, involving processes based not only on linguistic input but
also on learners’ innate knowledge. However, some researchers consider L1A and
SLA to be fundamentally different: UG works in L1A but not in SLA (Bley-Vroman
1989, 1990, 2009).
The ‘UG or not UG’ question was debated intensely throughout the 1980s (see
Eubank 1991). One property used to address this debate involved the availability
of a constraint on wh-movement. The movement of whphrases is constrained by
structure rather than by the linear distance between the position where the wh-
phrase is base generated and the position where it is pronounced (Ross 1967). In
example 5, the distance is greater in 5a than in 5b, but only (5a) is grammatical.
11. Advances in GenSLA
GenSLA advanced to a new stage of inquiry, proposing and examining
models/hypoth-eses of SLA. The main focuses were the initial and end
states of L2 grammars, L2 learners’ use of linguistic knowledge
(parsing), and learnability problems. Because of space limitations, only a
few will be presented here.
We should note that these studies that discuss parsing as a trigger for
language development are distinct from the emergentist or usage-based
approach in assuming that learner grammars consist of linguistic
module(s) (Slabakova et al. 2020). Changes in representational
knowledge take place under the sanction of UG when learning new
lexical items and their associated rules, through real-time use of the
knowledge.
12. Data in GenSLA
13.Pedagogical Implications 14.New Populations in GenSLA
GenSLA research uses
Generative grammar and GenSLA studies now include
experimental data,
GenSLA findings suggest diverse populations like
observational studies, and
language teaching should bilinguals, heritage speakers, and
computational models to
consider innate principles and cognitively challenged learners.
understand language learning
cognitive processes, align with This research aims to understand
processes. These data sources
natural language factors influencing second
validate and refine theoretical
development stages, provide language acquisition, identifying
models, providing a
ample linguistic input, and challenges and advantages, and
comprehensive understanding
support learner's cognitive providing effective language
of second language acquisition
mechanisms. instruction.
and enabling researchers to
explore complex linguistic
Conclusions
Generative linguistics offers a powerful
framework for understanding the innate
principles and cognitive processes
underlying language acquisition and use.
Through ongoing research and theoretical
refinement, it continues to provide valuable
insights into both theoretical and applied
linguistics. By exploring the universal
principles that govern all human languages,
generative linguistics enhances our
understanding of language structure,
development, and variation. Its
interdisciplinary and inclusive approach
Thank
You!

Group 5 APL

Uploaded by

Copyright:

Available Formats

Group 5 APL

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Group 5 APL

Uploaded by

Copyright:

Available Formats

GROUP 5

Topic: Generative Grammar

7.Generative Grammar and Applied Linguistics

8.Theoretical Linguistics and Applied Linguistics

You might also like