The most striking aspect of linguistic competence is what we may call the 'creativity of language,' that is, the speaker's ability to produce new sentences, sentences that are immediately UNDERSTOOD by other speakers although they bear no physical resemblance to sentences which are 'familiar.
A language is not just words. It's a culture, a tradition, a unification of a community, a whole history that creates what a community is. It's all embodied in a language.
If you go back a century in Europe, all over the place people were speaking different languages. There were dozens of languages in France and Italy, and they're all called French [and Italian], but they were not mutually comprehensible. They were different languages. And they have mostly disappeared in the last century or so. Some are being preserved, like Welsh, some are being revived, like Basque or Catelan to some extent. There are plenty of people in Europe who can't talk to their grandmother because they talk a different language.
Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied. Even the interpretation and use of words involves a process of free creation.
The fact is that if you have not developed language, you simply don't have access to most of human experience, and if you don't have access to experience, then you're not going to be able to think properly.
There is no reason to believe ... that the "essential purpose" of language is "communication". Language can be used to transmit information, but it also serves many other purposes: to establish relations among people, to express or clarify thought, for play, for creative mental activity, to gain understanding, and so on. In my opinion, there is no reason to accord privileged status to one or the other of these modes.
It's as if we're higher apes who had a language faculty inserted.
There are very deep and restrictive principles that determine the nature of human language and are rooted in the specific character of the human mind
Human language appears to be a unique phenomenon, without significant analogue in the animal world.
It's perfectly obvious that there is some genetic factor that distinguishes humans from other animals and that it is language-specific. The theory of that genetic component, whatever it turns out to be, is what is called universal grammar.
In fact, by universal grammar I mean just that system of principles and structures that are the prerequisites for acquisition of language, and to which every language necessarily conforms.
The syntactic component of a grammar must specify, for each sentence, a deep structure that determines its semantic interpretationand a surface structure that determines its phonetic interpretation.
The truth of the matter is that about 99 percent of teaching is making the students feel interestedin the material. Then the other 1 percent has to do with your methods. And that's not just true of languages. It's true of every subject.
By a generative grammar I mean simply a system of rules that in some explicit and well-defined way assigns structural descriptions to sentences. Obviously, every speaker of a language has mastered and internalized a generative grammar that expresses his knowledge of his language. This is not to say that he is aware of the rules of the grammar or even that he can become aware of them, or that his statements about his intuitive knowledge of the language are necessarily accurate.
Plainly, children learn their language. I don't speak Swahili. And it cannot be that my language is 'an innate property of our brain.' Otherwise I would have been genetically programmed to speak (some variety of) English.
I did not say that language as a completed system emerged in an individual in an instant. But I cannot think of a coherent alternative to the idea that mutations take place in individuals, not communities, so that whatever rewiring of the brain yielded the apparently unique properties of language, specifically recursive generation of hierarchically structured expressions, would therefore have taken place in an individual, and only later been used among individuals who had inherited this capacity.
In studying language we can discover many basic properties of this cognitive structure, its organization, and also the genetic predispositions that provide the foundation for its development. So in this respect, linguistics, first of all, tries to characterize a major feature of human cognitive organization. And second, I think it may provide a suggestive model for the study of other cognitive systems. And the collection of these systems is one aspect of human nature.
Hence, a generative grammar must be a system of rules that can iterate to generate an indefinitely large number of structures. This system of rules can be analyzed into the three major components of a generative grammar: the syntactic, phonological, and semantic components... the syntactic component of a grammar must specify, for each sentence, a deep structure that determines its semantic interpretation and a surface structure that determines its phonetic interpretation. The first of these is interpreted by the semantic component; the second, by the phonological component.
The fact that all normal children acquire essentially comparable grammars of great complexity with remarkable rapidity suggests that human beings are somehow specially designed to do this, with data-handling or 'hypothesis-formulating' ability of unknown character and complexity.
We do not for example say that the person has a perfect knowledge of some language L similar to English but still different from it. What we say is that the child or foreigner has a 'partial knowledge of English' or is 'on his or her way' towards acquiring knowledge of English, and if they reach this goal, they will then know English.
I think that in order to achieve progress in the study of language and human cognitive faculties in general it is necessary first to establish 'psychic distance' from the 'mental facts' to which Köhler referred, and then to explore the possibilities for developing explanatory theories... We must recognize that even the most familiar phenomena require explanation and that we have no privileged access to the underlying mechanisms, no more so than in physiology or physics.
Our yearning for democracy is accompanied by a no less profound yearning for peace. And the media also faced the task of historical engineering to establish this required truth. We therefore have phenomena called 'peace missions' and the 'peace process'. These are terms that apply to whatever the United States happens to be doing or advocating at some moment... in short, 'War is Peace'.
Language is a weapon of politicians, but language is a weapon in much of human affairs.
I haven't seen any claim that Piraha lacks recursion, that is, that there are a finite number of sentences or sentence frames. If that's so, it would mean that the speakers of this language aren't making use of a capacity that they surely have, a normal situation; plenty of people throughout history would drown if they fall into water.
I don't think there is any scientific evidence about the question of whether we think only in language or not. But introspection indicates pretty clearly that we don't think in language necessarily. We also think in visual images, we think in terms of situations and events, and so on, and many times we can't even express in words what the content of our thinking is. And even if we are able to express it in words, it is a common experience to say something and then to recognize that it is not what we meant, that it is something else.
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