Noam Chomsky/to Do - Thought - Linguistics - Generative Grammar

Generative Grammar

The Chomskyan approach towards syntax, often termed generative grammar, studies grammar as a body of knowledge possessed by language users. Since the 1960s, Chomsky has maintained that much of this knowledge is innate, implying that children need only learn certain parochial features of their native languages. The innate body of linguistic knowledge is often termed universal grammar. From Chomsky's perspective, the strongest evidence for the existence of Universal Grammar is simply the fact that children successfully acquire their native languages in so little time. Furthermore, he argues that there is an enormous gap between the linguistic stimuli to which children are exposed and the rich linguistic knowledge they attain (the "poverty of the stimulus" argument). The knowledge of Universal Grammar would serve to bridge that gap.

Chomsky's theories have been immensely influential within linguistics, but they have also received criticism. One recurring criticism of the Chomskyan variety of generative grammar is that it is Anglocentric and Eurocentric, and that often linguists working in this tradition have a tendency to base claims about Universal Grammar on a very small sample of languages, sometimes just one. Initially, the Eurocentrism was exhibited in an overemphasis on the study of English. However, hundreds of different languages have now received at least some attention within Chomskyan linguistic analyses. In spite of the diversity of languages that have been characterized by UG derivations, critics continue to argue that the formalisms within Chomskyan linguistics are Anglocentric and misrepresent the properties of languages that are different from English. Thus, Chomsky's approach has been criticized as a form of linguistic imperialism. In addition, Chomskyan linguists rely heavily on the intuitions of native speakers regarding which sentences of their languages are well-formed. This practice has been criticized on general methodological grounds. Some psychologists and psycholinguists, though sympathetic to Chomsky's overall program, have argued that Chomskyan linguists pay insufficient attention to experimental data from language processing, with the consequence that their theories are not psychologically plausible. Other critics (see language learning) have questioned whether it is necessary to posit Universal Grammar to explain child language acquisition, arguing that domain-general learning mechanisms are sufficient.

Today there are many different branches of generative grammar; one can view grammatical frameworks such as head-driven phrase structure grammar, lexical functional grammar, and combinatory categorial grammar as broadly Chomskyan and generative in orientation, but with significant differences in execution.