Noam Chomsky: Cognitive Linguistics. Tamara J. Remhof. University of Texas at Brownsville, Brownsville, Texas

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1 Noam Chomsky 1 Running Head: NOAM CHOMSKY Noam Chomsky: Cognitive Linguistics Tamara J. Remhof University of Texas at Brownsville, Brownsville, Texas

2 Noam Chomsky 2 Noam Chomsky is a Linguistics professor at the Massachusetts Institute of Technology and is probably better known for his controversial political views. His book, Syntactic Structures, published in 1957 changed the focus of Linguistics from classifying languages to a more scientific exploration of how language is learned (Smith, 1999, p. 241.) Chomsky moved linguistics into the realm of science thus broadening the research in language acquisition and involving a wide range of disciplines from psychology to computer science. Chomsky was born in Philadelphia, Pennsylvania in His parents were Hebrew teachers and active in the revival of the Hebrew language and the Zionist movement. He grew up in an anti-semitic community and became a strong believer in defending people who could not defend themselves. He was exposed to lively political discussions from his family and this shaped his political views (Cogswell, 1996, p. 12.) He attended the University of Pennsylvania and met the Linguist, Zellig Harris who shared many of his political ideas. It was his relationship with Harris that led him to go into the field of linguistics. Harris encouraged him to study philosophy and mathematics which he applied to the field of linguistics (Cogswell, p. 16.) He married fellow linguist, Carol Schatz and they had three children (Smith, p. 2.). Chomsky went to a progressive elementary school that emphasized creativity, then to a regular high school. He got his B.A. in 1949, his M.A. in 1951, and his Ph.D. in 1955 from the University of Pennsylvania (Strickland, 2001.) He has taught at the Massachusetts Institute of Technology (MIT) since 1955 (Smith, p. 2.) Chomsky changed the way linguistics is studied. Instead of the traditional way of focusing on classifying languages, he focused on how languages developed. He focused on how grammar describes what speakers know about a language and believed this has to be integrated in language learning theory (Fodor, Bever, and Garrett, 1974, p.81.) He came to this belief because of the way we not only speak language but also understand it. He reasoned there had to be more than just a stimulus/response, there had to be a grammar that we all used when learning to speak any language (Ryan, 1991.) He researched the similarities of languages and developed mathematical models to use with them (Chomsky, 1953, p. 245.) He looked for theories to explain why languages are the way they are and he believed those theories should generate testable hypotheses (Smith, p. 8.) Chomsky argued that linguistics was not using verifiable elements to develop theories so could not be compared to disciplines such as physics and

3 Noam Chomsky 3 mathematics (Chomsky, 1955, p. 37.) This belief was the basis of the Chomsky Revolution in linguistics which studied the meaning, semantics, of language not just the syntax and phonology (Chomsky, p. 39.) Chomsky developed the theory of universal generative grammar to explain how language is learned (Cogswell, p. 54.) Children seem to learn language instantly (Smith, p. 13.) This led Chomsky to propose that there is a mental organ that we are all born with much like our other organs and it develops the same way they do (Smith, p. 23.) Chomsky hypothesizes that language is innate; humans are born with the ability to learn language because of the mental organ for language. He observed that children easily learn to speak, will do it without any reinforcement, and do not need to have a high I.Q. to speak competently. He also identified elements of linguistics that were common in all languages and said there was no other way to explain the speed with which children learned to talk (Putnam, 1967, p. 15.) Chomsky s innateness hypothesis challenged the behaviorists view of how humans learn language. Chomsky points out humans learn language rapidly and there are an infinite number of sentences that can be spoken. He believed the behaviorist idea that language is learned by a stimulus/response method is too simplistic. Humans cannot predict what a speaker will say because they do not know what the stimulus is until after the sentence was spoken. This means the stimulus has to be internal (Chomsky, 1959, p 32.) It was Chomsky s review of B. F. Skinner s Verbal Behavior in 1959 that helped to change the focus of psychology from the behaviorist approach to the cognitive approach (Lycan, 2003, p. 11.) Chomsky s theory on language acquisition has lead to the development of the critical period hypothesis which says children need to learn a language before they reach puberty in order for them to be competent speakers of the language. If children have not learned a language by the end of this period, they are not going to be able to master it (Smith, p. 120.) This was accidently demonstrated in research done with children who learned American Sign Language (ASL) as a first language after the critical period. It was found they had a more difficult time learning ASL then children who had learned a language before they became deaf (Smith, p. 122.) This awareness of a critical period for language acquisition is very helpful for identifying children with language impairments. It is important that children who have a difficult time processing language or speaking are identified early because they can then be given help to master the language. Their knowledge of language will impact their ability to function

4 Noam Chomsky 4 successfully in school and the world. Identifying language problems will also help teachers modify lessons so the children will be able to understand and be successful. The research that has been done with generative grammar and ASL has had a profound impact on the deaf community. ASL was seen as just gestures and not a real language for many years (Perlmutter, 1986, p. 521.) ASL has the same language structure as spoken languages; it is just conveyed in a different medium. (Smith, p. 122.) Chomsky s theory has been used to prove that ASL is a language and the rules for oral language apply to signed language (Padden and Perlmutter, 1987, p. 369.) This research has also helped to explain why deaf people vary in their ability to speak English. Factors that influence the ability to speak and understand English include the severity of the hearing loss, how much residual hearing they have, and the age when the hearing loss happened (Swisher, 1989, p. 241.) Recognizing that students who use ASL are using a language is important for them to be successful communicators. Because ASL is a language, students who use it need to be recognized as English as a Second Language learners and taught with those methods (Swisher, p. 254.) Teachers need to be aware that students with hearing impairments may also have trouble with language. It is important to provide a rich environment that provides a lot of stimulation so students who are having difficulty learning a language have chances to use and expand on what they know (Putnam, 1987.) Chomsky s theory and models have been used in disciplines outside of psychology and linguistics. Chomskyan models have been used in computer science to understand how language works. The Chomsky hierarchy is used in computer classes because it explains formal languages and can be used as a mathematical formula for language (Wikipedia, 2008.) Chomsky has had an enormous influence on the field of cognitive psychology. Even though many of his ideas are controversial, he did change the study of linguistics. It is no longer a system of studying how languages are related to each other and classifying them according to their linguistic group. It now has a cognitive approach that looks at how we learn language and the part it plays in our lives. We can use this approach to identify the needs of students who come to school missing competency in language. Being able to identify what the student needs and what educators can do to help the student be successful is of paramount importance. We need language to function in society and recognizing that there are times when students are not proficient in any language can make a big difference in their ability to be successful in school.

5 Noam Chomsky 5 References Chomsky, N. (1953). Systems of syntactic analysis. The Journal of Symbolic Logic, 18, Retrieved September 9, 2008, from Chomsky uses a mathematical model to show how different languages have similarities. Chomsky, N. (1955). Logical syntax and semantics: their linguistic relevance. Language, 31, Retrieved September 9, 2008, from /stable/ Chomsky argues that linguists are not focusing on what really needs to be researched but instead are too involved in looking at how words are related. He believes linguists need to research meanings, semantics, and not use artificial systems to prove hypothesis. Chomsky, N. (1959). Review: [untitled]. Language, 35, Retrieved September 9, 2008, from This is the review of B. F. Skinner s Verbal Behavior that had a role in starting the cognitive movement in psychology. In the review, Chomsky argues that using empirical research to prove why humans do what they do is wrong because humans are creative beings and they have reasons for behaving the way they do that are not identified when they are being studied in a purely empirical setting. Cogswell, D., & Gordon, P. (1996). Chomsky: for beginners. New York, NY: Writers and Readers Pub. Short easy to read biography of Chomsky that explains his theory and his politics. Fodor, J. A., Bever, T. G., & Garrett, M. F. (1974). The Psychology of language: an introduction to psycholinguistics and generative grammar. New York: McGraw-Hill. This book explains research in generative grammar and why it cannot be purely empirical. Lycan, W. G. (2003). Chomsky on the mind-body problem. In L. M. Antony & N. Hornstein (Eds.) Chomsky and his critics (pp.11-28). Malden, MA: Blackwell Pub. Retrieved September 9, 2008, from Lycan discussed his views on the connection between how the mind works and how the body functions. He points out that Chomsky helped to start the cognitive movement in psychology. He was inspired by Chomsky but he disagrees with his views and states why he believes Chomsky is wrong.

6 Noam Chomsky 6 Perlmutter, D. M. (1986) No nearer to the soul. Natural Language & Linguistic Theory, 4, Retrieved September 19, 2008, from Perlmutter discusses the similarities and differences between spoken and signed language. He points out that there are different types of sign languages and some communities actually have sign language as part of their spoken language. He says that no matter how someone speaks, signing or orally, one type is not any better than the other. Padden, C. A. & Perlmutter, D. M. (1987) American Sign Language and the architecture of phonological theory. Natural Language & Linguistic Theory, 5, Retrieved September 19, 2008, from Padden and Perlmutter describe the lexicon and phonology of American Sign Language. They identify types of signs, how the signs are used, and how this compares to the phonology of English. They point out the rules and grammar of language help to prove that American Sign Language is a language just as English is. Putnam, H. (1967) The Innateness hypothesis and explanatory models in linguistics. Synthese, 17, Retrieved September 20, 2008, from Putnam explains the innateness hypothesis which states that we are born with the capacity for language; it is part of our genetic makeup. She discusses the reasons for this hypothesis and answers the criticisms raised against the hypothesis. She points out that we still have to learn, language does not just happen but we are born to learn one. Putnam, L. R. (1987). Language, language development and reading. The Reading Instruction Journal. Retrieved September 19, 2008, from htm. This is an interview Putnam did with Noam Chomsky. She asked him questions about how we learn language and how we can teach children. He explains his theory and says he is not an expert in teaching children but does have some recommendations for helping children learn language.

7 Noam Chomsky 7 Ryan, B. (Ed.). (1991). Major 20th-century writers: a selection of sketches from contemporary authors. Detroit: Gale Research. Retrieved September 20, 2008, from This entry gives biographical information on Noam Chomsky and describes his theory on how we learn language. Smith, N. V. (1999). Chomsky: ideas and ideals. Cambridge, UK: Cambridge University Press. Smith explains Chomsky s work and how it applies to the study of language. He describes Chomsky s work, why his theory works and the other areas of Chomsky s life that affect his research into language. Strickland, B. B. (Ed.). (2001). The Gale encyclopedia of psychology. Detroit, MI: Gale Group. Retrieved September 19, 2008, from A biographical entry that discusses his formal education, describes what his theory is, and gives a list of published works. Swisher, M. V. (1989). The Language-learning situation of deaf students. TESOL Quarterly, 23, Retrieved September 19, 2008, from Swisher describes the difficulties learning language for deaf children whose parents are hearing. She discusses various situations in which deaf children have to learn language and how the attitudes toward American Sign Language and English affect the child s ability to learn a language. Wikipedia contributors. (2008). Noam Chomsky. Wikipedia, the free encyclopedia. Retreived September 9, 2008, from A biographical entry that discusses Chomsky s work and how it is applied in fields outside of linguistics.

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