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The faculty of language noam chomsky
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Noam Chomsky is one of the most influential linguists of the 21st century. He has published over seventy books in his lifetime and written over a thousand articles in many different fields of work, including linguistics. (Barsky 3). Chomsky’s successes have brought him much criticism, although the work he produced shaped the idea of language forever. First, his upbringing and crucial people involved in his life help others to understand his ideas. Secondly, his book, Syntactic Structures, was critically important because of his advances with grammar and sentence structure. Lastly, Chomsky reflects on the missing pieces of language and comments on language as a whole. All of these things help give an understanding as to why Chomsky is one of the better linguists of his time.
On December 7, 1928 Avram Noam Chomsky was born. He was born in Philadelphia, Pennsylvania. He was the oldest of the family. His parents were both born in Russia but fled to the United States to avoid the army draft in 1913. Chomsky began school at just two years old. He went to Oak Lane Country Day School until he was twelve (Barsky 15). Oak Lane Country Day School was run by Temple University, a very prestigious college. These ten years began to shape his thinking. Oak Lane believed in more focused on creativity rather than grades. The administration focused on competition of the self rather than with others. They believed in challenging the students to push themselves further. Chomsky said, “[This was] very different from what I notice with my own children, who as far back as the second grade knew who was ‘smart’ and who was ‘dumb’, and who was high-tracked and who was low-tracked. This was a big issue.” (Barsky 16). In high school, Chomsky began to realize...
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...f Chomsky’s life will forever be important to development of language in society. His early childhood development helped shape his thought of language. Dr. Chomsky and Elsie were influential in the sense that they also had a deeper sense of thinking for language and politics that helped shape their son’s views. Eventually, Chomsky took his education into his own hands at the University of Pennsylvania where his mentor, Zellig Sabbetai Harris, encouraged his study of language. Then, Chomsky wrote Syntactic Structures in which he provides insight into his ideas of sentence structures and grammatical formats. Lastly, Chomsky ties all of his work together by commenting on language as a whole. He connects some of the missing pieces of language together. All of these events and ideas helped shape Noam Chomsky into one of the most influential linguist of the 21st century.
When analyzing the arguments of both Michael Moore’s “Idiot Nation” and John Taylor Gatto’s “Against School”, their most distinct aspect is the tone in which their arguments are presented. Moore’s informal writing invokes a reaction within the reader. He capitalizes entire sentences to make them appear louder and draw attention. How can referring to a president as an “Idiot-in-Chief” not elicit a certain emotion within the reader? Moore is a well-known activist who is quite aware of popularity and infamy. His words are not an attempt to persuade dissenters to his side, but rather to appeal to the emotions of his supporters and drive them to action. Whereas Gatto writes in a formal but understandable language that appeals to the intelligence of parents and children alike regardless of their view of public education. It is notably free of exclamation marks as well as the jargon associated with educators. The voice used plays a key role in the techniques and tools each arguer uses to convince their intended audience to take action.
Williams claims that errors of grammar and usage are the most complex topics, which have been easily misunderstood by many people in our world today. Whether the grammar has to do specifically with literature or not, it has always obtained errors. William notably supports his claim by giving specific examples of professionals who have stated grammatical errors according to what they think is “right.” William also provided some personal experience and textual evidence to express credibility and accuracy of his argument. William’s argument is effective because the main points he focused on with evidence were powerful and stood out to the audience. The real life examples that William demonstrated to the audience gave a strong base to his argument because he showed how grammar errors actually exist in our society. He made it evident that the audience had their eyes opened to topic that had been ignored in the past. William achieved his argument by providing real life situations and by looking at various researches that analyzed the existence of errors in grammar. However, the ways that William could have made his argument more effective is by not having comments that seemed too self- indulgencing. Also he could have taken out evidence like the graphs that didn’t make
In part two the book is about the view of American Sign Language and the way people have naturally created grammar and the arrangement of words and phrases to create well-formed sentences in a language from basically nothing. He demonstrates that this languag...
The purpose of Michael Moore’s article is to focus upon the different insights of a society and to point out all of its flaws. As a college dropout himself, he blames the education system and tells the readers about its loopholes. He blames the ills of America on it being represented by ignorant high ranking officers and blames the people for electing ignorant presidents who keep bragging about everything and end up looking stupid. On the other hand, Gatto who was a teacher for almost three decades claims the students as well as the teachers were equally bored at the s...
Leon Trotsky effectively and concisely summarized his life’s work in one sentence: “Ideas that enter the mind under fire remain there securely and forever” (“Leon Trotsky Biography”). Trotsky spent much of his life fighting to make his beliefs a reality and gaining many followers along the way. The “fire” that ignited in his mind continued to burn throughout his life as evidenced by the various organizations in existence that stemmed from his beliefs. Leon Trotsky was an activist who stood for communism and who accomplished a multitude of political feats.
In, “Hidden Intellectualism”, Gerald Graff takes a deeper look into the argument of “street smart” versus “book smarts” and why one is viewed to be more “intellectual” than the other. The essay is adapted from his 2003 book, “Clueless in Academe: How Schooling Obscures the Life of the Mind”. Graff, a professor of English and Education at the University of Illinois in Chicago, wrote this book to persuade his audience, whom of which could be anyone at any age with “book smarts” or “street smarts” (specifically those involved in the world of education), to think deeper about “street smarts” and how they can allow us to become more intellectual than maybe “book smarts” can. He questions the validity of the current education system and suggests that instead of using the age old standard texts, we begin with texts that are interesting to our own minds.
Imagine comparing a person to a language. It would be so tricky and overwhelming: finding grammatical structures that would fit into a person’s personality, verb tenses related to life experiences etc. However, there are two main things which make a person and a language highly comparable: form and content. What are form and content? How are they related to each other? In his essay “Devoid of Content”, scholar Stanley Fish argues that when considering a language, we should leave content outside and just focus on form, because form eventually leads to content. David Shipley and Will Schwalbe, in “How to Write (the Perfect) Email”, point out the importance of form as it leads to a better content in writing emails. But is it really only about form? How many things do we know that only rely on form as a key to content? Although Fish, Shipley and Schwalbe put emphasis on form as a way to content, Gogol, the main character of Jumpha Lahiri’s novel The Namesake, shows that a person can never be “devoid of content” or a “perfect grammatical” structure because form and content are indeed equivalent and they reflect that person’s identity. Gogol actually swims across a medium of overlapping forms and contents which define his life and sense of belonging.
In today's society there are two philosophical views that have become enemies and are constantly battling it out. These two views are from the prescriptivists and the descriptivists. The prescriptivists believe that there is a certain way that language should be written, and that language follows a certain set of rules believed to be prestigious. The descriptivists believe that language is described with the use of certain use of words and syntax. Since, today's society has had many technological advances many tend to lean more towards the descriptivists way of thinking.
Language, according to Owens (2012, p. 6), “can be defined as a socially shared code or conventional system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols”. Language is thought to be a complex system; however, it can be broken down into three different components. These three components consist of content, form, and use. Within these three components, language has five main components which includes semantics, morphology, phonology, syntax, and pragmatics (Owens, 2012, p. 18).
A crucial phase in the child's development comes with its acquisition of language, but before we can engage in any pedagogical efforts to further infant development or to aid atypical cases, we need to understand methodologically what occurs during language learning. Jerome Bruner, in a methodological adaptation of Ludwig Wittgenstein's middle and later work in an extension of Noam Chomsky's LAD, has put forth one influential proposal (Bruner 1983). Ludwig Wittgenstein's own remarks on the topic also furnish an interesting story independent of Bruner's selective use of his corpus, especially insofar as his approach results in an irreducible riddle and a hypothesis by his own account (Wittgenstein 1953 and 1958). The two views are explored, contrasted and critiqued. In the end, neither will do to resolve problems in our methodological understanding of language acquisition, for which the most important reasons are given.
In linguist and psychologist Noam Chomsky’s Language and Mind, he asserts that a “universal grammar provides a highly restrictive schema to which any human language must conform” (55). The theory of universal grammar that Chomsky proposed states that the ability to comprehend and produce a language is already built in the human brain before birth. Even from an early age, children’s brains are programmed to constantly analyze grammar and syntax. To back up his claim, Chomsky elaborates on “the intrinsic structure of a language-acquisition device” (99).
Modgil, Sohan and Celia Modgil. Noam Chomsky: Consensus and Controversy. New York: The Falmer Press, 1987.
Chomsky, N. (2000). Knowledge of language: Its mature, origin and use. In R. J. Stainton (Ed.), Perspectives in the philosophy of language: A concise anthology (pp. 3-44). Peterborough: Broadview Press.
Still today, it is the commonly held belief that children acquire their mother tongue through imitation of the parents, caregivers or the people in their environment. Linguists too had the same conviction until 1957, when a then relatively unknown man, A. Noam Chomsky, propounded his theory that the capacity to acquire language is in fact innate. This revolutionized the study of language acquisition, and after a brief period of controversy upon the publication of his book, Aspects of the Theory of Syntax, in 1964, his theories are now generally accepted as largely true. As a consequence, he was responsible for the emergence of a new field during the 1960s, Developmental Psycholinguistics, which deals with children’s first language acquisition. He was not the first to question our hitherto mute acceptance of a debatable concept – long before, Plato wondered how children could possibly acquire so complex a skill as language with so little experience of life. Experiments have clearly identified an ability to discern syntactical nuances in very young infants, although they are still at the pre-linguistic stage. Children of three, however, are able to manipulate very complicated syntactical sentences, although they are unable to tie their own shoelaces, for example. Indeed, language is not a skill such as many others, like learning to drive or perform mathematical operations – it cannot be taught as such in these early stages. Rather, it is the acquisition of language which fascinates linguists today, and how it is possible. Noam Chomsky turned the world’s eyes to this enigmatic question at a time when it was assumed to have a deceptively simple explanation.
A linguist at the Massachusetts Institute of Technology named Chomsky, declared that we have the ability to learn language not only because somebody taught us, but also because we are born with the principles of language in our genes. Chomsky also said “We have language because of nature, not just nurture” (Everywhere Psychology, 2012). Chomsky was one of the people that believed Genie still had a chance to learn language since everybody is born with the ability to learn. A neuropsychologist named Eric Lenneberg, agreed with Chomsky about humans being born with the ability to learn a language as nature, but believed there is a deadline for learning language. Lenneberg believed that if a first language isn 't learned by puberty it could be too late. What Lenneberg proposed is called the "critical period hypothesis," (Everywhere Psychology,