Chomsky

Chomsky and UG, GG Chomsky’s theory of learning: The learning: The metatheory of linguistics. The combination of social and cognitive elements that serve as triggers to learning under Chomskyan perspective is notable for giving more emphasis on the study of how the brain works during the process of language acquisition. This leads to the creation of the linguistic theory. For this focal reason, Chomsky views the theory of linguistics as a “metatheory” where mental, psychological, and cognitive processes supersede a mere behavioral input. Chomsky argues that language is comprehensive: It involves listening, accepting and rejecting information, conceptualizing the input, organizing it, and producing further language within the parameters of the social socia l context where the language takes place is being shared, and within the limits of our natural capabilities. However, there is an additional dimension that ultimately separated Chomsky from his contemporaries, and it is the idea that all these  processes occur in a part of the brain where a proposed “apparatus” enables all this to occur: The Language Acquisition Device. Th e L anguag anguage e Acquisiti on Device Device (L AD ) The metatheory of linguistics, or language learning, according to Chomsky consists of two premises: The first premise states that humans are born with an already-established already-established body of common grammatical knowledge, or intelligence which can also be described as a capacity, or a competence for language. This intelligence, which he calls linguistic corpus, is triggered  by social discourse and interaction. As interaction takes place and new language is acquired, the second premise of Chomsky’s theory states that a specific place in the brain which he calls the “Language Acquisition Device” or LAD. LA D. Chomsky proposes proposes that the LAD exists inside the brain. It is, theoretically speaking, a congenital organ that enables the the skill of acquiring language. This organ would allow individuals to use minimal rules and regulations of language to create more words, and more sentences. The premise of his philosophy lays Chomsky’s observations of children, and his  preoccupation about how steadfastly children acquire language. language. Chomsky observed that the manner in which children acquire language, make similar mistakes, and develop further words, must obey a general mechanism that with a specific tendency of operation. These social and cognitive components of the process of language learning imply Chomsky’s integration of psychology, human development, and linguistics as part of his theory. That is the way that Chomsky defines “learning”. Yet, once the learning takes place by the means that he suggested, what happens to the acquired knowledge? Concisely, how does he define the term “intelligence”?

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Chomsky on intelligence: Generative grammar, universal grammar  The general definition of “intelligence” is “the ability to learn facts and skills and apply them, especially when this ability is highly developed”. In a Chomskyan lingu istic  perspective, intelligence is defined a foundation of language that all humans already possess as part of our biological make-up. This innate body of knowledge is what he calls “universal grammar” or the “linguistic corpus”. This body of language knowledge changes through time, as the individual makes additional social connections, acquires new words, or decides how to make use of language depending on the circumstances in which it is required. This ability to transform the language and change it through time makes it “generative” in nature. Th e process of tr ansfor mation of u ni ver sal to generati ve grammar The concept of universal grammar could be described cognitively as an innate foundation and a capacity for language usage and production. It is found within the brain, where the Language Acquisition Device (LAD) proposed by Chomsky would be tri ggered into action when the individual is exposed to language. This exposure leads to the acquisition of new words which, as they are learned, fall unequivocally in a pattern of use that is general to the group who is speaking. An example of this pattern would be the subject-verb-predicate model. The implication rests in that, as we socialize, our internal capacities already in place will act as a “word catcher” that will automatically place the words in a pre-set order shared everyone within our own language system and will continue to grow and expand. The process of establishing the language rules, and expanding language further through time and level of complexity leads to deem it as “generative grammar”

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