Abstract

So you have heard about The Garden, Dear Reader. And you wish to challenge The Master at his Game. Boldly you aim to stalk him in his sprawlirig maze of forking and intersecting conceptual lanes. I say "boldly" because, as you ought to know, the odds are against you. 'For years The Master has been playing The Game with superb --- some would say, deadly --- skill. Many of intellectual class have come to do battle with The Master about his ideas on language and mind. With woeful consequences, alas! Some entered The Garden, never to reappear. (May their minds rest in peace!) Others left The Garden in undignified hurry --- hurt and, for the rest of their scholarly days, humiliated. Only a few were able to draw blood, to force The Master to aCknowledge a flaw here, to concede a defect there in the foundations of his model of language and mind.

Highlights

  • In summary: in locating Chomsky's linguisti~s within the larger field of linguistics, we have found that his linguistics is

  • Many generative grammarians and Chomskyan linguists do not take the trouble to ensure that their terminology reflects systematically the conceptual distinctions represented in (2)

  • 2.2.1 To flesh out his view that the child's linguistic experience constitutes an impoverished stimulus for language acquisition, Chomsky draws the distinction the poverty of the stimulus vs. the degeneracy of the stimulus

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Summary

The nature of the linguistic experience or evidence

The simplified data offered by mothers and caretakers to children vs. the actual data-base for language acquisition. The data available to the child learning a language vs the data available to the linguist studying the language. 2.2.5 The child's being exposed to evidence about its language vs the child's learning the language

The nature of knowledge of language
Linguistic universals
THE MARSHES OF METHOD
C Chomskyan linguistics
LOCOS IN THE LANDSCAPE OP LEARNING
CHAPTER 1
Introduction
Full Text
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