THOUSANDS OF contributions to linguistics and the psychology of language have been published in the last three years, but this intense activity appears to represent a process of working out, testing, elaborating, and refining the theories and new ideas of the previous decade. At least, one cannot point to any new ideas or theories to match the power of ideas such as communication theory, generative grammar, and linguistic relativity that appeared previously. Apparently, the fields of linguistics and the psychology of language are currently in a phase of consolidating the gains made in previous periods of highly creative activity. The net result for an applied field such as education in the language arts cannot be anything but positive. Linguistics Chomsky's (1957) sketch of a new linguistic theory was essentially programmatic; it postulated that the grammatical and, for that matter, the actual phonological structure of speech output can be interpreted by assuming that the speaker of a language generates speech by the application of a certain series of rules specifying (a) the structure of basic phrases or kernels, (b) the ways in which these kernels may be transformed to form new structures, and (c) the manner in which the resulting linguistic material is actualized in the spoken word. The three departments of generative linguistic theory are, correspondingly, phrase-structure grammar, transformation rules, and phonological rules. These formulations have struck at the roots of, and have required a re-examination of, nearly all previous linguistic theory. Such a large program could hardly be expected to have been soon completed, and in fact the generative grammar analysis of English is still under development and continual revision. Illustration of the results obtained by this method is to be found in an article by Lees (1960). Thus far, there does not exist any comprehensive treatment of English grammar from the standpoint of generative grammatical theory, although several textbooks are in preparation. Until consistent and comprehensive treatises are available, it will be impossible to appraise objectively the relevance of this formulation of linguistics to problems of language arts teaching in schools. In the area of semantics, Katz and Fodor (1963) presented an outline of an approach that is strongly related to that of Chomsky. 119
Read full abstract