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Generative grammar
(2001)
Generative Grammar is the label of the most influential research program in linguistics and related fields in the second half of the 20. century. Initiated by a short book, Noam Chomsky's Syntactic Structures (1957), it became one of the driving forces among the disciplines jointly called the cognitive sciences. The term generative grammar refers to an explicit, formal characterization of the (largely implicit) knowledge determining the formal aspect of all kinds of language behavior. The program had a strong mentalist orientation right from the beginning, documented e.g. in a fundamental critique of Skinner's Verbal behavior (1957) by Chomsky (1959), arguing that behaviorist stimulus-response-theories could in no way account for the complexities of ordinary language use. The "Generative Enterprise", as the program was called in 1982, went through a number of stages, each of which was accompanied by discussions of specific problems and consequences within the narrower domain of linguistics as well as the wider range of related fields, such as ontogenetic development, psychology of language use, or biological evolution. Four stages of the Generative Enterprise can be marked off for expository purposes.
The distinction between COMPLEMENTS and ADJUNCTS has a long tradition in grammatical theory, and it is also included in some way or other in most current formal linguistic theories. But it is a highly vexed distinction, for several reasons, one of which is that no diagnostic criteria have emerged that will reliably distinguish adjuncts from complements in all cases – too many examples seem to "fall into the crack" between the two categories, no matter how theorists wrestle with them.
In this paper, I will argue that this empirical diagnostic "problem" is, in fact, precisely what we should expect to find in natural language, when a proper understanding of the adjunct/complement distinction is achieved: the key hypothesis is that a complete grammar should provide a DUAL ANALYSIS of every complement as an adjunct, and potentially, an analysis of any adjunct as a complement. What this means and why it is motivated by linguistic evidence will be discussed in detail.
The study examines the hypotheses that the acquisition of the finite verb is an indispensable and linking constituent of the development of SVO utterances. Four apparently separate or at least separable processes are analysed over 6 months in one Russian and one German child: a) the emergence of verbs in the child’s utterances, b) the occurrence of correctly inflected (finite) verb forms, c) the development of multi-component utterances containing a verb, and c) the emergence of (potential) subjects and objects. Russian and German exhibit rich verb morphology, and in both languages finiteness is strongly correlated with inflectional categories like person, number and tense. With both children we find a correlation in the temporal order of these four processes and – what is more relevant for our study – a dependency of a certain development on the utterance level on the emergence of finite verbs. Further, our investigation shows that language-specific development comes in to play already when children start to acquire verb inflection and becomes more contrastive when we observe the onset of the production of the SVO utterances.
Even if we can generate a logical form, principles of use may limit the ways in which we can use it. In this paper, I motivate one such principle of use, and explore its effects. Much of the discussion involves kinds of sentences that have received attention in the literature on "individual-level predicates".
What are incremental themes?
(2001)
In this paper I examine the approach to incremental themes developed in Krifka 1992,1998, Dowty 1991 and others, which argues that the extent of a telic event is determined by the extent of its incrementally affected theme. This approach identifies the defining property of an accomplishment event as being the fact that the theme relation is a homomorphism from parts of the event to parts of the (incremental) theme. I show that there are a large number of accomplishments, both lexical and derived via resultative predication, which cannot be characterised in this way. I then show that it is more insightful to characterise accomplishments in terms of their internally complex structure: an accomplishment event consists of a non-incremental activity event and an incrementally structured 'BECOME' event, which are related by a contextually available one-one function in such a way that the incremental structure of the latter is imposed on the activity.
Focus marking in Kikuyu
(2003)
In Kikuyu, a Bantu language spoken in Kenya, focus is marked systematically by means of word order. In this study, the different possibilities for marking focus in question answer sequences are presented. After an overview of the discussions of the phenomenon in the literature, a syntactic account for focus constructions with the particle ne is proposed. This account is based on original data that was gathered with a native speaker. In addition, new data on focusing different parts of the sentence, e.g. the VP, the entire sentence, or the truth-value, are presented. The aim of this study thus is to broaden the descriptive basis for focus constructions in Kikuyu and to provide a theoretical contribution to their analysis in the framework of generative grammar.
Zur generativen Grammatik (im folgenden GG) gehört neben der Grammatik im engeren Sinn eine Lautlehre (generative Phonologie) und eine Bedeutungslehre (Semantik). Im Zentrum dieser Vorlesung jedoch steht die generative Grammatik i.e.S. Allgemeines Ziel der Vorlesung ist es, das Verständnis der Literatur über generative Grammatik zu erleichtern. Ihre Absicht besteht daher darin, eine reine Darstellung des Sprachmodells der generativen Grammatik zu geben; die Kritik muss dabei in den Hintergrund treten. Wo kritische Bemerkungen nötig scheinen, werden sie als solche vermerkt. Die erwähnten Termini 'generativ' und 'transformationell' sind hier vorläufig als Bezeichnungen für ein und dasselbe Modell zu nehmen, die nähere Bestimmung wird später gegeben. Unter 'Modell' wird eine bestimmte Konzeption der Sprache als eines Kommunikationssystems verstanden. Bezüglich der GG ist ein älteres und ein neueres Modell zu unterscheiden. Um die Wandlung vom älteren zum neueren Modell zu kennzeichnen, ist das ältere zuerst darzustellen und dann zur Entwicklung des neueren überzugehen.
Questions and focus
(2003)