Noam Chomsky Quotes About Language
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English is a second language in most of the educated sectors of Europe and much of the world. But maybe in the future Chinese will be. But I doubt that national languages will disappear. In fact, to some extent they're becoming more diverse, like in Europe.
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Of course language arose in a Darwinian biological world, because that's all there is, but that world relates only superficially to the pop-biology that circulates informally.
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There are very deep and restrictive principles that determine the nature of human language and are rooted in the specific character of the human mind
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The most striking aspect of linguistic competence is what we may call the 'creativity of language,' that is, the speaker's ability to produce new sentences, sentences that are immediately UNDERSTOOD by other speakers although they bear no physical resemblance to sentences which are 'familiar.
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There is no reason to believe ... that the "essential purpose" of language is "communication". Language can be used to transmit information, but it also serves many other purposes: to establish relations among people, to express or clarify thought, for play, for creative mental activity, to gain understanding, and so on. In my opinion, there is no reason to accord privileged status to one or the other of these modes.
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The structure of language determines not only thought, but reality itself.
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Human language appears to be a unique phenomenon, without significant analogue in the animal world.
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I think the most important work that is going on has to do with the search for very general and abstract features of what is sometimes called universal grammar: general properties of language that reflect a kind of biological necessity rather than logical necessity; that is, properties of language that are not logically necessary for such a system but which are essential invariant properties of human language and are known without learning. We know these properties but we don't learn them. We simply use our knowledge of these properties as the basis for learning.
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I think the use of language is a very important means by which this species, because of its biological nature, creates a kind of social space, to place itself in interactions with other people. It doesn't have much to do with communication in a narrow sense; that is, it doesn't involve transmission of information. There is much information transmitted but it is not the content of what is said that is transmitted.
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Language is a weapon of politicians, but language is a weapon in much of human affairs.
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Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied. Even the interpretation and use of words involves a process of free creation.
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Language would have evolved first as an internal object, a kind of "language of thought" (LOT), with externalisation (hence communication) an ancillary process. I can't review here the strong and growing evidence to support this conclusion, but I have elsewhere. There are ample reasons why having a LOT would confer selectional advantage: the person so endowed could plan, interpret, reflect, etc., in ways denied to others.
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I have not suggested that the emergence of language is instantaneous. Rather, that the rewiring of the brain enabling an infinite array of structured expressions was in effect instantaneous. I have never heard of an alternative to this suggestion.
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In studying language we can discover many basic properties of this cognitive structure, its organization, and also the genetic predispositions that provide the foundation for its development. So in this respect, linguistics, first of all, tries to characterize a major feature of human cognitive organization. And second, I think it may provide a suggestive model for the study of other cognitive systems. And the collection of these systems is one aspect of human nature.
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There is a kind of nonlinguistic thought going on which we are trying to represent in language, and we know that sometimes we fail.
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No one seriously doubts that if Piraha children are brought up in Boston they'll be speaking Boston English, that is, that the capacities are present, unlike other animals, as far as is known. There's no challenge to the theory - not mine, but everyone's - that the human language faculty provides the means for generation of an infinite array of structured expressions.
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Hence, a generative grammar must be a system of rules that can iterate to generate an indefinitely large number of structures. This system of rules can be analyzed into the three major components of a generative grammar: the syntactic, phonological, and semantic components... the syntactic component of a grammar must specify, for each sentence, a deep structure that determines its semantic interpretation and a surface structure that determines its phonetic interpretation. The first of these is interpreted by the semantic component; the second, by the phonological component.
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It's true that language is in a sense linear but that is as obvious as perceptual space is three-dimensional.
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When I was a college student and I got interested in linguistics the concern among students was, this is a lot of fun, but after we have done a structural analysis of every language in the world what's left? It was assumed there were basically no puzzles.
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You can imagine a different world in which a number of species developed with different genetically determined linguistic systems. It hasn't happened in evolution. What has happened is that one species has developed, and the genetic structure of this species happens to involve a variety of intricate abstract principles of linguistic organization that, therefore, necessarily constrain every language, and, in fact, create the basis for learning language as a way of organizing experience rather than constituting something learned from experience.
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There isn't much doubt that like other animal societies, those of Homo sapiens involved plenty of cooperation, which might have been considerably enhanced, one would suppose, by the emergence of the remarkable instrument of language.
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In fact, by universal grammar I mean just that system of principles and structures that are the prerequisites for acquisition of language, and to which every language necessarily conforms.
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If you go back a century in Europe, all over the place people were speaking different languages. There were dozens of languages in France and Italy, and they're all called French [and Italian], but they were not mutually comprehensible. They were different languages. And they have mostly disappeared in the last century or so. Some are being preserved, like Welsh, some are being revived, like Basque or Catelan to some extent. There are plenty of people in Europe who can't talk to their grandmother because they talk a different language.
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From now on I will consider a language to be a set (finite or infinite) of sentences, each finite in length and constructed out ofa finite set of elements. All natural languages in their spoken or written form are languages in this sense.
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There's a tremendous amount of language loss. Most of the attention is given to indigenous languages, which makes sense, but some of the most dramatic language loss is in Europe.
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The truth of the matter is that about 99 percent of teaching is making the students feel interestedin the material. Then the other 1 percent has to do with your methods. And that's not just true of languages. It's true of every subject.
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For one thing, studying language is by itself a part of a study of human intelligence that is, perhaps, the central aspect of human nature. And second, I think, it is a good model for studying other human properties, which ought to be studied by psychologists in the same way.
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By a generative grammar I mean simply a system of rules that in some explicit and well-defined way assigns structural descriptions to sentences. Obviously, every speaker of a language has mastered and internalized a generative grammar that expresses his knowledge of his language. This is not to say that he is aware of the rules of the grammar or even that he can become aware of them, or that his statements about his intuitive knowledge of the language are necessarily accurate.
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I think that in order to achieve progress in the study of language and human cognitive faculties in general it is necessary first to establish 'psychic distance' from the 'mental facts' to which Köhler referred, and then to explore the possibilities for developing explanatory theories... We must recognize that even the most familiar phenomena require explanation and that we have no privileged access to the underlying mechanisms, no more so than in physiology or physics.
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We do not for example say that the person has a perfect knowledge of some language L similar to English but still different from it. What we say is that the child or foreigner has a 'partial knowledge of English' or is 'on his or her way' towards acquiring knowledge of English, and if they reach this goal, they will then know English.
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