Chomsky's Universal Grammar
An Introduction
3. Edition April 2007
336 Pages, Softcover
Wiley & Sons Ltd
Short Description
Chomskys Universal Grammar introduces the reader to Noam Chomskys theory of language by setting the specifics of syntactic analysis in the framework of his general ideas.
Noam Chomskys theory of Universal Grammar, which has continued to evolve over the past six decades, is central to the concerns of present-day linguistics. Chomsky's Universal Grammar introduces the reader to Chomskys theory of language by setting the specifics of syntactic analysis in the framework of his general ideas. This third edition explains its fundamental concepts and provides a broad overview and history of the theory based on current approaches. Technicalities are put into context, making them more accessible to the reader.The new edition has been substantially updated, providing an up-to-date picture of this rapidly changing model of syntactic theory. New material has been added throughout, including data on first and second language acquisition and the syntax of the developing Minimalist Program, such as Phase Theory. Additional discussion topics and exercises have been incorporated in each chapter to provide more student aids.
1. The Nature of Universal Grammar.
1.1. The Early Development of Universal Grammar Theory.
1.2. Relating 'Sounds' and 'Meanings'.
1.3. The Computational System.
1.4. Questions for Linguistics.
1.5. General Ideas of Language.
1.6. Linguistic Universals.
1.7. The Evidence for Universal Grammar Theory.
1.8. Conclusion.
2. Principles, Parameters and Language Acquisition.
2.1. Principles and Parameters.
2.2. Language Acquisition.
3. Structure in the Government/Binding model.
3.1. The Heart of the Government/Binding Model.
3.2. Modules, Principles and Parameters.
3.3. X-bar Theory in Government and Binding.
3.4. Theta Theory.
3.5. Control Theory and Null Subjects.
3.6. Further Developments in X-bar Theory.
3.7. Summary.
4. Movement in Government/Binding Theory.
4.1. An Overview of Movement.
4.2. Further Developments to the Theory of Movement.
4.3. Bounding, Barriers and Relativized Minimality.
4.4. Case Theory.
4.5. Binding Theory.
4.6. Beyond S-structure and the Empty Category Principle.
5. Chomskyan Approaches to Language Acquisition.
5.1. The Physical Basis for Universal Grammar.
5.2. A Language Learning Model.
5.3. The Innateness Hypothesis.
5.4. The Role of Universal Grammar in Learning.
5.5. Complete from the Beginning or Developing with Time?.
5.6. Issues in Parameter Setting.
5.7. Markedness and Language Development.
6. Second Language Acquisition and Universal Grammar.
6.1. The Purity of the Monolingual Argument.
6.2. Universal Bilingualism.
6.3. The Multi-competence View.
6.4. The Poverty-of-the-stimulus Argument and Second Language Acquisition.
6.5. Models and Metaphors.
6.6. Hypotheses of the Initial Second Language State.
6.7. The Final State of Second Language Acquisition.
7. Structure in the Minimalist Program.
7.1. From Government/Binding to the Minimalist Program.
7.2. Basic Minimalist Concepts.
7.3. Phrase Structure in the Minimalist Program.
7.4. Thematic Roles and Structural Positions.
7.5. Adjunction.
7.6. Linear Order.
8. Movement in the Minimalist Program.
8.1. Functional Heads and Projections.
8.2. The Motivation for Movement.
8.3. The Nature of Movement.
8.4. Overt and Covert Movement.
8.5. Properties of Movement.
8.6. Phases.
8.7. Conclusion.
References.
Index
"Cook and Newson's book is a theoretically sound and didactically well-designed overview and analysis. It will be an excellent textbook for any course on the sources and concerns of current syntactic developments, especially because it does not shy away from discussing problematic points and alternative solutions."
István Kenesei, University of Szeged
"The book is a masterly introduction to a complex body of work. The new edition has been thoroughly rewritten to bring it up to date with recent developments. For a clear and reliable guide to Chomsky's linguistics, and its relevance to first and second language acquisition, students need look no further."
Raphael M. Salkie, University of Brighton
