1. Linguistic Anthropology Bringing Back the Brain

2. What Bloomfield Got “Right” Emphasized spoken language rather than written language The role of the linguist is to be a non-manipulating observer Linguistics is descriptive rather than prescriptive or normative

3. What Bloomfield Got “Right” Linguistic structures must be explicitly formulated without appeal to the intuitions of speakers Linguistics must explain language in ways that are complete i.e., in ways that a non-native speaker can also apply

4. English grammar rule: the subject and the predicate must agree in person and number. E1 There was an attempt made by the students to limit the amount they were required to read. E2 There were attempts made by the students to limit the amount they were required to read. The subject of both sentences is “there”. But the verb forms differ…

5. An English language speaker knows that the following are unacceptable: E1 *There were an attempt made by the students to limit the amount they were required to read. E2 *There was attempts made by the students to limit the amount they were required to read. A traditional grammar would state that we are dealing with an EXCEPTION

6. E5 (a) An attempt was made by the students to limit the amount they were required to read. (b) Attempts were made by the students to limit the amount they were required to read. E6 (a) *An attempt were made by the students to limit the amount they were required to read. (b) *Attempts was made by the students to limit the amount they were required to read.

7. What Bloomfield Got “Right” The relationships between these sentences is not random  Thus, the proper use of the English grammar rule that the subject and the predicate must agree in person and number…  …depends upon a native speaker’s intuitions and knowledge of English  The grammar rule above is not complete

8. What Bloomfield Got “Wrong” StimulusResponse “the black box”

9. Jack and Jill Take a Walk And Jill sees a apple in a tree… She can go to the tree and pick it herself Stimulus Response (thirst) (pick) or she can make “a noise with her larnyx, tongue, and lips” from Bloomfield, Leonard, Language, 1933, p. 23.

10. Jill Speaks StimulusResponse Jack, would you be a dear and fetch me an apple? Jack goes to the tree and picks an apple for Jill. r... s But Jill could have also said: Those apples sure do look tasty… I’m starving! Do you remember the story of Adam and Eve? Apples are my favorite! speech (form) substitutes for non-speech (meaning) these utterances may all lead to the same response, but they do not all mean the same thing!

11. So… the meaning of a linguistic form (stimulus) is not the same as the activity (response) it provokes Important things are happening in the black box!

12. Colorless green ideas sleep furiously. And consider this

13. Noam Chomsky Works on developing a computer system for translating human languages Syntax vs. semantics Human language is creative (1928 - )

14. Noam Chomsky A hearer-speaker can produce and interpret an infinite set of utterances using only a limited set of grammar rules and lexical terms A formal grammar of a language can account for this creativity

15. Noam Chomsky If you expose a child and a kitten to the exact same stimuli Only the child will learn to understand and produce language Humans have a “language acquisition device” (LAD)

16. Noam Chomsky Linguists should study this LAD and determine how it constrains the range of possible human languages The product: a Universal Grammar (UG)

17. Child Language Acquisition Occurs very rapidly Follows similar steps throughout the world Stereotypical errors Must involve innate brain mechanisms

18. Noam Chomsky Generative Grammar Using only a few inputs A child develops a model of the proper ways to use language

19. Noam Chomsky Distinguishes between linguistic Competence Performance

20. What’s Still Missing? Semantics – the study of meaning Pragmatics – the study of context Culture!