Grammar is grammar and usage is usage
Грамматика есть грамматика, а употребление есть употребление
2003-12-01
SCID: 54.1/mykf7274
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cognitive linguisticscorpus-based frequencygrammatical competencegrammatical structurelanguage use
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Abstract (AI)
A number of disparate approaches to language, ranging from cognitive linguistics to stochastic implementations of optimality theory, have challenged the classical distinction between knowledge of language and use of language. Supporters of such approaches point to the functional motivation of grammatical structure, language users’ sensitivity to the frequency of occurrence of grammatical elements, and the great disparity between sentences that grammars generate and speakers’ actual utterances. In this article I defend the classical position, and provide evidence from a number of sources that speakers mentally represent full grammatical structure, however fragmentary their utterances might be. The article also questions the relevance of most corpus-based frequency and probability studies to models of individual grammatical competence. I propose a scenario for the origins and evolution of language that helps to explain why grammar and usage are as distinct as they are.
Key Findings
1
A proposed scenario for the origins and evolution of language explains why grammar and usage remain distinct.
2
Corpus-based frequency and probability findings are argued to have limited relevance for models of individual grammatical competence.
3
Evidence from multiple sources is presented that speakers mentally represent full grammatical structure despite producing fragmentary utterances.
4
The article defends the classical distinction between grammatical knowledge and language use against approaches that merge them.
Research Object
speakers’ mental representation of full grammatical structure and individual grammatical competence
Research Subject
the distinction between grammatical knowledge and language use, including the relevance of corpus-based frequency and probability evidence to models of individual competence
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2003-12-01
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