從管約理論到最簡方案

前言

　　生成語法誕生于20世紀(jì)60年代美國著名語言學(xué)家Qiomskv所發(fā)起的“認(rèn)知革命(CogrIitiveRevoludon)”。從此，人們開始從一個嶄新的視角來審視語言。語言學(xué)家不再滿足于對具體語料的搜集、歸類和分析，而是要通過對語言事實進(jìn)行分析這個途徑，力求探討人類語言機(jī)能的工作奧秘，進(jìn)而通過研究語言機(jī)能去探索大腦的工作機(jī)制及人類思維活動的本質(zhì)?！　〔涣私馍烧Z法的人，往往把生成語法和傳統(tǒng)語法等量齊觀，以為都是研究語法。其實，生成語法學(xué)與傳統(tǒng)語法學(xué)的研究對象和研究目標(biāo)大相徑庭。生成語法學(xué)研究的對象是人類大腦中主司語言的生理機(jī)制，所追求的終極目標(biāo)乃是人類心智。生成語法學(xué)把語言看做是反映人類心智的一面鏡子，把語言研究當(dāng)作探索人類心智活動的基本途徑和手段。而傳統(tǒng)語法學(xué)研究的對象是語言本身，主要是對具體語言的口語及書面語材料進(jìn)行分類描寫，通過對語言事實的翔實描述，弄清各種語言的真實結(jié)構(gòu)，為跨語言對比和語言教學(xué)服務(wù)。如果說人的大腦中存在一個生產(chǎn)語言的裝置，則傳統(tǒng)語法是對該裝置所生產(chǎn)的產(chǎn)品進(jìn)行研究，而生成語法的目標(biāo)卻是認(rèn)識這個裝置的生產(chǎn)過程和運作原理?！　∩鐣忻總€人都能理解和使用自己的母語，懂得某個句子表達(dá)什么意思以及是否符合語法。人們所具有的這種能力從本質(zhì)上說是潛意識的(subconsci()US)，人類現(xiàn)有知識尚不能揭示語言交際過程中人們使用語言時涉及哪些具體的心理過程。為了研究母語使用者的這種潛意識的能力，Chomskv(1965)區(qū)分了當(dāng)代語言學(xué)研究中兩個十分重要的概念：語言能力(competence)和語言應(yīng)用(performarice)。語言能力是指“說話人或聽話人所具有的關(guān)于自己母語的知識”，而語言應(yīng)用則是指“語言在具體情景中的實際應(yīng)用”。很明顯，生成語法所研究的實際上是心理語法，是語言使用者內(nèi)在化的語言能力。因此，當(dāng)生成語法學(xué)者研究語言知識和語法結(jié)構(gòu)時，他們實際上是在研究內(nèi)化于語言使用者大腦中的認(rèn)知系統(tǒng)。

內(nèi)容概要

本書前四章介紹“管轄約束”階段的經(jīng)典理論，后兩章介紹“最簡方案”階段的新近發(fā)展。第1章介紹形式句法的基本概念，涉及定義、目標(biāo)、特征、語言機(jī)能、句法與語義的關(guān)系、管約與最簡的要點提示等。第2章涉及詞匯語類、動詞特征、短語小句結(jié)構(gòu)、基本句法關(guān)系等。第3章討論格位過濾、名詞短語與約束、空語類與控制。第4章涉及各種名詞移位、疑問詞移位與限制、中心詞移位與最近限制。第5章為過渡銜接，詳細(xì)論述精簡句法表達(dá)層次的理論動因、現(xiàn)實需要、具體途徑與手段以及由此產(chǎn)生的一系列后果等。第6章論及最簡方案的新近發(fā)展與實際運用，包括線性對應(yīng)、移位復(fù)制、特征核查、經(jīng)濟(jì)推導(dǎo)、語段與移位、主語部分提取與限制等最新理論發(fā)展?！　”緯ㄎ坏牡谝活愖x者是國內(nèi)英語語言學(xué)專業(yè)的研究生及高年級本科生。第二類讀者是具有一定英語基礎(chǔ)的漢語、少數(shù)民族語言和其他外語專業(yè)的學(xué)生，以及語言教師和語言研究人員。社會上對形式句法研究感興趣的其他讀者也可以選讀相關(guān)章節(jié)。

書籍目錄

序 前言 Chapter 1 Basics of Syntax 　1.1 Definitions of Syntax 　1.2 Goals of Syntax 　1.3 Properties of Syntax 　1.4 Meaning in Syntax 　1.5 Faculty of Language 　1.6 Cores of GB 　1.7 Essentials of MP 　1.8 Summary Chapter 2 Categories and Structures in GB 　2.1 Words as Category 　2.2 Functional Categories 　2.3 Features of Verbs 　2.4 Basic Syntactic Structures 　2.5 Major Syntactic Relations 　2.6 Summary Chapter 3 Primary Modules in GB 　3.1 Case-filter 　3.2 NPs and Binding 　3.3 Empty Categories and Control 　3.4 Summary Chapter 4 Movement and Constraints in GB 　4.1 NP-movement and Constraints 　4.2 Wh-movement and Constraints 　4.3 Head Movement and Constraints 　4.4 Summary Chapter 5 Minimalist Transition 　5.1 Dispensing with SS 　5.2 Dispensing with DS 　5.3 Postulating PISH 　5.4 Postulating VP Shells 　5.5 Replacing Government 　5.6 Splitting Functional Projections 　5.7 Summary Chapter 6 Minimalist Horizons 　6.1 Minimalist Program and Linearization 　6.2 Copy and Feature Checking 　6.3 Derivational Economy 　6.4 Phase and Movement 　6.5 Subject Subextraction 　6.6 Summary References Appendix Glossary with Chinese Interpretation 后記

章節(jié)摘錄

　　proposed by the British linguist Radford (2002: 2) that "Syntax is concerned with the formation and interpretation of phrases and sentences". This would land us in a better position to explain the native speakers knowledge about grammaticality, and to capture peoples intuitions about semantic acceptability as well. But before more efforts are made to pin down the object for syntactic study, it is vital for us to clarify the proper notion of language in which such structures are studied by generative syntax and other linguistic branches at large.　　Chomskys distinction between linguistic competence and per- formance in his early years has become the cornerstone for modern syntax. According to Chomsky, competence is the native speakers underlying knowledge of language while performance is his actual use of language in concrete situations. He further developed this dis- tinction into I[nternal]-language and E[xternal]-language, referring respectively to the speakers internal system of knowledge and exter-nal behavior of linguistic interaction. For Chomsky and his followers, the proper object of syntax is linguistic competence or rather, I-language that enables humans to speak and understand their native languages (Chomsky, 1965: 4).　　It should be noted, however, that the linguistic competence or grammatical knowledge of the native speaker is often tacit rather than explicit. Any native English speaker can tell you with his intuitions that (3a) is grammatical or well-formed while (3b) is not. He can fur-ther tell you that (4a) is better than (4b) though neither of them is grammatical. He may also be able to judge that (5a) is nonsensical while (5b) is ambiguous. But it is unlikely for him to offer any sys-tematic theoretical explanation for the grammaticality and acceptabil-ity of such sentences.

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