Noam Chomsky and Stephen Krashen Discuss the Limits of Explicit Knowledge of Language

Summary

This transcript captures a reflective journey through the evolving understanding of language acquisition, contrasting the early adherence to Chomskyan grammar and explicit knowledge with a shift towards recognizing the power of implicit learning. Highlighting personal anecdotes and pivotal research findings, it questions long-held beliefs about language acquisition ceasing after puberty and explores the universality of implicit learning mechanisms across different ages and potentially across species. The dialogue, featuring insights from notable figures like Chomsky, underscores the dynamic nature of linguistic research and the importance of questioning and pushing the boundaries of established theories to advance understanding.

Takeaways

• 📚 The speaker was a graduate student at UCLA during the height of Chomskyan research, which greatly influenced their early understanding of language teaching.
• 🎓 The initial belief was that applying the latest grammatical descriptions from MIT to the classroom would suffice for effective language teaching.
• 📈 Paul Kiparsky's papers on linguistic analysis had a significant impact on the speaker and their colleagues, leading to new teaching approaches.
• 🔄 The speaker's later research, along with that of their colleagues, revealed the limitations of explicit knowledge in language acquisition, showing that an implicit process is at work.
• 🧠 The theory that the language acquisition device shuts off at puberty, proposed by Eric Klinenberg, is now considered incorrect based on the speaker's research.
• 🧬 Adults learning a second language and children becoming literate both go through an implicit language learning process.
• 🤔 The speaker ponders whether the principles of implicit and explicit knowledge apply to animal and possibly alien languages.
• 🌟 Chomsky's grammatical systems, despite their flaws, have been instrumental in pushing the field of linguistics forward.
• 📖 Eric Klinenberg's work, including his book 'The Biology of Language', remains a valuable resource with timeless insights, even if some aspects may be outdated.
• 💡 The importance of asking the right questions in scientific inquiry is emphasized, as it drives the field forward and allows for the development of new ideas.
• 🌐 The speaker expresses gratitude for the advancements in understanding language acquisition, which have alleviated much suffering globally.

Q & A

What was the central belief at UCLA regarding language teaching during the speaker's graduate studies?

The central belief was that by learning about the latest descriptions of grammar from MIT and applying them in the classroom, educators could effectively teach the structure of language.

Who is Paul Kiparsky and what was his impact on the speaker and their colleagues?

Paul Kiparsky is a linguist whose work on ski papers charmed the speaker and their colleagues, influencing their approach to teaching English as a Second Language.

What was the assumption about language acquisition after puberty?

The assumption was that the language acquisition device turns off at puberty, leading to the belief that implicit learning cannot happen and everything becomes explicit.

How did the speaker's early research and that of their colleagues challenge the assumption about language learning after puberty?

Their research showed that both adults learning a second language and young children becoming literate went through a process that was entirely implicit, contradicting the assumption that learning after puberty could only be explicit.

What does the speaker suggest about the universality of the language acquisition process?

The speaker suggests that language acquisition at all ages operates on the same engine, which is fundamentally a comprehension of what is heard or read, resulting in a predictable order of acquisition.

Why is it difficult to apply conscious knowledge to language learning according to the speaker?

It is difficult because it requires mental gymnastics and the knowledge gained does not last long, making it a fragile system.

How does the speaker feel about the advancements in understanding language acquisition?

The speaker feels happy with the answers that have been found, as they have reduced a lot of suffering for people all over the world by improving language teaching methods.

What was Eric Klinenberg's role in the speaker's early academic life?

Eric Klinenberg was a professor and old friend of the speaker who made some amazing discoveries and asked the right questions, pushing the subject of language acquisition forward.

What was the traditional approach to teaching deaf children at the time of Klinenberg's observation?

The traditional approach was strict oralism, where teachers and parents were advised not to gesture to deaf children to ensure they learned how to lip-read.

What did Klinenberg observe at the Perkins School for the Blind?

Klinenberg observed that when the teacher turned to the blackboard, the deaf children would communicate with each other using gestures, indicating they had created their own language.

How does Chomsky respond to Professor Crash's comments?

Chomsky agrees with Professor Crash's comments, acknowledging that asking the right questions and pushing the subject forward, even if some ideas are wrong, is essential for the development and understanding of language.