Noam Chomsky and Stephen Krashen Discuss the Limits of Explicit Knowledge of Language
Summary
TLDRThis 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
- π The speaker was a graduate student at UCLA during the height of Chomskyan research, which greatly influenced their early understanding of language teaching.
- π The initial belief was that applying the latest grammatical descriptions from MIT to the classroom would suffice for effective language teaching.
- π Paul Kiparsky's papers on linguistic analysis had a significant impact on the speaker and their colleagues, leading to new teaching approaches.
- π 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.
- π§ 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.
- 𧬠Adults learning a second language and children becoming literate both go through an implicit language learning process.
- π€ The speaker ponders whether the principles of implicit and explicit knowledge apply to animal and possibly alien languages.
- π Chomsky's grammatical systems, despite their flaws, have been instrumental in pushing the field of linguistics forward.
- π 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his book 'The Biology of Language', remains a valuable resource with timeless insights, even if some aspects may be outdated.
- π‘ 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.
- π 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.
Outlines
π Reflecting on Language Learning Theories
The speaker reflects on their graduate studies at UCLA, where they were taught Chomsky's theories on language. Initially, there was a belief that understanding the latest grammatical descriptions from MIT could directly improve language teaching. The speaker recalls the excitement around Paul Kiparsky's papers and the adoption of Professor Cooper's rules for teaching English as a Second Language. However, the speaker's subsequent 45 years of research have shown the limitations of explicit knowledge in language acquisition. They discuss the now-debunked theory that language learning capabilities diminish after puberty, as proposed by Eric Klinenberg, and the realization that both children and adults learning a second language or becoming literate do so through implicit processes. The speaker also ponders whether these findings apply to animal and alien languages and expresses disappointment in the field's initial admiration for Chomsky's grammatical systems, despite acknowledging their role in propelling research forward.
π€ Challenging Assumptions in Language Acquisition
The speaker continues by discussing the challenges of applying explicit knowledge to language learning, emphasizing that it is a fragile and temporary solution. They express gratitude for the questions that pushed the field forward, leading to a better understanding that has alleviated suffering globally. Chomsky responds to the speaker's comments, agreeing with the assessment and reminiscing about their graduate student days. They recall their skepticism towards behaviorism and the unconventional ideas that led to significant discoveries, including observations on language development in the Deaf community. The speaker highlights the importance of asking the right questions, even if they lead to incorrect conclusions, as this is the essence of scientific progress and the excitement of the field.
Mindmap
Keywords
π‘Implicit Knowledge
π‘Explicit Knowledge
π‘Language Acquisition Device (LAD)
π‘Chomskyan Research
π‘Behaviorism
π‘Paul Kiparsky
π‘Eric Klinenberg
π‘Language Acquisition
π‘Comprehension
π‘Mental Gymnastics
π‘Linguistic Evolution
π‘Noam Chomsky
Highlights
The relationship between implicit and explicit knowledge was a focus during the graduate studies at UCLA, a center for Chomskyan research.
The initial belief was that understanding the latest descriptions of grammar from MIT and applying them to the classroom was sufficient for language teaching.
The impact of Paul Kiparsky's papers on the field, which charmed colleagues with his analysis of effectives, and the subsequent belief in a new method for teaching language structure.
The realization that the previous understanding of language teaching was fundamentally flawed, as the last 45 years of research showed the limits of explicit knowledge.
The assumption that the language acquisition device turns off at puberty, based on Eric Klinenberg's argument, which the speaker now believes to be incorrect.
The early research showing that both adults learning a second language and young children becoming literate go through a process that is entirely implicit.
Speculation on whether the process of implicit learning applies to animal language and the possibility of understanding alien language through the 'merge hype'.
The acknowledgment that Chomsky's grammatical systems, despite initial admiration, were not entirely correct but significantly pushed the field forward.
The recognition that language acquisition in all ages operates on the same engine, based on comprehension and resulting in a predictable order of acquisition.
The difficulty of applying conscious knowledge to language, describing it as a fragile system that requires mental gymnastics and does not last long.
The speaker's gratitude for the push forward in questioning and the resulting reduction in suffering for people worldwide due to advancements in understanding language acquisition.
Chomsky's agreement with the speaker's comments, acknowledging the importance of asking the right questions and contributing to the field's development.
The reminiscence of the small group of graduate students who questioned the prevailing behaviorism and their pursuit of understanding language in a different way.
Eric's interest in language growth under unusual conditions, such as the language of the Deaf, and his observations that challenged the strict oralist tradition.
The account of how children at the Perkins School for the Blind developed their own form of communication when not restricted by the teacher's strict oralist approach.
The lasting impact of Eric's work, which founded the biology of language and provided a rich store of information and insights that remain relevant today, despite some potential inaccuracies.
The understanding that scientific progress involves asking the right questions and being open to the possibility of being wrong, which is essential for the field's lively and exciting development.
Transcripts
meant on the relationship between
implicit and explicit knowledge of
course when I was a graduate student at
UCLA which was the center of chomskyan
research we were taught the theory and
it was obvious to me and everyone else
I now know this was dead wrong that all
we had to do was learn all about the
latest descriptions of grammar from MIT
and apply them to the classroom
I remember when Paul kept our skis
papers came out and we were all charmed
by his analysis effectives etc I
remember going over to my colleagues I
was also teaching English as a Second
Language saying we now know how to teach
the structure we simply give people the
rule that Professor Cooper she came up
with and give them exercises where they
can practice it correct them and
everything that we find we the last 45
years of my life is showing the limits
of explicit knowledge it's simply not
that way at all we have the assumption
that the language acquisition device
turned off at puberty which was the
result of a really beautiful argument of
Eric Klinenberg which I now think is
totally wrong even though I have huge
admiration for Leonard Burke's work
because he asked the right question his
professor Chomsky has said many times
there's nothing wrong with being wrong
Lindbergh was wrong but it really pushed
us ahead it was wonderful he claimed
that when you reach puberty things
happen in the brain the left side goes
to the left the right side goes to the
right and acquisition implicit learning
cannot happen
everything is explicit my early research
research of my colleagues show that was
absolutely not true that adults children
doing a second language and young kids
becoming literate went through a process
that was totally implicit it accounted
for everything
I wonder these days whether that works
with animal language and someday we'll
find out if this works for alien
language according to the merge hype
this is probably not but at least it
asks the absolute right question and I
must tell you how disappointed I was how
disappointed my colleagues were because
of our admiration for the grammatical
systems that Chomsky and his colleagues
came up with but it certainly pushed us
forward we now know that it's certainly
an implicit system the similarities are
overwhelming we know that language
acquisition and all ages runs on the
same engine which is basically a
comprehension of what you hear what you
read it results in a predictable order
of acquisition and it's extremely
difficult to apply conscious knowledge
to language it's nearly impossible it
takes all kinds of mental gymnastics and
it doesn't last very long it's a very
fragile system so thank you for pushing
us forward asking the question and I'm
quite happy with the answer and I think
it's reduce a lot of suffering for
people all over the world
ok Chomsky do you have any comments on
professor crashes comment I think that's
quite right
I say take care little bird who's this
he was an old friend of mine we were
graduate students together and we were
as graduate students we were part of a
very small group three or four people
who didn't believe anything that was
going on and four we were that was the
heyday of behaviorism coins general
there's a ball seem crazy to us we were
often so forth that Eric went off to
made some very amazing discoveries some
of which he never even published because
they were so outlandish it didn't seem
possible so for example he was very much
interested in language growth under
unusual conditions so language of the
Deaf for example and one of the things
he did was visit the
at school event it was the Perkins
school it was cold for the dish and in
Boston and observed what was happening
and those were the days when of a very
strict Arles tradition teachers were
told parents were told you should never
gesture to your deaf children because
they have to learn how to lip read so
you never even you hold your hands
behind your back don't even do this you
know he went to the school he noticed
the teacher was strict oralist but he
noticed something strange
when the teacher turned to the
blackboard the kids started going like
this to each other they had obviously
created assignment but just part of
their internal nature by now some things
are understood about that but at that
time it sounded like saying the earth is
flat so he told a couple of his friends
but he never said anything about it but
his work was exactly as you said asking
all the right questions his book fifty
years ago founded the biology of
language the contents of it are very
much appropriate for today it's a rich
store of information and insights some
of the cancers probably wrong but that's
the nature of science as you said he
asked the right questions pursued them
pushed the subject very far forward and
that's the way developments have taken
place you have to look at today's best
ideas as as well as this is that's where
we are today but they're probably wrong
the next generational show there's a
better way that's the way understanding
develops that's what makes the field
lively and exciting otherwise it would
be a bore appointment even teaching
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