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

Stephen Krashen

8 Apr 202006:37

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

📚 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his book 'The Biology of Language', remains a valuable resource with timeless insights, even if some aspects may be outdated.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.

Outlines

00:00

🎓 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.

05:02

🤔 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

💡Implicit Knowledge

Implicit knowledge refers to the understanding and skills that are acquired without conscious awareness or effort. In the context of the video, it is contrasted with explicit knowledge, which involves conscious learning and understanding of rules. The speaker discusses how language acquisition, especially for children and adults learning a second language, is largely an implicit process, not guided by explicit rules.

💡Explicit Knowledge

Explicit knowledge is the type of knowledge that is consciously acquired and articulated. It involves the understanding and use of language rules and grammar that are taught in a classroom setting. The video discusses the limitations of applying explicit knowledge in language learning, suggesting that it is not as effective as implicit learning.

💡Language Acquisition Device (LAD)

The Language Acquisition Device (LAD) is a theoretical construct proposed by Noam Chomsky, suggesting that humans possess an innate capacity for language learning. The speaker mentions a belief that this device turns off at puberty, which they now consider to be incorrect. The LAD is central to the idea that language learning is a natural, internal process.

💡Chomskyan Research

Chomskyan research refers to the body of work and theories developed by linguist Noam Chomsky and his followers. It is characterized by the study of the innate structures of language and the generative grammar theory. The video discusses the impact of Chomskyan research on language teaching methods and the subsequent realization of its limitations.

💡Behaviorism

Behaviorism is a psychological theory that suggests learning occurs through observable behaviors and external stimuli, without consideration for internal mental states. The speaker mentions the heyday of behaviorism, indicating a time when this approach was dominant in psychology and education, which they found to be at odds with their own beliefs.

💡Paul Kiparsky

Paul Kiparsky is a linguist known for his work in phonology and the development of generative grammar. In the video, the speaker recalls the charm and impact of Kiparsky's analysis on their colleagues, highlighting the influence of his work in the field of linguistics.

💡Eric Klinenberg

Eric Klinenberg is a linguist who challenged the idea that language acquisition is limited after puberty. The speaker mentions Klinenberg's 'beautiful argument' that questioned the prevailing belief of the time, showing that adults and children can still learn languages implicitly.

💡Language Acquisition

Language acquisition refers to the process by which individuals learn a language. The video emphasizes that this process is not solely based on explicit knowledge but is largely implicit, happening naturally and without conscious effort, especially in children and adults learning a second language.

💡Comprehension

Comprehension in the context of the video refers to the ability to understand spoken or written language. It is the foundation of language acquisition, as it leads to the development of language skills through implicit learning. The speaker suggests that comprehension is the engine that drives language acquisition across all ages.

💡Mental Gymnastics

Mental gymnastics is a metaphor used to describe the effortful and complex mental processes required to apply conscious knowledge to language learning. The speaker uses this term to illustrate the difficulty and fragility of trying to apply explicit knowledge to language acquisition.

💡Linguistic Evolution

Linguistic evolution refers to the development and change in language over time. The video discusses how understanding of linguistic theories has evolved, with earlier theories being challenged and refined over the years. This concept is central to the scientific process of questioning, testing, and improving upon existing knowledge.

💡Noam Chomsky

Noam Chomsky is a renowned linguist known for his theories on the innate structure of language and the concept of Universal Grammar. In the video, the speaker reflects on their time as a graduate student during the height of Chomskyan research and the influence of Chomsky's ideas on language education and linguistic theory.

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.