Roles and Relations in Language Deep Structure. Studies in Language Education, Report No. 9.

Autor/in	O'Donnell, Roy C.
Institution	Georgia Univ., Athens. Dept. of Language Education.
Titel	Roles and Relations in Language Deep Structure. Studies in Language Education, Report No. 9.
Quelle	(1974), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case (Grammar); Deep Structure; Language Patterns; Language Universals; Linguistic Theory; Perception; Sentence Structure; Surface Structure; Syntax; Transformational Generative Grammar + Suchen Sie Ihr Suchwort? Sprachmodell; Sprachstruktur; Linguistische Theorie; Wahrnehmung; Satzbau; Satzstruktur; Oberflächenstruktur; Generative Grammar; Generative Grammatik
Abstract	This essay discusses a theory of grammar which incorporated Chomsky's distinction between deep and surface structure and accepts Fillmore's proposal to exclude such subject and concepts as direct object from the base structure. While recognizing the need for specifying an underlying set of caselike relations, it is proposed that this need can best be met by hypothesizing base structure entities called role indicators. According to this theory, the input for linguistic encoding is identified at the perceptual level. The structured entity can be referred to as an event, which is primarily composed of a process or attribute and one or more things in perceived relations to one another. Events are encoded at the basal linguistic level as structured entities which may be referred to as constructs. The output at the overt level, after appropriate syntactic and phonological elements are added, is the structured entity called the sentence. The underlying structure is viewed as being divided into three components: basal, operative, and expressive. This form of grammar can provide insights into criteria for language differences and deficiencies and can suggest that child language may have less syntactic complexity than researchers have attributed to it. (HOD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01