Book week 2019: David Adger's Language Unlimited

Nov 26, 2019
Welcome to the second review post of Book Week 2019. See the intro to Book Week 2019 to understand more about what I'm doing this week. Next up we have:

Language unlimited
the science behind our most creative power

by David Adger
Oxford University Press, 2019


This is a book for people who like to think about HOW THINGS WORK. It's a serious work of popular science writing, which carefully spells out the mysteries of syntax. And by mysteries, I mean things you've probably never even noticed about language. But once they're pointed out, you have to sit back and say "Whoa." Because even though you hadn't noticed these things, you know them. Remember a few years ago, when the internet was hopping with posts about how we subconsciously know which order to put adjectives in? That's kid's play compared with the stuff that Adger'll teach you about the things you know but don't know about.

Adger (who is Professor of Linguistics at Queen Mary University, London) describes the situation carefully, clearly, and engagingly, using copious examples and analogies to communicate some really subtle points. (I particularly liked the explanation of form versus function in language, which drew on the form versus the function of alcohol. Chin-chin!) He draws in evidence from neurology, psychology, and computer science to both corroborate his points and to introduce further questions about how language works.

As I said in the intro to Book week, I have not read all the books I'm reviewing absolutely cover-to-cover. In this case, of the ten chapters, I read 1–3, 7, and 10—and skimmed through the other chapters. The early chapters make the case that there's more to linguistic structure than meets the eye and that human linguistic abilities must consist of something special—they must be qualitatively different from the types of cognition that other animals use and that humans use in non-linguistic communication. Later ones cover issues like how children experience and acquire their first language and what happens when computers try to learn human language. Throughout, the examples feature Adger's partner Anson and his cat Lilly.  I almost feel like I know them now. Hi Anson and Lilly!

Adger makes clear from the start that his book makes a particular argument in favo(u)r of a particular way of explaining language's mysteries—and that particular way is a Chomskyan way. This means that he makes the case for a Universal Grammar that underlies all human language. I was struck by his willingness and ability to take this all the way for a lay audience. By chapter 9, he is explaining Merge, the key tool of Chomsky's Minimalist Program. 

Now, here I have to say: this is not the kind of linguistics I do. It's not just that I'm not a syntactician—though I have, from time to time, dipped my toe into theories grammatical. It's also that I lost faith in theoretical monotheism when I moved from a very Chomskyan undergraduate degree to a more ecumenical linguistics department for my (post)graduate studies. When I arrived for my PhD studies, the department wanted to know which syntactic theories I'd studied, so they could determine which courses I needed to take. I could not tell them. After four years of studying Chomskyan linguistics, I thought I had spent four undergraduate years studying "Syntax". No one had told me that I was studying a theory of syntax, just one among several theories.

Ever since, I have tended to agnosticism and s{c/k}epticism when it comes to syntactic theory. (This is probably how I ended up as not-a-syntactician; I don't know that it's possible to have a career in grammatical studies without adhering to one theoretical church or another.) Being a lexicologist has meant that I don't have to take sides on these things. And so I play around with different theories and see how they deal with the phenomena I study. When I listen to the evangelists, I listen warily. I tend to find that they oversimplify the approaches of competitor theories, and don't learn as much from them as they could (or, at least, sometimes don't give them credit for their contributions). This is all a very long explanation of why I skipped to chapter 7—the chapter where Adger responds to some non-Chomskyan ideas (mostly personified in the chapter by Joan Bybee).

So (mostly BrE*) all credit to Adger for spending a chapter on this, and for citing recent work in it. I generally thought his points were fair, but I did what I usually do in response to such theoretical take-downs: I thought "ok, but what about..." I do think he's right that some facts point to the existence of a Universal Grammar, but I also think it's not the only interesting part of the story, and that it's premature to discount arguments that explore the possibility that much of what happens in language learning is based in experience of language and general cognitive abilities. But then, I would think that.

I definitely recommend the book for people who are interested in the scientific approach to language, but I'd skip the final chapter (10). It is an oddly tacked-on bit about sociolinguistic phenomena, precisely the kinds of things that are not even approached in the theory the rest of the book has been arguing for.

I congratulate Adger on this strong work that makes extraordinarily abstract concepts clear.





P.S. Since I'm not doing Differences of the Day on Twitter this week, here's little chart of use of all credit to (frequency per million words) in the Corpus of Global Web-Based English, for good measure.


Read more
Labels: , | 2 comments

Book week 2019: Jane Setter's Your Voice Speaks Volumes

Nov 25, 2019
Welcome to the first review post of Book Week 2019. See the intro to Book Week 2019 to understand more about what I'm doing this week.

I'm starting with the most recent book in the ol' pile of books from publishers:

Your voice speaks volumes
it's not what you say, but how you say it

by Jane Setter
Oxford University Press, 2019


Jane is Professor of Phonetics at the University of Reading (UK) and a recipient of the prestigious National Teaching Fellowship. (As you can see, we are on a first-name basis, as we travel some of the same Public Linguist circles.) I mention the teaching fellowship because it is relevant: Jane is excellent at making linguistics, particularly phonetics, crystal clear for the uninitiated. She uses that talent to great effect in her first book for the general public. 

This book speaks squarely to a general British audience — and to those who want to know more about English-language issues and attitudes in this country. I'm writing this on a day when my social media feed has given me (a) the story of a man wrongly arrested for public drunkenness in Brighton—because the police had mistaken his Liverpool accent for slurring and (b) a misreading of the relevance of accent in the US (as a means to say something about how accents are read in the UK). But I'd have at least two such things to tell you about on any other day when I might have written this post. Accents make the news in Britain because they matter inordinately. Differences that might not be discernible to those from other countries are imbued with layers and layers of meaning and subjected to piles and piles of prejudice. 

As I warned in the intro to Book Week, I have not been able to read the whole book. But I was able to get through much more than I thought I'd be able to in a single evening (four of the seven chapters: 1, 2, 3, 7). Part of my speed was because I could skim the bits that were explaining linguistic facts that I already knew. (That's not to say that the facts here are too basic. I've just had a helluva lotta linguistics education.) But it is a zippy read throughout. Setter uses personal and celebrity stories to demonstrate the everyday relevance of the phonetic and sociolinguistic facts that she's explaining. (Hey look, I seem to revert to last-name basis when I'm reviewing someone's book.) 

The chapters I haven't yet read are those that I'd probably learn the most from: on the use of linguistics in forensic investigations, on voices in performance (including accent training for actors and why singers' accents change in song—which she should know, since she's also a singer in a rock band), and on transgender and synthesized voices. I started with the chapter that relates most to my work ('English voices, global voices') and then went back to the beginning where I was most likely to run into things I already know. That's good from a reviewing perspective, because I can say with confidence that Setter covers well the things that I know need to be covered for her audience. But as I got further into the book, the more unexpected things I learned. I ended in the chapter on women's and men's voices, and I will tell you: I learned some things! To give an example, I liked her interpretation of a study in which women and men were asked to count to ten using various kinds of voices, including 'confident' and 'sexy'. It turns out men generally don't have a 'sexy voice' to put on, while women do, and this might tell us something about what we're sociali{s/z}ed to find sexy—and why.

It's hard to write about sound —and especially about linguistic sounds for a general audience. Writing for linguists is easy, because we have a lot of practice in using the International Phonetic Alphabet (IPA). But you don't want to fill a book for non-linguists with letters that don't make the same sound as they make in English spelling, or letters they've never even seen before. Setter mostly talks about accents without having to get into the kind of phonetic minutiae that excite linguists and make laypeople glaze over. Where she does need technical terms (e.g. lexical sets), she explains them carefully and clearly. But happily for all of us, Setter wrote this book in the internet age. Throughout the book, there are scannable QR codes by which one can hear the sounds she's talking about. (You can get there without a QR reader too, the web URLs are provided.)

For readers of this blog with an interest in US/UK issues, there is plenty of comparison between UK and US and discussion of "Americani{s/z}ation". These are discussed with an assumed familiarity with British Englishes and less with American Englishes.

This book is an important instrument for fighting accentism and other linguistic prejudice in the UK. It might make a nice gift for that person in your life who says they "care deeply about the English language", but really what they mean is "I like to judge other people's use of the English language". 

But more than that, it is a great demonstration of what the study of phonetics can do. I really, really recommend it for A-level students in English (language) and their teachers, as it touches on many of the areas of linguistics taught at that level and would surely inspire many doable research projects. 

Let me just end with: congratulations on this book, Jane!
Read more
Labels: , | 5 comments

Book week 2019: the prologue

Nov 24, 2019

My new year's resolution for 2019 was: Finish the books I start. 

Now, it must be said, I don't read enough books. I do a lot of reading for research, which does not usually involve reading books from cover to cover. (It involves reading journal articles, reading chapters, using the indices of books to find the bits I need.) Since so much of my working life is reading (including multiple books' worth of student writing each term), after work I tend to do other things. But I still want to be reading books, because there are so many good books out there and I have great respect for the writers of books and the books they write.

I find it's very easy to start (reading) books. Rarely do I start reading a book and then lose interest in it. I have every intention and desire to finish most books that I start. But then some other book comes along and I just want to start that one too.

(It must be said here that these days I mostly read non-fiction—and it's relatively easy to leave non-fiction unfinished. If there is a story to a non-fiction book, I generally know how the story ends, so it doesn't have that page-turner vibe that fiction can have.)

At the start of 2019, there were four books that I had started months before, and had been really enjoying, yet instead of finishing them, I started other books. But thanks to my resolution, they are finished. Yay! 

So that was going well. Until I started starting books again. As of last week, I had seven books on the go (not counting a couple that made me say "Life's too short to spend it on this sub-par book"). And thanks to what I'm about to do, I will probably soon have 12 unfinished books heading into the LAST MONTH of 2019. So: made a resolution to reduce the number of unfinished books I have, and I am ending the year with THREE TIMES AS MANY unfinished books. What a failure!

But the reason I'm starting even more books is that people send me books. Publishers send me books. I get a lot of books. They send me the books because I have a blog and they want me to help publici{s/z}e the books. I like getting the books, and I want to help authors of good books. And it helps them if I tell you about the books in a timely way.

So this week, I am going to write about some of the books I've been sent this year and which I may not have read from cover to cover. For each book, I plan to read at least two chapters before telling you about it. So, I'm going to have a feel for the book, which I can tell you about, even if I haven't read the whole book.

Why do this now? Two reasons:
  1. I can assuage my guilt about not writing about these books sooner by pretending that I was waiting to give you a seasonal list of books that would make great gifts for the holiday season!
  2. I have the time.
I have the time because my union is about to go on strike for eight days. During this time, I am not engaging in the activities that the university pays me for. (And indeed, I will not be paid by the university for those days.) So, I'm catching up on things I want/like to do that are not within my job description. And apparently starting books and not finishing them is one of the things I like to do best.

I'm only going to tell you about books I like. I'm channel(l)ing my mother: "If you can't say something nice, don't say anything at all." I'm also listening to the adage "There's no such thing as bad publicity." I've decided not to give any publicity to sub-par books. I could be scathing about them (and witty—scathing and witty go hand-in-hand). And that might be a lot of fun. But I'd just rather not shine my light on sub-par books, since that takes space and attention away from the good books. 

Some of the books I'll write about are by people I like. It's not that I know them well, just that I've had enough interactions with them to know we're on the same wavelength—so it's not quite nepotism (just tribalism?). And I'm going to try my best to have five posts for five days, but life happens and I might have to interpret "week" very loosely.

So: stay tuned, and we'll get this book week going.

 Oh, and: I'm taking nominations for US-to-UK and UK-to-US Words of the Year. Are there any US-to-UK or UK-to-US borrowings that are particularly 2019-ish? They don't have to have first come to the other country this year, but they should have had particular attention or relevance in the other country this year. Please nominate them in the comments below.
Read more
Labels: | 28 comments

grammar is relationships

Aug 9, 2019

This is not a post about American versus British English. I hope you’ll indulge me. It's come out of some Twitter conversations this afternoon.

It started when I read this sentence in James Pennebaker’s book The Secret Life of Pronouns:
Function words require social skills to use properly.

And I wondered how it had got(ten) past a copyeditor. So I did a Twitter poll to see if other people were happy with the sentence. The poll looked like this: 


So, 25% of more than 300 people thought it sounded fine. 75% felt there was something weird about it. Given how I phrased the question, it's possible that the 75% had 100 different reasons for thinking it weird. But considering some of the tweet-replies I had, I know that at least some people had the same reaction that I did. 

The problem with the sentence for me is that there is no reasonable subject for the verb to use. Compare it to this sentence with the same kinds of parts in the same order:  
 The law requires every driver to drive safely.

In that case, the subject of the infinitive to drive is every driver—every driver is to drive safely. So, what you've got is:
  • Main verb: requires
  • Subject of main verb: the law
  • Object of main verb = infinitive clause: every driver to drive safely

But that doesn't work for Pennebaker's sentence. Social skills to use properly is not a complete clause because (a) there's no object of the verb to use (to use what properly?), and (b) social skills is in a position where it could be the subject of to use (as in the driving example), but it's not.  The sentence could be "fixed" in a number of ways that involve making it clearer that function words are the things being used.
  1. Make the infinitive into a passive, so it's clear that function words is the object of use: Function words require social skills to be used properly.
  2. Move use closer to function words so that it's clear how they relate to each other: To use function words properly requires social skills. (Or Using function words properly requires social skills.)
  3. Move function words closer to use:  It takes social skills to use function words properly.
Number 1 is a little ambiguous (it sounds a bit like function words are bossing social skills around), so I'd prefer 2 or 3, where it's really clear that function words is the object of use. 

But there are sentences with require that do work more like Pennebaker's sentence:
Crops require water to grow.

Here, it's not the water that's growing, it's the crops. So it doesn't work like the driving sentence—the object of require is not water to grow. In both sentences, I've put the object of require in blue, so you can see that the sentences have different structures. Another way that you can tell they're different structures is that you can replace to with in order to in one and not the other and can rephrase one with that and no to, but not the other.
The law requires every passenger in order to drive safely.
Crops require water in order to grow.
 The law requires that every driver drive safely. [or drives if you're not a subjunctive user]

Crops require that water grow.

So one of the reasons I wanted to write this post is to make this big point:
Grammar isn't just where words go in a sentence, it's how they relate to each other.
The fact that the crops sentence is the same shape as Pennebaker's sentence doesn't mean that Pennebaker's sentence is grammatical, because it still has the problem that there is no subject for to use. Notice that it can't be rephrased in either of the ways that the other two can:
Function words require social skills in order to use properly
Function words require that social skills use properly
The last possibility is to interpret use as being in middle voice (as opposed to active or passive voice). This is when the verb acts kind of like a passive (where what would have been the active object becomes the subject), but doesn't get the passive be +past participle form. English has some verbs that work this way.
I cut the bread easily. (active voice: subject is the cutter)
The bread is cut easily. (passive voice: subject is what's cut)
The bread cuts easily. (middle voice: subject is what's cut)
Grammar Girl has a podcast and post on middle voice in English if you're interested. English has more of a 'middlish' voice than a 'middle', as we're really limited in how we can use it and it doesn't have a special verb form, as it does in some other languages. As Grammar Girl notes:
[English] middle-voice sentences usually include some adverbial meaning, negation, or a modal verb, or a combination of the three. “The spearheads didn’t cast very well” has both negation (“didn’t”) and an adverb phrase (“very well”). “The screw screwed in more easily than I thought it would” has the adverb phrase “more easily than I thought it would.”
While Pennebaker's sentence does have an adverb, properly, it's not one that I'm super-comfortable using with a middle construction (?The bread cuts properly), but maybe some people would like it better than I do. (Proper is used more as an adjective and adverb of intensity in some colloquial BrEs than in my AmE.)

So, are the 25% who like the sentence reading it as having middle voice? I'm not totally convinced, because I think that the English middle doesn't do well with fancier sentence constructions as with require:
?That bread requires a good knife to cut easily.
?That bread requires a steady hand to cut easily.
Putting an object between requires and to makes it confusing—is it the bread or the knife/hand that is cutting easily? If it's the knife or hand, then the sentence would usually require an it to stand for the bread: The bread requires a good knife to cut it easily. 

So, anyhow, when I put the Pennebaker sentence up, some people wondered if it was like this dialect phenomenon, found in some parts of the US (particularly western Pennsylvania) and some parts of the UK (particularly Scotland):
The car needs washed.
It was natural for them to make that connection because both Pennebaker's sentence and the needs washed sentence would work in other dialects if the final verb were made passive. But note that what needs to be added to the sentences to create a passive is different in the two cases. In needs washed, the washed is in the past participle needed for a passive. But in Pennebaker's sentence the infinitive verb is not in any way in passive form.
The car needs to be washed.
The function words require social skills to be used properly.

So, I asked the 25% who accepted the sentence to write back and tell me where they were from. And it turns out they're from anywhere.... New Jersey, California, New England, southeastern US, eastern and western Canada, up and down the UK, the Caribbean. That makes it look like it's not a dialect feature. 

An interesting thing about the 25%, though, was that a few got in touch to say: "I clicked that the sentence was fine for me, but once I started thinking about it, I was less sure."

After the dialect idea didn't pan out, I joked that the next step was to give personality tests to people who didn't like the sentence. And while it was a joke, I think there is probably something to the idea  that some people read for meaning and don't get the grammatical 'clang' that I got because getting the meaning is good enough. If they can get the meaning without a deep look at the grammar, the grammar is irrelevant. I'd wonder if people who get a 'clang' with this sentence are also more likely to also notice misplaced modifiers and dangling participles. A lot of us who notice these things notice them because we've been trained in looking at language analytically, or we're just very literal readers. Had I heard Pennebaker's sentence, I probably wouldn't have noticed that there was no workable subject for the verb use. I would have just understood it and gone merrily on my way. But in reading, CLANG.


Anyhow, the main reason I wanted to blog this was to make that point that Grammar is how words relate to each other. That two sentences with the same shape can be working in very different ways. And on that note, I'll leave you with an experiment that Carol Chomsky did way back when. She gave children a doll with a blindfold over its eyes and asked them if this sentence was true—and if not, to make the sentence true.
The doll is easy to see. 
Notice how that sentence doesn't work like this sentence:
The doll is eager to see.
In the first, the doll is being seen. We can paraphrase it as The doll is easy for me to see. In the second, the doll is who will do the seeing. We can't paraphrase it as The doll is eager for me to see, because it means The doll is eager for the doll to see. The words easy and eager determine how we interpret the relations of the other words in the sentence. In linguistic terms, they license different relationships in the sentence. (In these sentences it's adjectives doing that relationship-determining, but in most sentences, it's the verbs. In our requires sentences above, we can see that require licenses a range of possible sentence structures—words do that too.)

Understanding that a blindfolded doll is easy to see is something that most kids don't master till they're into their school years. When asked to make the doll easy to see, the younger kids take off the doll's blindfold. This shows us that kids take a while to fully take account of the grammar, not just the words, in sentences.

Hope you didn't mind my little grammatical foray...
-->
Read more
Labels: , | 30 comments
Subscribe to: Posts ( Atom )

The book!

View by topic

Abbr.

AmE = American English
BrE = British English
OED = Oxford English Dictionary (online)