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المرجع الالكتروني للمعلوماتية

Grammar

Tenses

Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous

Past

Past Continuous

Past Perfect

Past Perfect Continuous

Past Simple

Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous

Passive and Active

Parts Of Speech

Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective

Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pre Position

Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition

Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

Interjections

Express calling interjection

Grammar Rules

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Linguistics

Phonetics

Phonology

Semantics

Pragmatics

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Reading Comprehension

Elementary

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English Language : Linguistics : Syntax :

Behaviourism

المؤلف:  David Hornsby

المصدر:  Linguistics A complete introduction

الجزء والصفحة:  158-8

2023-12-23

891

Behaviourism

That speakers can make judgements concerning the grammaticality of sentences they have never heard reflects the creativity of the language system, which had been largely overlooked by the Descriptivists. Bloomfield, in particular, had been a strong advocate of behaviorism, which held abstractions such as the mind to be irrelevant in explaining the rational activities of human beings, whose behavior could be explained purely in terms of responses to environmental stimuli. Laboratory rats, for example, could be taught to depress a lever (response) to obtain food (stimulus) and, in similar vein, Bloomfield, in his almost obsessive concern to limit the field of linguistics to the strictly observable, viewed language in the same stimulus-response terms. He offers the example of Jack and Jill:

In behaviorist terms, the apple provides a stimulus, to which Jill’s speech is a response, which in turn serves a stimulus to Jack upon which he acts, bringing her the apple (reinforcement). But, as Chomsky pointed out in a devastating critique of leading behaviorist B.F. Skinner’s Verbal Behavior, behaviorist notions of stimulus and response leave many questions unanswered. Firstly, the central concepts of stimulus, response and reinforcement as used in behaviorism appear well defined in the particular and artificial circumstances of laboratory rats in experimental conditions, but hopelessly ill defined or even circular in respect of normal human behavior.

 

Worse, the behaviorist model fails to account for the linguistic creativity we alluded to above. If the child’s ‘want milk’ is a response to feeling hungry, is reinforced by its mother and consequently stored as an effective utterance, how is it that children rapidly learn to use and understand sentences that they have never actually heard before? How is it, as Pinker puts it (2002: 21–2), that human beings are smarter than rats?

EN

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