Авторы: 159 А Б В Г Д Е З И Й К Л М Н О П Р С Т У Ф Х Ц Ч Ш Щ Э Ю Я

Книги:  184 А Б В Г Д Е З И Й К Л М Н О П Р С Т У Ф Х Ц Ч Ш Щ Э Ю Я


1 This topic is obviously designed to let students explore some of the ideas

introduced just above, in the introduction to this chapter's appendix entry.

Depending on where you stand on the issue of "what language is" or "what

linguists do," you may want to (1) articulate my assumptions as spelled out

above as a target for student critiques (if you disagree with me strongly and

want to encourage students to do the same); (2) articulate those assumptions

as something for students to think about and consider as an interesting

(but not necessarily correct) alternative to linguistic approaches, and an

explanation for why the book says the things it says (if you're flexible and

openminded about these things); (3) present my assumptions as the truth (if

you're completely in agreement and want to encourage students to join you

there); (4) some combination of the above. Personally, I'd prefer (2). But it's

your classroom.

2 Here again, the notion that every overgeneralization about language, including

linguistic analyses, is an overgeneralization is only "insulting" if we want to

assume that linguistic analyses describe a true underlying reality called

la langue or competence. If linguistics is just an interesting and useful way

of reducing the complexity of language to a workable analytical simplicity —

an intellectual fiction, of potentially great heuristic value — then it is

fundamentally no different from the overgeneralizations any of us come up

with to explain the language we use.