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218 grammar induction
term traditional, accordingly, is found with reference to many periods, such
as the Roman and Greek grammarians, Renaissance grammars, and (especially)
the eighteenth- and nineteenth-century school grammars, in Europe and America.
It is usually used with a critical (‘non-scientific’) implication, despite the fact
that many antecedents of modern linguistics can be found in early grammars.
Criticism is directed primarily at the prescriptive and proscriptive recommendations
of authors, as opposed to the descriptive emphasis of linguistic studies.
(5) In a restricted sense (the traditional sense in linguistics, and the usual popular
interpretation of the term), grammar refers to a level of structural organization
which can be studied independently of phonology and semantics, and generally
divided into the branches of syntax and morphology. In this sense, grammar
is the study of the way words, and their component parts, combine to form
sentences. It is to be contrasted with a general conception of the subject, where
grammar is seen as the entire system of structural relationships in a language,
as in such titles as stratificational grammar, systemic grammar and (especially)
generative grammar. Here, ‘grammar’ subsumes phonology and semantics
as well as syntax, traditionally regarded as separate linguistic levels. ‘A
grammar’, in this sense, is a device for generating a finite specification of the
sentences of a language. In so far as a grammar defines the total set of rules
possessed by a speaker, it is a grammar of the speaker’s competence (competence
grammar). In so far as a grammar is capable of accounting for only the
sentences a speaker has actually used (as found in a sample of output, or corpus),
it is a performance grammar. The study of performance grammars, in a psycholinguistic
context, goes beyond this, however, attempting to define the various
psychological, neurological and physiological stages which enter into the production
and perception of speech. Investigations which go beyond the study of an
individual language, attempting to establish the defining (universal) characteristics
of human language in general, have as their goal a universal grammar.
Students of grammar are grammarians, and they carry out a grammatical analysis
(the term here having no implications of well-formedness, as it has in
the notion of grammaticality). When it is necessary to differentiate entities
in one’s analysis as belonging to a grammatical level of description as opposed
to some other (e.g. semantic, phonological), the term ‘grammatical’ is often
used attributively, as in ‘grammatical category’ (e.g. gender, case, voice),
‘grammatical gender’ (as opposed to ‘natural gender’), ‘grammatical formative/item/unit’
(e.g. an inflectional ending), ‘grammatical subject/object ...’
(as opposed to ‘logical’ or ‘semantic’ subjects/objects . . . ), ‘grammatical word’
(as opposed to lexical word). When a semantic contrast is expressed using
grammatical forms, it is said to be grammaticalized (or grammaticized), a process
often seen in historical linguistics. An example of grammaticalization
(grammaticization) is the use of the motion verb go, as in She is going to
London, which has become a marker of tense in It’s going to rain. See also
application (2), arc, constituent, core, discourse, fuzzy, general (1).
grammar induction
grammatical (adj.)
see learnability
see grammaticality
grammatical ambiguity
see ambiguity