A Dictionary of Linguistics and Phonetics David Crystal

crossover 123
one carries out a linguistic analysis in a particular way. The criteria may result
from general considerations of the purpose of one’s analysis (e.g. whether pure
or applied, theoretical or descriptive, synchronic or diachronic), or may
relate to the range of specific factors felt to be relevant to a restricted problem.
For example, in the setting up of word-classes, decisions must be made as to
whether purely linguistic criteria will be used (e.g. phonological, grammatical,
semantic), or whether reference will be made to non-linguistic criteria (e.g.
logical, notional, aesthetic). Linguistics has generally emphasized two principles:
that criteria should always be made explicit, and should as far as possible
be based on formal considerations, e.g. of grammar or phonology. The term is
also used with reference to the levels of adequacy (‘criteria of adequacy’) of a
grammatical theory.
critical discourse analysis
see critical linguistics
critical linguistics A developing branch of linguistics which aims to reveal
hidden power relations and ideological processes at work in spoken or written
texts. Critical linguists criticize mainstream linguistics for its formalist preoccupations,
lacking adequate social explanations, and obscuring ideological and
political issues. The study includes such topics as the social context of texts,
grammar production, and language policy. The notion has also been extended
to such areas as pragmatics and sociolinguistics, and specifically to the
study of discourse. Critical discourse analysis is a perspective which studies the
relationship between discourse events and sociopolitical and cultural factors,
especially the way discourse is ideologically influenced by and can itself influence
power relations in society.
critical period In child language acquisition, the hypothesis that there is a
particular time span during which a first language can be most easily acquired.
The notion of a critical period is well supported in several areas of child
development (e.g. with reference to the development of the mechanism of
swallowing), and was felt to be also relevant to the emergence of language. It
was argued that the critical period for language ends at puberty, because by this
time the brain has become specialized in its functions, and no longer has the
adaptability found at earlier stages of biological development. The hypothesis
has proved to be extremely difficult to test, and remains controversial. The study
of language-deprived children (reared in the wild or by animals – ‘feral children’
– or kept isolated from society – ‘attic children’) provides some support; but
studies of adult language learning indicate that the brain is more plastic in
adulthood than was once believed and that its language functions are more
widely distributed. Adults moreover have certain cognitive abilities which facilitate
language acquisition, such as increased motivation and greater metalinguistic
awareness.
crossover (adj.) A term used in generative grammar, referring to a principle
restricting the operation of certain transformations which move a noun
phrase (as in passives, reflexives, tough movement). In an early formulation,
the principle states that a transformation cannot apply to a phrase-marker
if it would result in one noun phrase crossing another with which it is