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Linguists, it has to be admitted,
are strange animals. They get very excited about things that the rest of the
species seem almost blind to and fail to see what all the fuss is about. This wouldn’t be so bad if
linguists were an isolated group. But they are not, and what’s more they have to teach
non-linguists about their subject. One mistake that linguists often make is to assume
that to teach linguistics, students should be instilled with the kind of enthusiasm for the
subject that linguists themselves have. But not everybody wants to be a linguist
and, as a friend of mine once said, not everybody can be a linguist.
What the dedicated language student
wants, however, is not the ability to analyse complex data from languages in
exotic regions of the world, or to produce coherent theories that explain why you can’t
say his being running in a more elegant
way than anyone else can. What they want from
linguistics is to see what the subject can offer them in coming to some understanding
of how the language that they are studying works. It is for these students that
this book has been written.
This is not to say that this is not a linguistics
text. It is, and linguistics permeates every single page. But the difference is
that it is not trying to tell you how to become a linguist – and what things to get excited
about – but what linguistic theory has to offer for the understanding of the English language.
Many introductory text books in syntax use
language data as a way of justifying the theory, so what they are about is the linguistic theory rather than the language data
itself. A book which was about language would
do things differently; it would use the theory to justify a certain view of the
language under study. We have attempted to write such a book.
As part consequence of this, we have adopted a
number of strategies. The first is what we call the ‘No U-turn’ strategy. If
you have ever read an introductory book on a linguistic topic you may have
found pages and pages of long and complicated arguments as to why a certain
phenomena must be analysed in such and such a way, only to find in the next
chapter that there is actually a better way of doing things by making certain
other assumptions. This is the sort of thing that linguist find fun. But students
often find it confusing and frustrating. So we have attempted to write this book
without using this strategy. As far as possible, concepts and analyses that are
introduced at some point in the book are not altered at some later point in the
book. Obviously, pictures have to be painted a bit at a time to make them
understandable and so it isn’t possible to ‘tell the whole truth’ right from
the start. But an attempt has been made to build up the picture piece by piece,
without having to go back and rub out earlier parts of the sketch.
Another
strategy adopted in the book is to avoid unnecessary formalisms. These are very
useful if you want to understand the workings of a theory to the extent needed
to see where its weaknesses are and how it needs to be developed to overcome
these. But as this is not our aim, it is not necessary to make students fully
aware of how to formalise grammatical principles. All they need is an
understanding of how the principles work and what they predict about the
language and this can be put over in a less formal way.
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