1. Where Language Comes From and What a Grammar Is

Simon Münker

teaching

The history of language begins with a comparison that sharpens what makes human communication special, and it sets up the paradox that runs through the whole field: enormous diversity among the world’s languages coexists with shared fundamental regularities. Bees encode direction and distance in a dance, birds combine notes into syllables and strophes, and primates use gesture, voice and posture to organise groups. These systems show arbitrariness, conventionality and even regional dialects, and they contain patterns like a sound system and sometimes a syntax. What they lack is open-ended semantics and metacommunication, the ability to talk about talking. Human language is thus best understood as a configuration of capacities that appear separately elsewhere in nature. Because language leaves no fossils, we can only infer its origin indirectly from anatomy and archaeology.

Five abstract commitments about grammars, taken from O’Grady1, turn this paradox into one definition: Generality says that every language has a grammar, Parity that no grammar is better or more primitive than another, Universality that all grammars share basic properties, Mutability that they change over time, and Inaccessibility that the knowledge behind them is largely unconscious. Together they define the descriptive stance of modern linguistics: a grammar is what speakers actually know and do, not somebody’s idealised vision of correctness.

The history of linguistic thought shows how old these questions are. The Greeks systematised inquiry into language, and the Stoics separated form from content and sign from signified. Two questions that they raised still structure the field: is the relation between sign and thing given by nature or by convention, and is language governed more by regularity or by irregularity? The Renaissance brought grammars/dictionaries, and with the printing press standardised spelling. Each step moved language from a gift towards a mass-recorded object of study.

Footnotes

  1. O’Grady, W. (1987). Principles of grammar & learning. University of Chicago Press ↩