Franklin Chang12 The role of learning in theories of English and Japanese sentence processing 1 IntroductionLanguages like English and Japanese differ in the word orders that they use. The Japanese translation for (1a) could be (1b).(1) a. He gave the book to a man.b. (Kare ga) otoko ni hon o ageta.
He NOM man DAT book ACC gaveThis translation illustrates the fact that in Japanese, verbs like ageta 'gave' are placed at the end of the utterance and pronouns like kare 'he' are often omitted, when they are inferable from the situation. Another difference between English and Japanese is that the Japanese utterance uses particles like ni and o to mark the case of the nouns. For example, the book is the object being given and it is marked with the o particle (hon o). Case marking of noun phrases allows Japanese speakers to scramble phrases while maintaining the same meaning. For instance, (2a) has a similar meaning to (2b) and this alternation approximates the English alternation between (3a) and (3b).(2) a. hon o otoko ni ageta.b. otoko ni hon o ageta.(3) a. He gave the book to the man.b. He gave the man the book.These language differences show that English and Japanese speakers have learned a range of very different constraints on word orders in their respective languages. Linguistic theories characterize syntactic knowledge in English and Japanese in terms of abstract syntactic categories and hierarchical tree structures (Chomsky 1957). This approach has allowed these theories to explain differences between these two languages in terms of linguistic parameters that specify how these hierarchical tree structures are built (Chomsky and Lasnik 1993;Culicover 1997). For example, Brought to you by | Cambridge University Library Authenticated Download Date | 8/7/15 8:28 PM