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LanguageisnotaformofbehaviorItisacomplicatedrule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Studentsshouldbeallowedtocreatetheirownsentencebasedontheirunderstandingofcertainrules.Maintheories:•InnatenessHypothesis（天赋假设）•GenerativeGrammar（生成语法）InnatenessHypothesis:Chomskythinksthatlanguageisakindoftalent.childrenhaveanaturalabilitytolearnlanguage,calledlanguageacquisitionmechanism(LAD).InnatenessHypothesis:Chomsky'sinnatenesshypothesisisbasedonhisobservationonsomeimportantphenomena,andthesephenomenacouldnotbeproperlyexplainedbyothermeans.InnatenessHypothesis:Firstly,childrenquicklylearntheirnativelanguageverybutlittleeffort.Second,therearesomefactsisconfused,thatis,whetherthelanguageisnotinnate.Third,childrenhavealimitedperiodoftimefromalimitednumberofwords(usuallynotastandard)inthemasterofthelanguagecompleteknowledgeofgrammar.Generativegrammar:Languagereflectsthepsychological.Chomskyhasrepeatedlystressedthathisstudyoflinguisticsispsychology,andultimatelythestudyofthebiologyofthebrain,thelanguageprocessisactuallyakindofmentalperformanceormentalarithmetic.Generativegrammar:Languageabilitycontainsnaturalingredients.Chomskyemphasizesthedistinctionbetweeninternallanguage(I-language)andexternallanguage(E-language),anditisclearthatthestudyistheformer.生成语法认为：人在有限的生命中不可能听到或看到无限多的句子，但人们可以听懂和说出该语言的无数句子，说明学习语言不是一句句学会的。考察儿童学习语言的情况，儿童在有限的时间里从有限的话语（通常是不标准的）中掌握了语言完整的语法知识。他们不但能够理解和造出他们已经听到过的句子，而且能够造出以前从未听过的句子。不管儿童学习语言的环境有多大的差异，他们还是能够达到大致相同的语言水平。Generativegrammar:Thereisacommonsyntax.Chomskyputsforwardtheideaofuniversalgrammar,whichexplainsthesenseoflanguage.Generativegrammar:Generativegrammarholdsthattheinnergrammaticalknowledgeofthehumanbrain:syntactic,phonologicalandsemanticparts.Thethreepartiscombinedintoacompletegrammarsystem.Peoplesubconsciouslygrasptherulesoftheset,theycanidentifythesentenceinthesyntax,phonologyandsemanticaspectsofeligibility,itcanbeconstructedinsyntax,phonologyandsemanticaspectsofthesentencetobequalified.2016Chomsky'sTheoryTransformational-GenerativeGrammarFirstly,thebirthanddevelopmentoftransformational-generativegrammar•In1957,thepublishedsyntacticstructuremarksthebirthoftransformational-generativegrammar.•Chomsky'stransformational-generativegrammarisarevolutionarychangeinthefieldoflinguistics,itsinfluencespreadtolinguistics,psychology,philosophy,educationscience,logic,translationtheory,communicationtechnology,computerlanguage,contemporaryBritishlinguistsJohnRhinsoncemadethiscomment:whetherChomsky'sgrammartheoryiscorrectornot.Undoubtedly,itisthemostvitality,themostinfluentialgrammartheory.Theinfluenceoftransformationalgenerativegrammartheoryisevident.Secondly，thegrammartheory,whichispublishedin1965years,whichbelongstothestageofstandardtheory.•Sointhestandardtheoreticalstage,thegenerativegrammarincludesthreeparts:thesyntacticpart,thesemanticpartandthepartofspeech.Thesyntacticpartisthecoreofthewholegrammar.Duetothesemanticcomponent,generativegrammarhasmoreadvantagesthanothergrammarintermsofsemanticsensitivity.Thirdly，Thetalentandtheinnernatureoflanguageability•Chomsky'stheoryoflanguagecomesfromhisstudyofchildren'slanguage.Chomskythinksthatlanguageisakindoftalent,thechildrenhaveanaturalabilitytolearnlanguage,calledlanguageacquisitionmechanism(LAD)语言习得机制Fourthly,thepracticalapplicationofthetransformational-generativegrammar•InEnglishwriting,theuseofarichvocabularyandflexiblesentencestructureisessentialtoimprovethewritingability.However,studentsuseEnglishtowritehavingthefollowingsituations:thefirstislackofexpression;thesecondisthesyntacticknowledgeisnotsolid,isunabletocontrolthelongsentences;thethirdisgrammarpracticeabilityispoor;thefourthislackofsentencestructure,rhetoricknowledge,expressionisnotright,applicationabilityispoor.Fourthly,thepracticalapplicationofthetransformational-generativegrammar•Intheteachingofwriting,teachersusetransformational-generativemethod,whichcantransformacomplexsentencepatternsintoseveralsimplesentences.AndwealsocansolvethepeoblemofhowtoteachstudentstolearnEnglishcomplexsentences,studentscouldunderstanditeasilyinthelearningprocess.Studentscanalsobeinspiredtoexpressdifferentsentencesintheteachingprocess.Itwillbeeasytoteachandlearnintwoways.•①语言是创造的，也即获得语言并不是去学会特定的句子，而是利用组句规则去理解和创造句子，句数是无限的。•②语法是生成的，儿童生下来就具有一种普遍语法，这种普遍语法的实质就是一种大脑具有的与语言知识相关的特定状态，一种使婴儿能学会人类任何语言的物理及相应的心理机制。婴儿就是凭借这个普遍语法去分析和理解后天语言环境中的语言素材。婴儿言语获得过程就是由普遍语法向个别语法转化的过程。这个转化是由先天的“语言获得装置”(languageacquisitiondevice，LAD)实现的。•③每—个句子都有两个结构层次——深层结构和表层结构。深层结构显示基本的句法关系，决定句子的意义；表层结构则表示用于交际中的句子的形式，决定句子的语音等。句子的深层结构通过转换规则变为表层结构，从而被感知和传达。TGinOurGeneralTeachingUse•Analysisofsentence•解析句子成分关系•Breakupthewholelexicalitemintoparts•对词项化整为零TGinOurGeneralTeachingUse•Analysisofsentencestructure•句法语义分析•Choosebetweenpartsofthesentencelimits•句子成分之间选择限制数学方法的应用•乔姆斯基想要用一种数学公式来建立语法体系，所以在对于语法的阐释中，他借鉴了许多数学理论。他想用类似数学那样的方法，演绎的方法把语法分析过程形式化。在《句法结构》一书中就能找到很多明显的例子。•在“一个初级语言理论”这一章中，乔姆斯基在解释有效状态语法时借鉴了数学上的“有限状态马尔科夫过程”，并且运用了信息论中的相关概念，提出了语言的概率问题。•而在解释词组结构时，他对于一个语句的推导式简直就是一个数学公式的推导，真正是用一种理性思维来看待语言。这和美国描写主义语言学的经验主义完全不同的，非经验主义和形式化是转换生成语法的标