Volume one of a set of studies that is founded on the idea that universal grammar is based on - indeed, inseparable from - meaning. The theoretical framework is the natural semantic metalanguage (NSM) approach originated by Anna Wierzbicka and developed in collaboration with Cliff Goddard.

This volume is part of a research program which started with the publication, in 1972, of Anna Wierzbicka's groundbreaking work on Semantic Primitives. The first within the program to focus on a number of typologically similar languages, it proposes a French, Spanish, Portuguese and Italian version of the Natural Semantic Metalanguage (NSM) elaborated over the years by Wierzbicka and colleagues. Repetition is avoided through teamwork: a number of authors working on the languages under examination have had equal input in a set of five papers dealing with distinct parts of the metalanguage. Some of the findings presented here invite us to have a fresh look at what has already been achieved, and to amend some of the working hypotheses of the NSM approach accordingly. The volume also contains six case studies (on Italian sfogarsi, Portuguese saudades, Spanish crisis, French certes, Spanish expressions of sincerity and Italian and Spanish diminutives, respectively).

This handbook provides a critical guide to the most central proposition in modern linguistics: the notion, generally known as Universal Grammar, that a universal set of structural principles underlies the grammatical diversity of the world's languages. Part I considers the implications of Universal Grammar for philosophy of mind and the philosophy of language, and examines the history of the theory. Part II focuses on linguistic theory, looking at topics such as explanatory adequacy and how phonology and semantics fit into Universal Grammar. Parts III and IV look respectively at the insights derived from UG-inspired research on language acquisition, and at comparative syntax and language typology, while part V considers the evidence for Universal Grammar in phenomena such as creoles, language pathology, and sign language. The book will be a vital reference for linguists, philosophers, and cognitive scientists.

This volume brings together papers originally presented at a seminar series on Speculative Grammar, Universal Grammar, and Philosophical Analysis, held at the University of Bologna in 1984. The seminars aimed at considering various aspects of the interplay between linguistic theories on the one hand, and theories of meaning and logic on the other. The point of view was mainly historical, but a theoretical approach was also considered relevant. Theories of grammar and related topics were taken as a focal point of interest; their interaction with philosophical reflections on languages was examined in presentations dealing with different authors and periods, ranging from the Middle Ages to the present day.

Volume two in a set of studies founded on the idea that universal grammar is based on - indeed, inseparable from - meaning. The theoretical framework is the natural semantic metalanguage (NSM) approach originated by Anna Wierzbicka and developed in collaboration with Cliff Goddard.

This book proposes that research into generative second language acquisition (GenSLA) can be applied to the language classroom. Assuming that Universal Grammar plays a role in second language development, it explores generalisations from GenSLA research. The book aims to build bridges between the fields of generative second language acquisition, applied linguistics, and language teaching; and it shows how GenSLA is poised to engage with researchers of second language learning outside the generative paradigm. Each chapter of Universal Grammar and the Second Language Classroom showcases ways in which GenSLA research can inform language pedagogy. Some chapters include classroom research that tests the effectiveness of teaching particular linguistic phenomena. Others review existing research findings, discussing how these findings are useful for language pedagogy. All chapters show how generative linguistics can enhance teachers’ expertise in language and second language development. “This groundbreaking volume ably takes on the gap that currently exists between generative linguistic theory in second language acquisition (GenSLA) and second language pedagogy, by gathering chapters from GenSLA researchers who are interested in the relevance and potential application of their research to second/foreign language teaching. It offers a welcome and thought-provoking contribution to any discussion of the relation between linguistic theory and practice. I recommend it not only for language teachers interested in deepening their understanding of the formal properties of the languages they teach, but also for linguists interested in following up on more practical consequences of the fruits of their theoretical and empirical research.” Donna Lardiere, Georgetown University, Washington DC, USA