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Lecturer: OFELIA M. SISON 
Master of Arts in Education, 
Major in English Language Teaching 
Panpacific University North Philippines 
Urdaneta City, Pangasinan 
Professor: MARIA MARTHA MANETTE A. MADRID, Ph. D.
Leonard Bloomfield (1887-1949) is, together 
with Edward Sapir, one of the two most prominent 
American linguists of the first half of the twentieth 
century. His book Language (Bloomfield, 1933) 
was the standard introduction to linguistics for 
thirty years following its publication. Together with 
his students, particularly Bernard Bloch, Zellig 
Harris, and Charles Hockett, Bloomfield 
established the school of thought that has come to 
be known as American structural linguistics, which 
dominated the field until the rise of GENERATIVE 
GRAMMAR in the 1960s.
Throughout his career, Bloomfield was 
concerned with developing a general and 
comprehensive theory of language. His 
first formulation (Bloomfield, 1914) 
embedded that theory within the 
conceptualist framework of Wilhelm Wundt 
which was the psychology of language. 
Wundtian theory had connection with the 
notion like association and apperception 
as foundation of language.
In the early 1920s, however, 
Bloomfield abandoned that framework 
in favor of BEHAVIORISM theory of 
language. In repudiating the existence 
of all mentalist constructs, Bloomfield 
also repudiated the classical view that 
the structure of language reflects the 
structure of thought. For Bloomfield, 
the structure of language was the 
central object of linguistic study, and 
hence of cognitive science..
Bloomfield maintained that all 
linguistic structure could be 
determined by the application of 
analytic procedures starting with 
the smallest units which combine 
sound (or ‘vocal features’) and 
meaning (or ‘stimulus-reaction 
features’), called morphemes 
(Bloomfield, 1926: 130).
Bloomfield went on to show how to 
identify both smaller units (i.e., 
phonemes, defined as minimum units 
of ‘distinctive’ vocal features) and 
larger ones (words, phrases, and 
sentences). Bloomfield developed rich 
theories of both MORPHOLOGY and 
SYNTAX, much of which was carried 
over more or less intact into 
generative grammar.
In morphology, Bloomfield paid careful 
attention to phonological alternations of 
various sorts, which led to the 
development of the modern theory of 
morphophonemics (see especially 
Bloomfield, 1939). In syntax, he laid 
the foundations of the theory of 
constituent structure, including the 
rudiments of xbar- 2 theory. 
(Bloomfield, 1933: 194-195)
Bloomfield generated so much 
enthusiasm for syntactic analysis that 
his students felt that they were doing 
syntax for the first time in the history of 
linguistics. (Hockett, 1968: 31) 
Bloomfield did not develop his theory 
of SEMANTICS to the same extent as 
he did his theories of PHONOLOGY, 
MORPHOLOGY, and SYNTAX, 
contenting himself primarily with 
naming the semantic contributions of 
various types of linguistic units.
Ultimately, American structural 
linguistics failed not for its 
inadequacies in phonology, 
morphology, and syntax, but 
because behaviorism does not 
provide an adequate basis for the 
development of a semantic theory 
for natural languages.
The theory of behaviorism is 
derived from a psychological 
theory founded by J.B. Watson. 
The followers of this theory are 
Bloomfield, Skinner and several 
others. The main principle of the 
theory was mainly on analyzing 
human behaviors in observable 
stimulus - respond within 
interaction.
Behaviorists belief, in language 
learning, children obtain the language 
through varied babblings and 
mutterings which they try to imitate 
the words which they heard from the 
adults. And as the babbling and any 
kind of efforts done by the children 
are rewarded, this reward will 
reinforce further articulation of 
babblings and mutterings.
As the children grow, and reach 
the age of 4-6, the babblings and 
mutterings will develop into 
appropriate language to be 
applied in social context. And this 
language will internalize and 
develop into implicit 
speech. According to Bloomfield 
(1933), language learning is 
perceived as a formation of habits.
The process of learning is the same 
as learning other skills. The theory 
was derived from the notion of 
stimulus and response. The 
behaviorist sees that learners are 
exposed to numerous stimuli in the 
environment and the contexts they 
are in. They will respond to the 
stimuli. Through repeated 
reinforcement, the habits will form.
According to Ellis (1984), behaviorist 
development was developing in 
America and Western Europe around 
1960s in which accepted that the 
language development was a 
product of stimulus-response. The 
stimulus-response then develops in 
the process of imitation, repetition 
and reinforcement (Harmer, 2001; 
Lightbown and Spada, 1999; 
Richards and Rogers, 2001).
So, the second language development at 
that time played around this acceptance. But 
the truth is, there were hardly any empirical 
studies of these in the language 
development in the classroom. Behaviorist 
was generally extrapolating the general 
language learning theory base on the 
experiment done onto human in the science 
laboratory. This lack of proves was actually 
one of a factor which led to the next idea in 
language learning led by Chomsky in 1959; 
as one of the pioneer in developing the 
Innatism.
As conclusion in connection with 
Behaviorism, language learning is: 
1. A habit formation resembling the 
formation of other habits – language is 
learned in the way in which other habits 
are learned 
2. Nothing more than the acquisition of 
new behavior or knowledge – takes place 
when experience or practice causes a 
change in a person’s knowledge or 
behavior
3.An external event involving an 
observable change in behavior brought 
about by the stimuli coming from the 
environment – does not involve any 
unobservable change in mental 
knowledge since behavior can be 
explained without the need to consider 
internal mental states or consciousness 
4. Addressed to only human beings – 
acquire a language as discrete units of 
habits, independently trained
Structuralism is the idea that many 
phenomena do not occur in isolation, 
but instead occur in relation to each 
other, and that all related phenomena 
are part of a whole with a definite, but 
not necessarily defined, structure. 
This theory can further be explained 
through phonology, morphology and 
syntax.
 Phonology – the study of 
sounds in language 
 Morphology – the study of the 
structure of words that will 
eventually form/give the 
meaning 
 Syntax – the study of the 
interrelations of words in the 
sentence
1. Variation of pitch, stress, 
vowels and consonants 
2. Affixation 
Example: fire – singular (object) 
fire + s - plural 
geese – not plural morpheme 
duck+s – plural morpheme
3. Reduplication - repetition 
Example: bill – as payment 
bill – as word 
4. Homomorphy - homonym 
Example: project (noun) 
project (verb)
5. Suppletion – conjugation 
Example: dance, dances, 
danced, dancing 
6. Associational identification-relationship 
lies within the 
meaning of words 
Example: flash, flicker, flare, 
flame
7. Initial and final root-forming 
morpheme – resemblance in 
sound 
Example: glow & glare, 
bump & lump 
8. Derivational – root word 
Example: eat = eater, eatable
1. By modulations of pitch and of stress 
(intonation) 
Example: He ‘failed com’pletely to make 
his meaning clear. 
*completely is the attribute of failed 
2. By crossreferring constructions 
(agreement of subject and predicate) 
Example: Many fires break out. 
*both fires and break are plural
3. By congruence ( agreement in gender, 
number and case) 
Example: He takes with him his laptop. 
*he, him, his – masculine, singular 
4. By government or rection (possessive 
case) 
Example: her hair, hers is long 
5. By word order ( subject followed by 
predicate) 
Example: Many fires/ break out. 
subject predicate
Bloomfieldian theory of language is 
analyzed in terms of hierarchy of 
smaller elements: phrases, words and 
morphemes. The elements called 
“forms”, are all said to have 
“meanings”. The most basic meanings 
of a language are those associated 
with morphemes but these can be 
analyzed into smaller phonological 
units, called “phonemes”.
Thus: phonemes combined to form 
morphemes. Associated with each 
morpheme is a unit of meaning. 
Morphemes combine 
phonologically and semantically to 
form words; words combine 
phonologically and semantically to 
form phrases. Phrases in turn 
combine to make larger forms; the 
maximal phrases or a language 
are called sentences.
Certainly, if Bloomfieldian 
structuralism is, as Chomsky wrote 
in 1964, “a kind of pre-Darwinian 
taxonomy concerned solely with 
the collection and classification of 
countless specimens”, it has little 
to recommend it. But this 
characterization of the work of the 
period is not accurate.
Indeed it has some features that make 
it as attractive theory of linguistic form 
as generative grammar conceived. 
What is required is not a disparaging 
dismissal of Bloomfieldian 
structuralism, but a reconstruction of it 
using the more sophisticated formal 
apparatus of logico-mathematical 
linguistics that has recently been 
developed as an adjunct to work in 
generative grammar.
 Bloomfield, L., 1914, An Introduction to the 
Study of Language. New York: Henry Holt. 
 Bloomfield, L., 1926, ‘A set of postulates for the 
science of language.’ 
 Language2: 153-164.Reprinted in Hockett, 
1970, pp. 128-138. 
 Bloomfield, L., 1933, Language. New York: 
Henry Holt. 
 Bloomfield, L., 1935, ‘Linguistic aspects of 
science.’
 THANK YOU 
SALAMAT 
AGYAMANAK 
MUCHOS GRACIAS

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Pptx bloomfieldian theory report

  • 1. Lecturer: OFELIA M. SISON Master of Arts in Education, Major in English Language Teaching Panpacific University North Philippines Urdaneta City, Pangasinan Professor: MARIA MARTHA MANETTE A. MADRID, Ph. D.
  • 2. Leonard Bloomfield (1887-1949) is, together with Edward Sapir, one of the two most prominent American linguists of the first half of the twentieth century. His book Language (Bloomfield, 1933) was the standard introduction to linguistics for thirty years following its publication. Together with his students, particularly Bernard Bloch, Zellig Harris, and Charles Hockett, Bloomfield established the school of thought that has come to be known as American structural linguistics, which dominated the field until the rise of GENERATIVE GRAMMAR in the 1960s.
  • 3. Throughout his career, Bloomfield was concerned with developing a general and comprehensive theory of language. His first formulation (Bloomfield, 1914) embedded that theory within the conceptualist framework of Wilhelm Wundt which was the psychology of language. Wundtian theory had connection with the notion like association and apperception as foundation of language.
  • 4. In the early 1920s, however, Bloomfield abandoned that framework in favor of BEHAVIORISM theory of language. In repudiating the existence of all mentalist constructs, Bloomfield also repudiated the classical view that the structure of language reflects the structure of thought. For Bloomfield, the structure of language was the central object of linguistic study, and hence of cognitive science..
  • 5. Bloomfield maintained that all linguistic structure could be determined by the application of analytic procedures starting with the smallest units which combine sound (or ‘vocal features’) and meaning (or ‘stimulus-reaction features’), called morphemes (Bloomfield, 1926: 130).
  • 6. Bloomfield went on to show how to identify both smaller units (i.e., phonemes, defined as minimum units of ‘distinctive’ vocal features) and larger ones (words, phrases, and sentences). Bloomfield developed rich theories of both MORPHOLOGY and SYNTAX, much of which was carried over more or less intact into generative grammar.
  • 7. In morphology, Bloomfield paid careful attention to phonological alternations of various sorts, which led to the development of the modern theory of morphophonemics (see especially Bloomfield, 1939). In syntax, he laid the foundations of the theory of constituent structure, including the rudiments of xbar- 2 theory. (Bloomfield, 1933: 194-195)
  • 8. Bloomfield generated so much enthusiasm for syntactic analysis that his students felt that they were doing syntax for the first time in the history of linguistics. (Hockett, 1968: 31) Bloomfield did not develop his theory of SEMANTICS to the same extent as he did his theories of PHONOLOGY, MORPHOLOGY, and SYNTAX, contenting himself primarily with naming the semantic contributions of various types of linguistic units.
  • 9. Ultimately, American structural linguistics failed not for its inadequacies in phonology, morphology, and syntax, but because behaviorism does not provide an adequate basis for the development of a semantic theory for natural languages.
  • 10. The theory of behaviorism is derived from a psychological theory founded by J.B. Watson. The followers of this theory are Bloomfield, Skinner and several others. The main principle of the theory was mainly on analyzing human behaviors in observable stimulus - respond within interaction.
  • 11. Behaviorists belief, in language learning, children obtain the language through varied babblings and mutterings which they try to imitate the words which they heard from the adults. And as the babbling and any kind of efforts done by the children are rewarded, this reward will reinforce further articulation of babblings and mutterings.
  • 12. As the children grow, and reach the age of 4-6, the babblings and mutterings will develop into appropriate language to be applied in social context. And this language will internalize and develop into implicit speech. According to Bloomfield (1933), language learning is perceived as a formation of habits.
  • 13. The process of learning is the same as learning other skills. The theory was derived from the notion of stimulus and response. The behaviorist sees that learners are exposed to numerous stimuli in the environment and the contexts they are in. They will respond to the stimuli. Through repeated reinforcement, the habits will form.
  • 14. According to Ellis (1984), behaviorist development was developing in America and Western Europe around 1960s in which accepted that the language development was a product of stimulus-response. The stimulus-response then develops in the process of imitation, repetition and reinforcement (Harmer, 2001; Lightbown and Spada, 1999; Richards and Rogers, 2001).
  • 15. So, the second language development at that time played around this acceptance. But the truth is, there were hardly any empirical studies of these in the language development in the classroom. Behaviorist was generally extrapolating the general language learning theory base on the experiment done onto human in the science laboratory. This lack of proves was actually one of a factor which led to the next idea in language learning led by Chomsky in 1959; as one of the pioneer in developing the Innatism.
  • 16. As conclusion in connection with Behaviorism, language learning is: 1. A habit formation resembling the formation of other habits – language is learned in the way in which other habits are learned 2. Nothing more than the acquisition of new behavior or knowledge – takes place when experience or practice causes a change in a person’s knowledge or behavior
  • 17. 3.An external event involving an observable change in behavior brought about by the stimuli coming from the environment – does not involve any unobservable change in mental knowledge since behavior can be explained without the need to consider internal mental states or consciousness 4. Addressed to only human beings – acquire a language as discrete units of habits, independently trained
  • 18. Structuralism is the idea that many phenomena do not occur in isolation, but instead occur in relation to each other, and that all related phenomena are part of a whole with a definite, but not necessarily defined, structure. This theory can further be explained through phonology, morphology and syntax.
  • 19.  Phonology – the study of sounds in language  Morphology – the study of the structure of words that will eventually form/give the meaning  Syntax – the study of the interrelations of words in the sentence
  • 20. 1. Variation of pitch, stress, vowels and consonants 2. Affixation Example: fire – singular (object) fire + s - plural geese – not plural morpheme duck+s – plural morpheme
  • 21. 3. Reduplication - repetition Example: bill – as payment bill – as word 4. Homomorphy - homonym Example: project (noun) project (verb)
  • 22. 5. Suppletion – conjugation Example: dance, dances, danced, dancing 6. Associational identification-relationship lies within the meaning of words Example: flash, flicker, flare, flame
  • 23. 7. Initial and final root-forming morpheme – resemblance in sound Example: glow & glare, bump & lump 8. Derivational – root word Example: eat = eater, eatable
  • 24. 1. By modulations of pitch and of stress (intonation) Example: He ‘failed com’pletely to make his meaning clear. *completely is the attribute of failed 2. By crossreferring constructions (agreement of subject and predicate) Example: Many fires break out. *both fires and break are plural
  • 25. 3. By congruence ( agreement in gender, number and case) Example: He takes with him his laptop. *he, him, his – masculine, singular 4. By government or rection (possessive case) Example: her hair, hers is long 5. By word order ( subject followed by predicate) Example: Many fires/ break out. subject predicate
  • 26. Bloomfieldian theory of language is analyzed in terms of hierarchy of smaller elements: phrases, words and morphemes. The elements called “forms”, are all said to have “meanings”. The most basic meanings of a language are those associated with morphemes but these can be analyzed into smaller phonological units, called “phonemes”.
  • 27. Thus: phonemes combined to form morphemes. Associated with each morpheme is a unit of meaning. Morphemes combine phonologically and semantically to form words; words combine phonologically and semantically to form phrases. Phrases in turn combine to make larger forms; the maximal phrases or a language are called sentences.
  • 28. Certainly, if Bloomfieldian structuralism is, as Chomsky wrote in 1964, “a kind of pre-Darwinian taxonomy concerned solely with the collection and classification of countless specimens”, it has little to recommend it. But this characterization of the work of the period is not accurate.
  • 29. Indeed it has some features that make it as attractive theory of linguistic form as generative grammar conceived. What is required is not a disparaging dismissal of Bloomfieldian structuralism, but a reconstruction of it using the more sophisticated formal apparatus of logico-mathematical linguistics that has recently been developed as an adjunct to work in generative grammar.
  • 30.  Bloomfield, L., 1914, An Introduction to the Study of Language. New York: Henry Holt.  Bloomfield, L., 1926, ‘A set of postulates for the science of language.’  Language2: 153-164.Reprinted in Hockett, 1970, pp. 128-138.  Bloomfield, L., 1933, Language. New York: Henry Holt.  Bloomfield, L., 1935, ‘Linguistic aspects of science.’
  • 31.  THANK YOU SALAMAT AGYAMANAK MUCHOS GRACIAS