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TEXTUAL COMPETENCE: A PRELIMINARY ANALYSIS OF ORALLY GENERATED TEXTS

The central proposition of this study is that a sentence grammar is not sufficient to describe or explain the ontogenesis of linguistic competence in man. Until recently the primacy of the sentence as the basquint of analysis for language had not been seriously challenged. This conceived primacy has led to many assumptions that are less than empirically valid as regards the language acquisition process. Basing an analysis of language on single sentences leads to: (a) false or unclear conclusions regarding many language phenomena such as pronominalization, anaphora, various deletion rules, ellipsis; (b) too narrow a conception of "linguistic competence"; and (c) the prediction that significant language acquisition on the part of children is complete at an age when in fact active and significant aspects of the ontogenesis of full linguistic competence are still being elaborated. We assume that a Linguistic analysis, if it is to answer in any significant or satisfying way the objections raised in (a) through (c) above must base itself on an empirical unit above the single sentence level. This unit we will define as the textual level. It would seem reasonable in proposing a "theory of natural language" to impose as a criterion for such a theory the use of the natural units of expression in the language as the basis of analysis. Any grammar that presumes to be a theory of language, if it is to meet such a criterion of naturalness in its analysis, must have as its domain of reference that unit which is the natural form of expression in the language. It is a standard and intuitive observation that the natural form or unit of expression in natural language is not the "sentence" or "proposition" but a "dis-