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四、篇章結構(5 題，共 10 分)    No student of a foreign language needs to be told that grammar is complex. By changingword sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tinyvariations in meaning. We can turn a statement into a question, state whether an action has taken placeor is soon to take place, and perform many other word tricks to convey subtle differences inmeaning. Nor is this complexity inherent to the English language. 51 The Cherokee pronounsystem, for example, can distinguish between 'you and I', 'several other people and I' and 'you, anotherperson and I'. In English, all these meanings are summed up in the one, crude pronoun 'we'. Grammaris universal and plays a part in every language, no matter how widespread it is. So the question whichhas baffled many linguists is - who created grammar?   At first, it would appear that this question is impossible to answer. To find out how grammaris created, someone needs to be present at the time of a language's creation, documenting itsemergence. Many historical linguists are able to trace modern complex languages back to earlierlanguages, but in order to answer the question of how complex languages are actually formed, theresearcher needs to observe how languages are started from scratch. Amazingly, however, this ispossible. Some of the most recent languages evolved due to the Atlantic slave trade. 52 Sincethey had no opportunity to learn each other's languages, they developed a make-shift language calleda pidgin. Pidgins are strings of words copied from the language of the landowner. They have little inthe way of grammar, and in many cases it is difficult for a listener to deduce when an event happened,and who did what to whom. Speakers need to use circumlocution in order to make their meaningunderstood. Interestingly, however, all it takes for a pidgin to become a complex language is for agroup of children to be exposed to it at the time when they learn their mother tongue. Slave childrendid not simply copy the strings of words uttered by their elders, they adapted their words to create anew, expressive language. Complex grammar systems which emerge from pidgins are termed creoles,and they are invented by children.    Further evidence of this can be seen in studying sign languages for the deaf. Sign languagesare not simply a series of gestures; they utilize the same grammatical machinery that is found in spokenlanguages. Moreover, there are many different languages used worldwide. 53 Previously, alldeaf people were isolated from each other, but in 1979 a new government introduced schools for thedeaf. Although children were taught speech and lip reading in the classroom, in the playgrounds theybegan to invent their own sign system, using the gestures that they used at home. It was basically apidgin. Each child used the signs differently, and there was no consistent grammar. 54Although it was based on the signs of the older children, the younger children's language was morefluid and compact, and it utilized a large range of grammatical devices to clarify meaning. What ismore, all the children used the signs in the same way. A new creole was born.    Some linguists believe that many of the world's most established languages were creoles atfirst. The English past tense –ed ending may have evolved from the verb 'do'. 'It ended' may oncehave been 'It end-did'. Therefore it would appear that even the most widespread languages were partlycreated by children. 55 Their minds can serve to create logical, complex structures, even whenthere is no grammar present for them to copy.
(A) All languages, even those of so-called 'primitive' tribes have clever grammatical components. 
(B) At that time, slaves from a number of different ethnicities were forced to work together undercolonizer's rule. 
(C) The creation of one such language was documented quite recently in Nicaragua. 
(D) However, children who joined the school later, when this inventive sign system was alreadyaround, developed a quite different sign language. 
(E) Children appear to have innate grammatical machinery in their brains, which springs to life whenthey are first trying to make sense of the world around them. 

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