Same But Different: Systems Of Smoothing Noun Entropy In Communication
The Project
Language is a defining human characteristic, and it shapes our cultures. But how does language actually work? Traditionally, people have thought that the meaning of sentences comes from the words it contains and how grammar organizes them. This view suggests that humans are born with much of their language ability, and that some language features—like grammatical gender in German—don’t really serve a purpose.
Our research challenges that idea. We argue that the main goal of communication isn’t just to transfer meaning from one person to another, but to reduce uncertainty about what someone means. From this perspective, children don’t need a perfect linguistic environment to learn a language. Instead, their learning abilities naturally tune into the patterns and rules of language.
We apply this idea to grammatical gender, which is often considered to be a redundant feature of language. We suggest that gender systems actually help people process words more efficiently. In particular, they make it easier to predict and understand nouns—the least predictable part of speech. By comparing German (which uses gender) and English (which doesn’t), we aim to show that gender systems reduce uncertainty in communication. This may help explain how all languages are structured to solve similar problems, revealing important insights into how human language works.
Resources
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Project Details
Research Team
External Team
More Projects
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Motivation, Engagement and Achievement in Arabic as an Additional Language: An Empirical Investigation in UK Secondary SchoolsOctober 2025 - September 2026Motivation is a sine qua non for language learning.
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From the page to the stage: A feasibility study on using theatre to improve EAL children’s communicative skillsJanuary 2020 - May 2020This project explored whether drama can be used as a tool to develop the linguistic, communication, and teamwork skills of children with EAL.
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Oral language development through drama: Practitioner needs and perspectivesSeptember 2024 - August 2025This project investigated primary school teachers’ perceptions regarding the use of drama for developing young (language) learners oral language and communication skills.
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Motivation, Engagement and Achievement in Arabic as an Additional Language: An Empirical Investigation in UK Secondary SchoolsOctober 2024 - September 2025An empirical study into the motivation, engagement and achievement of learners of AL2 in UK secondary schools.
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Learning and Teaching Arabic as an Additional Language – Phase 3: Systematic Review of Motivation StudiesOctober 2024 - September 2025This project consisted of a systematic review of studies on motivations towards the teaching and learning of Arabic as an Additional Language.
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Learning and Teaching Arabic as an Additional Language – Phase 2: Systematic Reviews of Experimental ResearchOctober 2023 - April 2026This project involves the conducting of six systematic reviews into research on the teaching and learning of AL2, focusing on reading, writing, speaking, listening, vocabulary and grammar.
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