In this thesis, I agree with the notion that human natural languages are underpinned by
an innate faculty of language which predisposes us to acquire the structural aspects of
language. Theories pertaining to its primary function, however, are lacking as they are
either out of touch with the bigger picture of human social life (Berwick and Chomsky
2017) or, if they do embrace this, they are met with challenges from evolutionary and
communication theory (Pinker and Bloom 1990; Jackendoff 2002).
In order to give a more satisfactory evolutionary account of the faculty of language, I
propose that we take inspiration from the alternative view that natural languages are
social entities which are wholly learnt and exist to improve human cooperation and social
living (Tomasello 2014; Sterelny 2012). An important aspect of this view is seeing that
humans have an advanced form of social cognition—that is the ability to understand that
other creatures also have minds—which underpins their cooperative and communicative
capabilities. I suggest, instead, that we ask what the faculty of language brings to this
viewpoint.
My response is that an innate linguistic structure is able to bring to mind new thoughts,
ideas, or explanations in human communicative discourse and in situations where it
would not be possible with just standalone words or pointing and pantomime. In more
technical terms ‘the primary function of the faculty of language is to make relevant what
is not salient in communicative discourses’. The faculty of language, thus, introduces a
new paradigm to human communication and social living.
In conclusion, we will appreciate that an approach which integrates valuable lessons from
viewpoints that are usually diametrically opposed provides a picture of language
evolution that is more holistic and streamlined. My theory, therefore, appreciates and
combines our understanding of linguistic structure, social cognition, human
communication, and evolution in a way that is not seen in either of the theories that
precede it
